Top

Gepubliceerd in:

21-07-2022 | Original Paper

The Effects of a School-based Resilience Intervention for Youth with Socioemotional Difficulties

Auteurs: Christopher J. Senior, Sheina A. Godovich, Nina D. Shiffrin, Colleen M. Cummings, Mary K. Alvord, Brendan A. Rich

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2023

Abstract

Twenty percent of youth experience psychiatric illness before they reach adulthood, yet most do not receive adequate mental health services. Youth of color are particularly vulnerable to psychopathology considering they are more likely to experience adversity, stress, and barriers to treatment compared to White youth. Schools offer an ideal setting to address barriers to mental health care access and disparities affecting youth of color. The current study investigated the effectiveness of a school-based psychotherapy intervention for underserved youth. Participants were 141 children (ages 9–12 years; 37% Hispanic/Latinx, 58% Black/African American) assigned to either immediate or delayed intervention with the Resilience Builder Program^® (RBP), a resilience group intervention for youth with social competence and emotion regulation deficits. Repeated measures analysis of variance examined differences between immediate and delayed intervention groups. Immediate intervention participants demonstrated significant improvement across behavioral, social, emotional, and executive functioning domains compared to those in the delayed intervention group. After per-family Bonferroni correction, improvements in teacher-rated emotional self-control remained statistically significant. Examination of effect sizes indicated greatest improvement across parent- and teacher-reported emotional regulation. Findings suggest that RBP demonstrates potential as an effective resilience school-based intervention for youth, especially in the realm of emotion regulation. Results also offer encouragement for universal applications of RBP to classroom settings in the future.

vorige artikel Bibliotherapy for Specific Phobias of Dogs in Young Children: A Pilot Study

volgende artikel Targeting Parental Accommodation in Anxiety: An Open Trial of the Coping Cat Accommodation Reduction Intervention

Achenbach, T. M., Ivanova, M. Y., Rescorla, L. A., Turner, L. V., & Althoff, R. R. (2016). Internalizing/externalizing problems: Review and recommendations for clinical and research applications. Journal of the American Academy of Child & Adolescent Psychiatry, 55(8), 647–656. https://doi.org/10.1016/J.JAAC.2016.05.012.CrossRef

Adelman, H. S., & Taylor, L. (2009). Mental health in schools: Engaging learners, preventing problems, and improving schools. Corwin Press.

Al Anbar, N. N., Dardennes, R. M., Prado-Netto, A., Kaye, K., & Contejean, Y. (2010). Treatment choices in autism spectrum disorder: The role of parental illness perceptions. Research in Developmental Disabilities, 31(3), 817–828. https://doi.org/10.1016/j.ridd.2010.02.007.CrossRefPubMed

Alvord, M K., Zucker, B., & Grados, J. J. (2011). Resilience builder program for children and adolescents: Enhancing social competence and self regulation: a cognitive-behavioral approach. Research Press.

Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: a proactive approach. Professional Psychology: Research and Practice, 36(3), 238–245. https://doi.org/10.1037/0735-7028.36.3.238.CrossRef

Biddle, S. J. H., & Asare, M. (2011). Physical activity and mental health in children and adolescents: a review of reviews. British Journal of Sports Medicine, 45(11), 886–895. https://doi.org/10.1136/bjsports-2011-090185.CrossRefPubMed

Brown, J. S., Meadows, S. O., & Elder, G. H. (2007). Race-ethnic inequality and psychological distress: depressive symptoms from adolescence to young adulthood. Developmental Psychology, 43(6), 1295–1311. https://doi.org/10.1037/0012-1649.43.6.1295.CrossRefPubMed

Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883–892. https://doi.org/10.1016/j.adolescence.2013.07.001.CrossRefPubMed

Cheung, A. C. K., & Slavin, R. E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283–292. https://doi.org/10.3102/0013189X16656615.CrossRef

Ciucci, E., Baroncelli, A., Grazzani, I., Ornaghi, V., & Caprin, C. (2016). Emotional arousal and regulation: Further evidence of the validity of the “How I Feel” questionnaire for use with school-age children. Journal of School Health, 86(3), 195–203. https://doi.org/10.1111/josh.12370.CrossRefPubMed

Cohen, J. (1969). Statistical power analysis for the behavioral sciences (2nd ed.). Academic Press.

Corcoran, R. P., Cheung, A. C. K., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001.CrossRef

Cummings, J. R., Wen, H., & Druss, B. G. (2013). Improving access to mental health services for youth in the United States. Journal of the American Medical Association, 309(6), 553–554. https://doi.org/10.1001/jama.2013.437.CrossRefPubMed

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2). https://doi.org/10.1007/s10935-007-0081-0.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.CrossRefPubMed

Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASE’s state scan of social and emotional learning standards, preschool through high school. In Collaborative for Academic, Social, and Emotional Learning. Chicago.

Fernandez, K. C., Jazaieri, H., & Gross, J. J. (2016). Emotion regulation: a transdiagnostic perspective on a new RDoC domain. Cognitive Therapy and Research, 40(3), 426–440. https://doi.org/10.1007/s10608-016-9772-2.CrossRefPubMedPubMedCentral

Frane, A. (2015). Are per-family type I error rates relevant in social and behavioral science? Journal of Modern Applied Statistical Methods, 14(1). https://doi.org/10.22237/jmasm/1430453040.

Friedlaender, D., Burns, D., Lewis-Charp, H., Cook-Harvey, C. M., & Darling-Hammond, L. (2014). Student-centered schools: Closing the opportunity gap (SCOPE research brief).

García, E., & Weiss, E. (2018). Student absenteeism: Who misses school and how missing school matters for performance. https://www.epi.org/publication/student-absenteeism-who-misses-school-and-how-missing-school-matters-for-performance/

Goolsby, J., Alvord, M. K., & Rich, B. A. (2019). Impact of child and parent motivation on social skills training outcome. Child and Family Behavior Therapy, 41(1), 32–46. https://doi.org/10.1080/07317107.2019.1571774.CrossRef

Goolsby, J., Rich, B. A., Hinnant, B., Habayeb, S., Berghorst, L., De Los Reyes, A., & Alvord, M. K. (2018). Parent–child informant discrepancy is associated with poorer treatment outcome. Journal of Child and Family Studies, 27(4), 1228–1241. https://doi.org/10.1007/s10826-017-0946-7.CrossRef

Grant, S., Hamilton, L. S., Wrabel, S., Gomez, C. J., Whitaker, A. A., Leschitz, J. T., Unlu, F., Chavez-Herrerias, E. R., Baker, G., Barrett, M., Harris, M., Ramos, A., Rand Education (Institute), Rand Corporation., & Wallace Foundation. (2017). Social and emotional learning interventions under the Every Student Succeeds Act: Evidence review.

Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3–19. https://doi.org/10.1016/j.jsp.2006.09.002.CrossRefPubMedPubMedCentral

Gupta, S. (2011). Intention-to-treat concept: a review. Perspectives in Clinical Research, 2(3), 109 https://doi.org/10.4103/2229-3485.83221.CrossRefPubMedPubMedCentral

Habayeb, S., Rich, B., & Alvord, M. K. (2017). Targeting heterogeneity and comorbidity in children with autism spectrum disorder through the Resilience Builder group therapy program. Child and Youth Care Forum, 46(4), 539–557. https://doi.org/10.1007/s10566-017-9394-1.CrossRef

Hancock, K. M., Swain, J., Hainsworth, C. J., Dixon, A. L., Koo, S., & Munro, K. (2018). Acceptance and commitment therapy versus cognitive behavior therapy for children with anxiety: Outcomes of a randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 47(2), 296–311. https://doi.org/10.1080/15374416.2015.1110822.CrossRef

Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of Pediatrics and Adolescent Medicine, 162(12), 1133–1141. https://doi.org/10.1001/archpedi.162.12.1133.CrossRefPubMed

IBM Corp. (2017). IBM SPSS Statistics for Windows. IBM Corp.

Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J. P., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: effects on adaptive and maladaptive behavior. Development and Psychopathology, 20(1), 369–397. https://doi.org/10.1017/S0954579408000175.CrossRefPubMed

Izard, C., Stark, K., Trentacosta, C., & Schultz, D. (2008). Beyond emotion regulation: Emotion utilization and adaptive functioning. Child Development Perspectives, 2(3), 156–163. https://doi.org/10.1111/j.1750-8606.2008.00058.x.CrossRefPubMedPubMedCentral

Jenson, J. M., Dieterich, W. A., Rinner, J. R., Washington, F., & Burgoyne, K. E. (2006). Implementation and design issues in group-randomized prevention trials: Lessons from the youth matters public schools study. Children & Schools, 28(4), 207–217. https://doi.org/10.1093/cs/28.4.207.CrossRef

Jones, S. M., & Kahn, J. (2017). The Evidence base for how we learn: Supporting students’ social, emotional, and academic development. In Aspen Institute. Washington, DC. http://www.aspeninstitute.org.

Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. American Journal of Psychiatry, 159(9), 1548–1555. https://doi.org/10.1176/appi.ajp.159.9.1548.CrossRefPubMed

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62(6), 593–602. https://doi.org/10.1001/archpsyc.62.6.593.CrossRefPubMed

Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.CrossRefPubMed

Kim, M., & Garcia, A. R. (2016). Measuring racial/ethnic disparities in mental health service use among children referred to the child welfare system. Child Maltreatment, 21(3), 218–227. https://doi.org/10.1177/1077559516656397.CrossRefPubMed

Love, H. E., Schlitt, J., Soleimanpour, S., Panchal, N., & Behr, C. (2019). Twenty years of school-based health care growth and expansion. Health Affairs, 38(5), 755–764. https://doi.org/10.1377/hlthaff.2018.05472.CrossRefPubMed

Marks, A. K., Woolverton, G. A., & Coll, C. G. (2020). Risk and resilience in minority youth populations. Annual Review of Clinical Psychology, 16, 151–163. https://doi.org/10.1146/annurev-clinpsy-071119-115839.CrossRefPubMed

Marrast, L., Himmelstein, D. U., & Woolhandler, S. (2016). Racial and ethnic disparities in mental health care for children and young adults. International Journal of Health Services, 46(4), 810–824. https://doi.org/10.1177/0020731416662736.CrossRefPubMed

Merikangas, K. R., He, J. P., Brody, D., Fisher, P. W., Bourdon, K., & Koretz, D. S. (2010). Prevalence and treatment of mental disorders among US children in the 2001-2004 NHANES. Pediatrics, 125(1), 75–81. https://doi.org/10.1542/peds.2008-2598.CrossRefPubMed

Mojtabai, R., Stuart, E. A., Hwang, I., Eaton, W. W., Sampson, N., & Kessler, R. C. (2015). Long-term effects of mental disorders on educational attainment in the National Comorbidity Survey ten-year follow-up. Social Psychiatry and Psychiatric Epidemiology, 50(10), 1577–1591. https://doi.org/10.1007/s00127-015-1083-5.CrossRefPubMedPubMedCentral

Olfson, M., Blanco, C., Wang, S., Laje, G., & Correll, C. U. (2014). National trends in the mental health care of children, adolescents, and adults by office-based physicians. JAMA Psychiatry, 71(1), 81–90. https://doi.org/10.1001/jamapsychiatry.2013.3074.CrossRefPubMed

Perneger, T. V. (1998). What’s wrong with Bonferroni adjustments. British Medical Journal, 316, 1236–1238. https://doi.org/10.1136/bmj.316.7139.1236.CrossRefPubMedPubMedCentral

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children, second edition (2nd ed.). Pearson Clinical.

Rich, B. A., Shiffrin, N. D., Cummings, C. M., Zarger, M. M., Berghorst, L., & Alvord, M. K. (2019). Resilience-based intervention with underserved children: Impact on self-regulation in a randomized clinical trial in schools. International Journal of Group Psychotherapy, 69(1), 30–53. https://doi.org/10.1080/00207284.2018.1479187.CrossRef

Rich, B. A., Shiffrin, N. D., Senior, C. J., Zarger, M. M., Cummings, C. M., Collado, A., & Alvord, M. K. (2022). Improved resilience and academics following a school-based resilience intervention: A randomized controlled trial. Evidence-Based Practice in Child and Adolescent Mental Health, 1–17.

Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. https://doi.org/10.1016/j.edurev.2010.12.001.CrossRef

Roberts, A. L., Gilman, S. E., Breslau, J., Breslau, N., & Koenen, K. C. (2011). Race/ethnic differences in exposure to traumatic events, development of post-traumatic stress disorder, and treatment-seeking for post-traumatic stress disorder in the United States. Psychological Medicine, 41(1), 71–83. https://doi.org/10.1017/S0033291710000401.CrossRefPubMed

Rydell, A. M., Thorell, L. B., & Bohlin, G. (2007). Emotion regulation in relation to social functioning: an investigation of child self-reports. European Journal of Developmental Psychology, 4(3), 293–313. https://doi.org/10.1080/17405620600783526.CrossRef

Saleem, F. T., Riana, Anderson, E., & Williams, M. (2020). Addressing the “myth” of racial trauma: Developmental and ecological considerations for youth ofcColor. Clinical Child and Family Psychology Review, 23, 1–14. https://doi.org/10.1007/s10567-019-00304-1.CrossRefPubMedPubMedCentral

Santiago, C. D., Kaltman, S., & Miranda, J. (2013). Poverty and mental health: How do low-income adults and children fare in psychotherapy? Journal of Clinical Psychology, 69(2), 115–126. https://doi.org/10.1002/jclp.21951.CrossRefPubMed

Schachter, H. M., Girardi, A., Ly, M., Lacroix, D., Lumb, A. B., Van Berkom, J., & Gill, R. (2008). Effects of school-based interventions on mental health stigmatization: A systematic review. Child and Adolescent Psychiatry and Mental Health, 2(1), 1–14. https://doi.org/10.1186/1753-2000-2-18.CrossRef

Sheridan, M. A., & McLaughlin, K. A. (2020). Neurodevelopmental mechanisms linking ACEs with psychopathology. Adverse Childhood Experiences: Using Evidence to Advance Research, Practice, Policy, and Prevention, 265–285. https://doi.org/10.1016/B978-0-12-816065-7.00013-6.

Sklad, M., Diekstra, R., Ritter, M., De, Ben, J., & Gravesteijn, C. (2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641.CrossRef

Smyth, J. M., & Arigo, D. (2009). Recent evidence supports emotion-regulation interventions for improving health in at-risk and clinical populations. Current Opinion in Psychiatry, 22(2), 205–210. https://doi.org/10.1097/YCO.0b013e3283252d6d.CrossRefPubMed

Splett, J. W., & Maras, M. A. (2011). Closing the gap in school mental health: A community-centered model for school psychology. Psychology in the Schools, 48(4), 385–399. https://doi.org/10.1002/pits.20561.CrossRef

Stormont, M., Reinke, W., Herman, K., & Lembke, E. (2012). Academic and behavior supports for at-risk students: Tier 2 interventions. The Guilford Press.

Tan, C. S. (2007). Test Review. Assessment for Effective Intervention, 32(2), 121–124. https://doi.org/10.1177/15345084070320020301.CrossRef

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864.CrossRefPubMed

Tugade, M. M., & Fredrickson, B. L. (2007). Regulation of positive emotions: Emotion regulation strategies that promote resilience. Journal of Happiness Studies, 8(3), 311–333. https://doi.org/10.1007/s10902-006-9015-4.CrossRef

Wadsworth, M. E., Evans, G. W., Grant, K., Carter, J. S., & Duffy, S. (2016). Poverty and the development of psychopathology. In Developmental Psychopathology (pp. 1–44). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119125556.devpsy404.

Walden, T. A., Harris, V. S., & Catron, T. F. (2003). How I Feel: A self-report measure of emotional arousal and regulation for children. Psychological Assessment, 15(3), 399–412. https://doi.org/10.1037/1040-3590.15.3.399.CrossRefPubMed

Watson, C. C., Rich, B. A., Sanchez, L., O’Brien, K., & Alvord, M. K. (2014). Preliminary study of resilience-based group therapy for improving the functioning of anxious children. Child and Youth Care Forum, 43(3), 269–286. https://doi.org/10.1007/s10566-013-9238-6.CrossRef

Weissberg, R., Durlak, J., Domitrovich, C., & Gullotta, T. (2015). Social and emotional learning: Past, present, and future.

Weist, M., Lever, N., Bradshaw, C., & Owens, J. (2013). Handbook of school mental health: Research, training, practice, and policy.

Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), 130–143. https://doi.org/10.1016/j.amepre.2007.04.011.CrossRef

Titel: The Effects of a School-based Resilience Intervention for Youth with Socioemotional Difficulties
Auteurs: Christopher J. Senior
Sheina A. Godovich
Nina D. Shiffrin
Colleen M. Cummings
Mary K. Alvord
Brendan A. Rich
Publicatiedatum: 21-07-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2023
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-022-02362-6

Andere artikelen Uitgave 2/2023

Effects of a Structured Reflective Interview on Parental Reflective Functioning: A Pilot Randomised Controlled Trial

Open Access
Original Paper

Parents’ Self-Efficacy and Children’s Behavioral Problems Before and After SNAP: A Community-Based Intervention Program

Original Paper

A Concurrent Mixed-Methods Study of Midwestern Latino Parents Participation and Preferences for Parenting Education Programs

Original Paper

Identifying Common and Unique Elements of Evidence-Based Treatments for Adolescent ADHD

Review

Feasibility and Preliminary Impact of a Community-Based Intervention for Maternal PTSD and Parenting: Parenting-STAIR Pilot

Original Paper

A Model of Transformational Learning for Early Childhood Community-based Workers: Sajag Training for Responsive Caregiving

Open Access
Original Paper