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 / Jennifer KATZ in Journal of Autism and Developmental Disorders, 50-11 (November 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4069-4084 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 et/ou numérique 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 [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 et/ou numérique] / 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

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