The Adolescent Transitions Program is a family-centered intervention strategy designed to reduce problem behavior and prevent drug use within a public school environment. A parent consultant within a Family Resource Center (FRC) provided universal, selected, and indicated interventions that enhanced and supported positive parenting practices known to serve as protective factors. Implementation of the 3-year FRC model involved 584 students and their families in 4 middle schools. Analyses focused on the dynamics and effects of parent consultant activities and services. Differences in school "adoption" of the FRC services were found to be a function of both passage of time and school environment. Despite significant variation in implementation across schools, FRC services significantly reduced the growth in problem behavior over the course of the middle-school years. The implications of these findings for dissemination of empirically supported, school-based, family-centered interventions are discussed.
"The FCU is a tiered intervention model. At the universal level, a family resource center (FRC) was established in each of the participating public middle schools; the FRC was available for services to the entire intervention group (see Stormshak et al., 2005 for more description). A parent consultant in each FRC provided information to parents about their student's behavior, attendance, and homework completion and offered brief consultations to parents to support homework routines and home-to-school planning. "
[Show abstract][Hide abstract] ABSTRACT: The Family Check Up (FCU) is a family-centered intervention for reducing children's problem behavior through improving parenting skills and family interactions. Although the FCU was designed to prevent conduct problems, we have also found the program to be effective in preventing escalating symptoms of depression in early adolescence. The current analyses examine heterogeneous patterns of response to treatment in an effort to identify factors associated with differential response to family intervention. We examined heterogeneity in trajectories of youth-reported depressive symptoms from grades 6 to 9, using a Latent Growth Mixture Modeling framework to identify patterns of treatment response and non-response. Three symptom trajectories were identified, including the following: (1) a large class exhibiting stable, low symptom levels, (2) a class exhibiting high and stable depressive symptoms, and (3) a class exhibiting low initial symptoms that increased over time. Significant intervention effects were identified only among the third class, as a preventive effect on depression from 7th to 9th grade for youth with low initial symptoms. No effect of intervention was observed in the other two classes. Comparisons of classes 2 and 3 suggested that class 3 members were more likely to be females with high baseline antisocial behavior, but lower initial levels of depression. The findings suggest the importance of exploring heterogeneity within a prevention design, as well as the importance of tailored approaches to the prevention of adolescent depression.
"This body of knowledge has implications for current models of coaching that focus on the number of 'sessions' completed or total coaching hours as predictors of change. Educational researchers are beginning to pick up the MI mantle across applications with parents and teachers, alone and in conjunction with other evidence-based practices (Connell, Dishion, Yasui, & Kavanagh, 2007; Dishion & Kavanagh, 2003; Frey, Lee, et al., 2013a, 2013b; Herman et al., 2012; Lee et al., 2014; Reinke, Herman, & Sprick, 2011; Reinke et al., 2012; Reinke, Lewis-Palmer, & Merrell, 2008; Stormshak, Dishion, Light, & Yasui, 2005). If our understanding of the relationship between these variables within the context of school-based coaching were improved, it would allow researchers and practitioners to more intentionally and efficiently target the malleable factors associated with favorable child outcomes. "
[Show abstract][Hide abstract] ABSTRACT: In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.
Advances in School Mental Health Promotion 10/2014; 7(4):225-239. DOI:10.1080/1754730X.2014.949515
"The FCU has been previously tested in multiple randomized trials for families with youths ages 2–17. The results indicate that participation in the FCU is predictive of improvements in antisocial behaviors in early childhood (e.g., Dishion et al. 2008; Shaw et al. 2006), at school age (Dishion et al. 2014; Smith et al. 2014), and during the transition from middle school to high school (Connell et al. 2007; Dishion et al. 2002; Stormshak et al. 2005; Van Ryzin et al. 2012b). Improvements in youth outcomes have been frequently found to be either fully or partially mediated by intervention effects on family management variables , such as positive behavior support (Dishion et al. 2008), and family conflict (Smith et al. 2014b). "
[Show abstract][Hide abstract] ABSTRACT: This study reports the results of a pragmatic effectiveness–implementation hybrid trial of the Family Check-Up (FCU) conducted in 3 community mental health agencies with 40 participating therapists. Seventy-one families with children between 5 and 17 years of age participated. Intervention fidelity and level of adoption were acceptable; families reported high service satisfaction; and therapists reported high acceptability. Families in the FCU condition experienced significantly reduced youth conduct problems in comparison to usual care and completion of the FCU resulted in larger effects. This study provides promising evidence that implementing the FCU in community mental health agencies has the potential to improve youth behavior outcomes.
Administration and Policy in Mental Health and Mental Health Services Research 05/2014; DOI:10.1007/s10488-014-0566-0 · 3.44 Impact Factor
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