Evidence-Based Interventions for Adolescents with Disruptive Behaviors in School-Based Settings

Kuhn, Tarah; Ebert, Jon; Gracey, Kathy A.; Chapman, Gabrielle; Epstein, Richard A.

doi:10.1016/j.chc.2014.11.005

Cited by 13 publications

(10 citation statements)

References 34 publications

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“…Considering the drastic lack of resources and limitations in the environment, school social workers should be given time and opportunities to come up with initiatives to promote positive and effective policies that fit with the cultures and the geopolitics of their communities. These initiatives should also be based on models of evidence, which should in turn be based on practice wisdom, to ensure that they are developed based on scientific backgrounds and supported by evidence-based findings (Kuhn, Elbert, Chapman, & Epstein, 2015).…”

Section: Resultsmentioning

confidence: 99%

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Soliman¹

2017

International Journal of School Social Work

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The focus of this study was on school social workers' perception of school climate and to determine the factors that contribute to positive environment within the school. Using the ecological framework, the study examined the views of 315 school social workers concerning the current social climate in the state of Illinois by using a number of standardized-i.e., School Survey Crime and Safety Principle-and composite subscales. Correlation analysis presented significant associations among the study variables. A path analysis model was developed; it included one dependent variable (School Climate) and 6 independent variables (Resources, Exposure, Communication, Measures, and Environmental Limitations)

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Section: Resultsmentioning

confidence: 99%

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Soliman¹

2017

International Journal of School Social Work

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“…These misbehaviours make it difficult to carry out classroom tasks properly and hinder actions performed in the learning context. Consequently, the disruptive behaviour can be identified by the manifestation of a conflict and/or troubling behaviour contrary to the explicit (or implicit) norms of the educational context [12], jeopardizing the maintenance of an optimal school learning environment and successful teaching [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Gallegos

Gómez-López

Extremera

et al. 2019

IJERPH

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The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

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“…Adolescents experience psychosocial changes which authors link them to physical functions including pubertal influences that challenge the adolescent (2). Along with puberty, some adolescents display inappropriate behaviors in school setting that threaten optimal learning and create other problematic behaviors (3). The phenomenon is affected by different factors such as parental attitudes (4).…”

Section: Introductionmentioning

confidence: 99%

The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

Hosseinpour¹,

Jadidi²,

Mohebbi³

et al. 2015

Int J School Health

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Background: Adjustment and coordination with environment is indispensable to all people. Objectives: The aim of present study was to determine the effectiveness of solution-focused brief therapy in increasing adjustment of high school female students. Materials and Methods: This study was based on an experimental pretest-posttest design including 30 female students of Amol high school in academic year 2011 -2012.The participants were selected by purposive non-convenience sampling methods, randomly assigned to experimental and control groups, who completed the Bell's adjustment questionnaire in pre-test phase. Thirty subjects with scores close to mean were selected and randomly divided into control and experimental groups. Solution-focused brief therapy intervention for experimental group was carried out in 5 sessions followed by performing posttest on the two groups. The data obtained were then analyzed using MANCOVA. Results:The results showed that solution-focused brief therapy (SFBT) was effective in increasing adjustment of the students (P < 0.0006), as well as increasing 3 subscales of adjustment questionnaire comprising home adjustment (P < 0.0006); health adjustment (P < 0.0006); and social adjustment (P < 0.0003); but had no effect on affective adjustment (P < 0.081). Conclusions: Considering the significant effect of SFBT interventions on increasing adjustment in young students, the training of school counselors can be an effective means for youth to achieve their goals and decrease some problems in the community.

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Evidence-Based Interventions for Adolescents with Disruptive Behaviors in School-Based Settings

Cited by 13 publications

References 34 publications

School Social Workers’ Perception of School Climate: An Ecological System Perspective

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

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