Evaluating the efficacy of the Family Check-Up Online: A school-based, eHealth model for the prevention of problem behavior during the middle school years

2019 ◽  
Vol 31 (5) ◽  
pp. 1873-1886 ◽  
Author(s):  
Elizabeth A. Stormshak ◽  
John R. Seeley ◽  
Allison S. Caruthers ◽  
Lucia Cardenas ◽  
Kevin J. Moore ◽  
...  
Keyword(s):  
Middle School ◽  
Self Efficacy ◽  
Preventive Intervention ◽  
Self Regulation ◽  
High Rate ◽  
At Risk Youth ◽  
Minimal Risk ◽  
The Family ◽  
Online Format ◽  
Family Centered

AbstractThis study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month posttest assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = .003, d = −0.32) and improved parental confidence and self-efficacy (p = .018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools.

Reducing suicide risk in parentally bereaved youth through promoting effective parenting: testing a developmental cascade model

2021 ◽  
pp. 1-14
Author(s):  
Na Zhang ◽  
Irwin Sandler ◽  
Jenn-Yun Tein ◽  
Sharlene Wolchik
Keyword(s):  
Suicide Risk ◽  
Preventive Intervention ◽  
Parental Death ◽  
At Risk Youth ◽  
Emotion Suppression ◽  
Effective Parenting ◽  
Parentally Bereaved ◽  
Increased Risk ◽  
The Family

Abstract Children who experience parental death are at increased risk for suicide. The Family Bereavement Program (FBP) is an upstream preventive intervention for parentally bereaved families that was found to reduce suicide risk in parentally bereaved youth up to 6 and 15 years later. We tested whether FBP-induced improvements in effective parenting led to changes in multiple proximal factors that prior theory and research implicated in the cascading pathway to suicide risk, namely, aversive self-views, caregiver connectedness, peer connectedness, complicated grief, depressive symptoms, and emotion suppression. The sample was 244 bereaved youth and their surviving caregiver from 156 families. Families were randomized into the FBP (12 group-based sessions for parents, youth, and two joint sessions) or a literature control condition. Multimethod and multiinformant data were collected at baseline, posttest, 6-year and 15-year follow-up assessments. Results showed that program-induced improvements in effective parenting at posttest were associated with reduced aversive self-views and increased caregiver connectedness at the 6-year follow-up, and each mediator was in turn associated with reduced suicide risk at the 6- and 15-year follow-up. The mediated pathways via aversive self-views remained significant while controlling for caregiver connectedness. Self-related concepts may be important targets in upstream suicide prevention for at-risk youth.

scholarly journals Motivation and Strategies for Reading Comprehension in Middle School

2021 ◽  
Vol 30 (2) ◽  
pp. 71-86
Author(s):  
Adriana Satico Ferraz ◽  
Amanda Lays Monteiro Inácio ◽  
Mirelle Christina Pinheiro ◽  
Acácia Aparecida Angeli Dos Santos
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Reading Strategies ◽  
Self Regulation ◽  
Pedagogical Practices ◽  
Recreational Reading ◽  
School Students ◽  
Self Assessment

In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors  of self-efficacy and reading strategies. These three constructs predicted the students’ self assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.   How to cite this article: Ferraz, A. S., Inácio, A. L. M., Pinheiro, M. C., & dos Santos, A. A. A. (2021). Motivation and Strategies for Reading Comprehension in Middle School. Revista Colombiana de Psicología, 30(2), 71-86. https://doi.org/10.15446/rcp.v30n2.88781

Comparison of Caregiver Engagement in Telepractice and In-person Family-Centered Early Intervention

2019 ◽  
Vol 25 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Melissa McCarthy ◽  
Greg Leigh ◽  
Michael Arthur-Kelly
Keyword(s):  
Early Intervention ◽  
Parental Involvement ◽  
Self Efficacy ◽  
High Speed ◽  
Mode Of Delivery ◽  
Video Communications ◽  
The Family ◽  
Alternative Means ◽  
Videoconferencing Technology ◽  
Family Centered

Abstract Telepractice—specifically, the use of high-speed internet and interactive videoconferencing technology to deliver real-time audio and video communications between the family and the practitioner—is gaining acceptance as an alternative means of providing family-centered early intervention to families of children who are deaf and hard of hearing. This study examined whether caregivers’ reported perceptions of self-efficacy and involvement differed when early intervention was delivered in-person and through telepractice. The Scale of Parental Involvement and Self-Efficacy (SPISE) was used to evaluate perceptions of two groups of caregivers: one that received early intervention in-person (n = 100) and a group who received services through telepractice (n = 41). Results indicated that mode of delivery of services was not related to caregivers’ perceptions of their self-efficacy or involvement. Further analysis revealed that although certain caregiver or child characteristics did influence some aspects of caregivers’ beliefs about their self-efficacy or involvement, the effect of those variables was similar across both modes of delivery.

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