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Understanding usual care in schools

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TitleInfo
Title
Understanding usual care in schools
SubTitle
a mixed methods approach
Name (type = personal)
NamePart (type = family)
Moore
NamePart (type = given)
Katie
NamePart (type = date)
1987-
DisplayForm
Katie Moore
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Young
NamePart (type = given)
Jami F
DisplayForm
Jami F Young
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2017
DateOther (qualifier = exact); (type = degree)
2017-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Approximately 75% of youth who receive mental health services are receiving those services in schools, and yet a scarcity of research exists on the types, intensities, quality, and effectiveness of school-based interventions, creating a serious public health concern (Rones & Hoagwood, 2000). The few studies examining usual care (UC) services suggest that significant variability exists in the therapeutic process and effectiveness of those services (Weisz, Jensen-Doss, & Hawley, 2006). While over four decades of research have spurred the development of a number of evidence-based prevention and treatment interventions for youth and families (Weisz & Kazdin, 2010), transporting these protocols to real-world, community settings has been wrought with challenges (Southam-Gerow, Rodriquez, Chorpita, & Daleiden, 2012). The present study seeks to obtain a better understanding of the specific factors that impact intervention outcomes in schools by using a mixed methods approach. Systematic case studies of two school counselor-led groups focused on the prevention of depression symptoms in youth—specifically a positive outcome group and a negative outcome group—were examined. Qualitative data from video recordings and observational coding data of the interventions were used to examine the therapeutic processes of the selected groups during the intervention, and quantitative data from self-report measures were used to examine the outcomes through 6-month follow-up. Case study findings suggest that therapeutic strategies, including use of evidence-based strategies, adherence to identified goals, and repeated application of the group material, contributed to improvements in depression symptoms and functioning. Results also underscore the importance of establishing group cohesion and alliance as well as understanding logistical barriers that may interrupt important therapeutic processes. The implications of these variables are discussed for future research and training initiatives.
Subject (authority = RUETD)
Topic
Clinical Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7421
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vii, 96 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
School psychology
Note (type = statement of responsibility)
by Katie Moore
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3VX0KKT
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Moore
GivenName
Katie
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-06-07 18:36:18
AssociatedEntity
Name
Katie Moore
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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1.5
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-06-08T10:10:50
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2016-06-08T10:10:50
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Microsoft® Word 2013
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