Journal article
Evaluation of the Courage and Confidence Mentor Program as a Tier 2 Intervention for Middle School Students with Identified Internalizing Problems
School mental health, Vol.7(2), pp.132-146
06/01/2015
DOI: 10.1007/s12310-014-9137-5
Abstract
Internalizing disorders among youths represent a significant public health concern due to associated risk for future psychopathology, physical health costs, and the likelihood that affected children will experience difficulty transitioning to adult life. Despite the troubling aspects of internalizing disorders, there is a dearth of selective, Tier 2 interventions that educators can implement for students with identified internalizing problems as part of their school's multi-tiered system of support. To fill this void, the purpose this study was to evaluate the efficacy, acceptability, and integrity of a structured mentor-based program, the Courage and Confidence Mentor Program (CCMP), which represented a modified version of the Check-In/Check-out program. Single-case experimental methods, consisting of a multiple baseline across participants design, were used to evaluate the efficacy of the CCMP with five students. The results of visual analysis and single-case effect size estimates revealed that all participants demonstrated noticeable reductions in internalizing problems as measured by self-ratings of subjective units of discomfort and teacher reports on a standardized behavior rating scale. Limitations of the methods and directions for future research involving Tier 2 interventions for students with internalizing problems are discussed.
Details
- Title: Subtitle
- Evaluation of the Courage and Confidence Mentor Program as a Tier 2 Intervention for Middle School Students with Identified Internalizing Problems
- Creators
- Clay R. Cook - University of WashingtonSharon R. Xie - University of WashingtonRachel K. Earl - University of WashingtonAaron R. Lyon - University of WashingtonEvan Dart - University of Southern MississippiYanchen Zhang - University of Washington
- Resource Type
- Journal article
- Publication Details
- School mental health, Vol.7(2), pp.132-146
- Publisher
- Springer Nature
- DOI
- 10.1007/s12310-014-9137-5
- ISSN
- 1866-2625
- eISSN
- 1866-2633
- Number of pages
- 15
- Grant note
- IES R324A090098 / Institute of Educational Sciences K08 MH095939 / National Institute of Mental Health; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH)
- Language
- English
- Date published
- 06/01/2015
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371112502771
Metrics
3 Record Views