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Journal Article

Citation

Kutash K, Duchnowski AJ, Green AL, Ferron J. School Ment. Health 2013; 5(4): 192-208.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s12310-013-9106-4

PMID

unavailable

Abstract

Parent education and support has been identified as a potential resource to help improve outcomes for youth who have emotional disturbances (ED). The current study builds on promising results from Parent Connectors (PCs) (Kutash et al. in Adm Policy Ment Health Ment Health Serv Res 38:412-427, 2011), a peer-to-peer program aimed at increasing the engagement of families in the education and treatment of their children who have ED. A total of 128 parents of students identified as having ED and enrolled in special education programs in 23 middle schools or special centers were randomly assigned to a treatment (had a PC) or comparison group. For parents who had a PC, results indicated positive program effects including increased perceived benefit of engagement, more engagement in their child's services, and a more positive response to social norms. Students received more mental health services, were enrolled more days in school, and were suspended fewer times and for fewer days. The moderating effects of parent strain and child emotional functioning were examined, and implications for practice are discussed.


Language: en

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