Evaluation of a multidimensional program for sixth-graders in transition from elementary to middle school
Bibliographic Data
| ID | 11043398 |
|---|---|
| Authors | Ross W Greene (0000-0002-2047-572X, University of Massachusetts Chan Medical School, corresponding author), Thomas Ollendick (0000-0003-3507-0300, Virginia Tech), Thomas H Ollendick |
| Year | 1993 |
| Volume | 21 |
| Issue | 2 |
| Pages | 162-176 |
| Publication date | 1993-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Community Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0090-4392 • E-ISSN: 1520-6629 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/1520-6629(199304)21:2<162::aid-jcop2290210208>3.0.co;2-d |
| OpenAlex | W2048598831 |
| Language | EN |
| Citations received | 5 |
| References cited | 13 |
The transition from elementary to middle school has been characterized as one of many “normative life crises” that involves both an increased opportunity for psychological growth and a heightened vulnerability to psychological disturbance. In the present study, students evincing a poor academic transition to middle school were placed into one of two 15-week treatment conditions. The “full-treatment” condition consisted of group support (including training in problem-solving and social skills, goal-setting, self-monitoring, and incentives), parental support, and increased teacher support; the “partial-treatment” condition consisted of heightened teacher support only. A contrast group of good academic transition students was included in the study for comparative purposes. Measures of depression, anxiety, stress, and self-esteem were administered to students at pretreatment, posttreatment, and follow-up, and behavior problem checklists were completed by teachers at the same points in time. At pretreatment, important differences were found between treatment and comparison students, most notably along behavioral and academic dimensions. Following treatment, the full-treatment group showed a significant improvement in grade point average (GPA), depression, and teacher-reported behavior problems (e.g., socialized aggression). The results of the present study are discussed relative to the findings of other prevention efforts, and directions for future research are considered.
Aggression · Anxiety · Depression (economics) · Developmental psychology · Incentive · Normative · Psychiatry · Social support · Vulnerability (computing) · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Social Psychology
Factor Analysis of the Coping Resources Inventory Scales for Educational Enhancement
Internalizing symptomatology and academic achievement
Gender differences in the relational health of youth participating in a social competency program
Perceived Competence and Depressive Symptoms Among Adolescents
Gender Differences in Middle School Adjustment, Physical Fighting, and Social Skills
Adolescent Development
What i think and feel
Normative and reliability data for the children's depression inventory
The Domain of Developmental Psychopathology
Impact of a preventive social problem solving intervention on children's coping with middle‐school stressors
Primary prevention during school transitions
School transitions
Psycho-social transitions
Early adolescence, alienation, and education
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 2000 - 2015 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |