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Citation |
Buhs LM. Dissertation Abstracts International 2000; 61(01): 523B. |
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Copyright |
(Copyright © 2000) |
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DOI |
unavailable |
PMID |
unavailable |
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Abstract |
This research examined the effectiveness of the "American Indian Life Skill Development Curriculum" (LaFromboise, 1992) using the goal-oriented approach to program evaluation. Prior research has demonstrated that social skills training is an effective prevention and intervention method for mental health concerns and/or behavioral difficulties in adolescents. The Life Skills Course is a six-week course which was implemented with 25 American Indian and Caucasian students ages thirteen to eighteen enrolled in the Math Science Initiative Program (MSIP), a program funded by the U.S. Department of Education. The students were split into two sections by age, and had a different instructor depending on the course to which they were assigned. Each lesson included didactic and experiential activities. After obtaining informed consent from parents and the assent of the students, quantitative measures of knowledge, depressive symptomatology, and self-esteem were given at pre-test, post-test, and a three month follow-up. Qualitative analyses were threefold and included a four-question journal entry distributed weekly that measured teaming about and understanding of emotions, self-esteem, self-destructive behaviors, and problem-solving. Second, two problem-solving vignettes were used to determine teaming about problem-solving and what to do with a suicidal individual. Third, an interview was given at the conclusion of the course in which students were asked about the concepts covered in the course. The results indicated that the students learned about the areas covered in class, their self-esteem scores increased, and depression decreased, although the depression scores increased again between post-test and follow-up. Students did not learn significantly more about problem-solving, including what to do if in a situation with a suicidal individual. According to statistical tests, insight ratings indicated that students did not gain the insight regarding their emotions, self-esteem, problem-solving, and self-destructive behaviors that was desired. (Abstract Adapted from Source: Dissertation Abstracts International, 2000. Copyright © 2000 by Lisa Marie Buhs;University Microfilms International) |