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PSYC*3690 Article 16.pdf

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Department
Psychology
Course
PSYC 3690
Professor
Benjamin Gottlieb
Semester
Winter

Description
Article #: 16 Title: Primary Prevention During School Transitions: Social Support and Environmental Structure Goals - project aimed to facilitate studentsʼ coping efforts during transition to high school by increasing the level of social support available as well as reducing the degree of flux and complexity in the school setting Who Benefits? (Target Audience) - students who are transitioning to high school Universal, Selective, or Indicated - selective because students who are transitioning are known to be at risk Primary, Secondary, Tertiary - primary - reducing incidence of stress but delivering the program to all students transitioning to high school, promoting a more positive transition - only students who were showing generally satisfactory school assessment and not considered in need of special mental health programming were eligible Risk and Protective Factors - risk = transitioning to high school (major life transition), local social system in a state of flux with all incoming students - protective = positive coping styles, availability of social support Measures of Data Collection (what is measured, # of times, and how) - assessed midyear and end of 9th grade - assessed studentsʼ self-concepts, their perceptions of the school environment, and their 8th and 9th grade attendance and grade averages Intervention Strategies? - the Transition Project is aimed at reducing the degree of flux and complexity of the social settings the student is entering, as well as increasing the instrumental and affective social support from teachers and peers - reduce difficulties of mastering transitional tasks they encountered - had 2 components: (a) restructuring the role of the homeroom teachers, (b) reorganizing the regularities of the school environment to reduce the flux of social setting confronting the student - homeroom teachers served as primary administrative-counseling link between the students, their parents and the rest of the school, performing many guidance and administrative duties usually done by guidance counselors and other personnel - intent of changes of the first component were: (a)
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