Teacher Identification of Students for a Social-Emotional Intervention

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dc.contributor.advisorTeglasi, Hedwigen_US
dc.contributor.authorSedlik, Samantha Lynnen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-11-06T06:30:20Z
dc.date.available2009-11-06T06:30:20Z
dc.date.issued2009en_US
dc.description.abstractThis study described how students received services for social-emotional issues in several schools where a social competence program was implemented. The study examined several variables including a) teacher referral practices in the context of a program designed as a prereferral intervention for these issues in elementary school-aged children; b) child characteristics; and c) group dynamics. Referring teachers completed pre and post-test behavior rating forms for 45 children (N=45) in the program. All students completed pre and post-test measures of listening comprehension and self-report measures of depression, anxiety, and anger. A case study of two children with different initial profiles highlights how initial child characteristics affect performance and progress in the group situation. The variability in child performance demonstrates the need for careful selection of participants when conducting group interventions in schools. Implications for prereferral interventions are discussed.en_US
dc.identifier.urihttp://hdl.handle.net/1903/9701
dc.subject.pqcontrolledEducation, Educational Psychologyen_US
dc.subject.pqcontrolledPsychology, Generalen_US
dc.subject.pquncontrolledcounselingen_US
dc.subject.pquncontrolledgroupsen_US
dc.subject.pquncontrolledinterventionen_US
dc.subject.pquncontrolledprereferralen_US
dc.subject.pquncontrolledreferralen_US
dc.subject.pquncontrolledsocial-emotionalen_US
dc.titleTeacher Identification of Students for a Social-Emotional Interventionen_US
dc.typeThesisen_US

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