[article]
| Titre : |
Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities |
| Type de document : |
texte imprimé |
| Auteurs : |
Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur |
| Article en page(s) : |
p.4069-4084 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Developmental disabilities Dialectical behavior therapy skills Mental health literacy Protective factors Resilience School-based mental health |
| Index. décimale : |
PER Périodiques |
| Résumé : |
In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time × group interactions (g = 1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-020-04472-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 |
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084
[article] Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities [texte imprimé] / Jennifer KATZ, Auteur ; Vicki KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Sarah Y. SKINNER, Auteur . - p.4069-4084. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084
| Mots-clés : |
Developmental disabilities Dialectical behavior therapy skills Mental health literacy Protective factors Resilience School-based mental health |
| Index. décimale : |
PER Périodiques |
| Résumé : |
In a cluster randomized control trial, a school-based mental health program combining mental health literacy and dialectical behavior skills was implemented by teachers to determine effects on protective factors related to resilience for students in 3rd-12th grade. As part of a larger study, a subsample of 113 students with developmental disabilities attending 37 classrooms participated. Student-reported measures of self-concept, coping skills, and social support were collected three times in the year. Results indicated large effect sizes for the program on all measures, which pertain to time × group interactions (g = 1.53, 1.91, and 0.86 for self-concept, coping, and social support respectively). Follow-up analyses indicated that gains for the intervention schools primarily occurred between the first two assessment periods when the majority of program content was delivered. Implications for universal school-based mental health programming for students with developmental disabilities are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-020-04472-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 |
|  |
Effects of a Universal School-Based Mental Health Program on the Self-concept, Coping Skills, and Perceptions of Social Support of Students with Developmental Disabilities in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
