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Chapter

PSYC 3690 Chapter Notes -Response Bias


Department
Psychology
Course Code
PSYC 3690
Professor
Benjamin Gottlieb

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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) increased amount of instrumental
and affective social support form a school-base source the students perceived as
present in their daily school environment, (b) to increase the studentsʼ feelings of
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