Psy. D., Antioch University, 2018, Antioch Seattle: Clinical Psychology

Mental health issues among school-aged children are a growing concern and subject of intervention and prevention studies nationwide. While several implementation and service delivery models exist for school-based mental health services (SBMHS) they are often localized, population or program specific, and do not adequately address the issues related to stigma. Building on Cook and Kilmer's 2012 article integrating community psychology principles and systems of care values, a review of the literature is conducted to identify issues and barriers from stigma in current school-based and mental health service delivery. Key guidelines and specific considerations are presented to address identified limitations and augment the current implementation models for collaborative SBMHS through the practical application of community psychology principles. The creation and function of a coalition in the spirit of collaboration uniquely provided by partnering systems of care & community psychology principles is a central component. While the main focus and application of these objectives is at the micro and exosystem levels for change, the local community and school, school district and state, they can also be integrated at the macrosystem level for initiatives, legislation, and policy changes.

Committee: Jane Harmon-Jacobs Ph.D. (Committee Chair); Mark Russell Ph.D., ABPP (Committee Member); Jamila Brown Psy.D. (Committee Member) Subjects: Psychology; School Counseling

Doctor of Education (EdD), Wright State University, 2023, Leadership Studies

The state of youth behavioral health in the United States was a public health crisis before the overwhelming challenges presented by the coronavirus disease 19 (COVID-19) pandemic, and now, the situation is even more dire. The impacts of youth behavioral health challenges are pervasive and long-lasting for youth, their families, and the entire community. It is critical to identify innovative ways that youth behavioral health is being addressed in schools and understand how comprehensive school mental health systems including multi-tiered system of support teams are functioning. This comparative case study investigated the functioning of two high school multi-tiered system of support teams in the context of responding to students with behavioral health needs. This study was investigated through the lens of Bronfenbrenner's Bioecological Model of Human Development with a focus on the student, school, and community level. Individual interviews were conducted with nine MTSS team members from two Midwest high schools. One team utilized a traditional school behavioral health model, and the other school had a school navigator. The data were analyzed and organized into 27 different codes, five of which were represented in all participant interviews and were representative of the broader themes: Structure, Division of Labor, Behavioral Health Resources, Barriers, and Student Needs. Structure, division of labor, data and evaluation were identified as key challenges for the functioning of MTSS teams. The utilization of universal behavioral health screening and knowledge of behavioral health resources for students were two of the most critical differences in team functioning. While there were differences that were meaningful to the functioning of the teams, there were more similarities than differences in their functioning. Opportunities to support student mental health, expand the development of comprehensive student behavioral health systems, and further support education pro (open full item for complete abstract)

Committee: Noah Schroeder Ph.D. (Committee Chair); Jennifer Hughes Ph.D. (Committee Member); Josh Francis Ph.D. (Committee Member); Adrianne Johnson Ph.D. (Committee Member) Subjects: Behavioral Sciences; Education; Educational Leadership; Mental Health; Psychology; School Administration; School Counseling; Secondary Education

Doctor of Philosophy, University of Toledo, 2022, Counselor Education

School-aged children with mental health disorders experience a higher risk for poor academic achievement and can experience problems such as poor grades, bullying, truancy, suicidality, homicidality, and high-risk behaviors (Baker, 2013; CSH, 2004; Lambie et al., 2019; Rones & Hoagwood, 2000; Vanderbleek, 2004). Professional school counselors (PSCs) promote children's mental health in various tiered interventions and approaches (CSH, 2004). However, there are significant barriers that impede PSCs' ability to meet students' mental health needs. School-based mental health services are one way to fill the gap of needed mental health services in schools. The delivery of school-based mental health services significantly overlaps with the services that PSCs can provide (Burt et al., 2012; CSH, 2004; Gampetro et al., 2012). Past research indicates that a partnership between PSCs and SBMHCs is necessary to implement effective mental health services, but little research exists that explores the dynamic between these two professional sectors (Adelman & Taylor, 2002; Baker, 2013; Burt et al., 2012; Gampetro et al., 2012). The researcher used interpretative phenomenological analysis (IPA) methodology to study PSCs' perceptions of their experiences working with SBMHCs in their schools. The research team developed six superordinate, overarching themes, with 26 subordinate themes subsumed within the superordinate themes. The six superordinate themes are: Perceptions of Roles, Perceptions of Systemic Influences, Perceptions of Discord, Perceptions of Support, Perceptions of Collaboration, and Perceptions of Mental Health Access. Included is a discussion of each of the superordinate themes, and implications for school counseling practice, considerations for schools, and implications for SBMHCs.

Committee: Madeline Clark (Committee Chair); Madeline Clark (Advisor); Yanghong Liu (Committee Member); Tahani Dari (Committee Member); John Laux (Committee Member) Subjects: Counseling Education; Mental Health; School Counseling

Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

Anxiety is a normal and appropriate response to a variety of situations. However, long-term effects of anxiety can impede daily life activities and disrupt an individual's overall well-being; this can be amplified when the child is also academically or intellectually gifted. The present study examined the effectiveness of the Brief Coping Cat, implemented in a school setting with three students who were identified gifted and demonstrated elevated levels of anxiety. Students participated in an eight-week intervention designed to increase their understanding of anxiety and teach effective coping skills through cognitive strategies and exposure tasks. Each student completed the Multidimensional Anxiety Scale for Children 2nd Edition Self Report before and after the intervention period and completed a Subject Units of Distress Scale (SUDS) during each session, to measure the efficacy of the intervention. Results indicated that the brief intervention was effective in reducing anxiety for students who were academically and intellectually gifted. Implications for school-based supports for students who are gifted and experience anxiety are discussed.

Committee: Elana Bernstein Ph.D. (Committee Chair); Sawyer Hunley Ph.D. (Committee Member); Layla Kurt Ph.D. (Committee Member) Subjects: Educational Psychology; Mental Health; Psychology; School Counseling

Doctor of Education, Miami University, 2020, Educational Leadership

This qualitative case study explored and described one school district's response to the rise in death by suicide among adolescents. The purpose of this study is to critically examine the design, implementation, and evaluation of a mental health program by a U.S. school district to address rising suicide rates among adolescents. Therefore, the guiding question for this single case study was: How has the current rise in death by suicide among adolescents led to the development of evidence-based practices and programming within a U.S. middle school curriculum to address mental health issues? To address this question, data was collected through triangulated research, by gathering information from various collections of data and through multiple sources. This was achieved by semi-structured interviews with multiple district and building staff with various job titles and responsibilities. At the district level, interviews were conducted with administrators. Within the middle school, administrators and mental health professionals were interviewed. A thorough literature review of relevant information and the theoretical framework lens was used within this study. Interactive Systems Framework (ISF) is a theoretical framework developed to bridge the gap between evidence-based research to practice. This study specifically focused on one school district's response to the rise in death by suicide among adolescents at the middle school grades. Results for the research, collected through interviews and at the district level with the administrators, and interviews at the middle school building level with administrators and mental health professionals servicing the middle school, are provided in Chapter 4. The conclusion of the paper provides the findings and implications of the study and possible future research, policy and practices recommendations. The significance of this research was twofold. First, by providing an historical review of how one district responded to (open full item for complete abstract)

Committee: Lucian Szlizewski Dr. (Committee Co-Chair); Kathleen Knight Abowitz Dr. (Committee Co-Chair); Adam Beissel Dr. (Committee Member) Subjects: Educational Leadership

Doctor of Philosophy, Miami University, 2019, Educational Leadership

Studies reveal that low-SES male students struggle to succeed in classrooms far more frequently than their mainstream classmates --- additionally, they have histories of truancy, transiency, anger issues, behavioral problems, and their middle-class educators claim they possess subpar language, academic, and social skills --- all of which collectively disadvantage them further in schools as compared with their middle-class peers (Aliakbari & Faraji, 2011; Darder, Torres, & Baltodano, 2017; Filmer, 2000; Gabrenya, 2003; Gorski, 2013; Greene, 2008; Hamre & Pianta, 2001; Jensen, 2010; Lemon & Watson, 2011). The lived realities of males with low SES routinely leave them vulnerable in traditional schools, as class structures, unexamined common sense assumptions, and privileged social conditions are found to act as agents that elevate middle and upper class students' successes while reducing educational access and opportunities for low-SES males (Entwisle, Alexander, & Olson, 2007; Filmer, 2000; Giroux, 2009; Hannon, 2003; Jensen, 2010). The pronounced class differential compounds low-SES students' burdens, since middle-class teachers are largely unaware and inexperienced with the life challenges these students routinely navigate; too often they are assigned blame for failures out of their control (McGregor, Mills, Riele, Baroutsis, & Hayes, 2017), deteriorating their membership with schooling, and leaving them to cope with their barriers in isolation (Catalano, Oesterle, Fleming, & Hawkins, 2004; Sorrels, 2015). This qualitative backyard study interrogates the experiences of five low-SES, at-risk males in an alternative school who failed in traditional schools, to gain insights related to the influence of gender, meritocracy, social class, life circumstances, and wealth in schooling from their first-person, narrative, storied perspectives as outsiders in educational spaces. Concluding recommendations focus on strengthening adult/student connectedness, eliminating punitiv (open full item for complete abstract)

Committee: Thomas Poetter (Committee Chair); Denise Baszile (Committee Member); Joel Malin (Committee Member); James Shiveley (Committee Member) Subjects: Education Policy; Educational Leadership

Doctor of Philosophy, The Ohio State University, 2018, Nursing

Background & Purpose: In the United States, asthma affects 6.1 million children and is one of the most common causes of school absenteeism. Asthma is also a major public health issue, accounting for more than $56 billion in annual healthcare costs. Children with asthma are at higher risk of having anxiety/depression and subsequently, higher morbidity and mortality. Few intervention studies have specifically targeted children with asthma and anxiety/depressive symptoms and no scalable school-based interventions are in use. The purpose of this pilot study was to assess the feasibility and acceptability of a school-based, cognitive behavioral skills-building intervention on 8 – 12-year-old children with asthma and anxiety/depression. Methods: A one-group, pre/posttest with a 6-week follow-up post intervention was used to assess the feasibility, acceptability and preliminary effects of Creating Opportunities for Personal Empowerment (COPE) for Asthma on anxiety and depressive symptoms, asthma management self-efficacy, symptom perception, asthma illness representations, controller medication in 8 – 12-year old children with asthma and anxiety/depressive symptoms. Repeated measures ANOVA was used for variables using three time-points, while paired t-tests were used for comparisons using two time-points. Results: Thirty-two children participated in COPE for Asthma. Analyses indicated that COPE for Asthma is feasible for 8 – 12 year-old-children with asthma and anxiety. Significant reductions were found in anxiety, missed doses of the asthma controller medication, and the caregiver completed Pediatric Symptom Checklist, all with moderate to large effect sizes. Significant increases were found in Personal Beliefs, Child-Asthma Self Efficacy, Child Asthma Illness Representations, with moderate to large effect sizes. Conclusions: COPE for Asthma is highly feasible for small groups in the school setting and should be tested in a pilot randomized controlled trial to det (open full item for complete abstract)

Committee: Bernadette Melnyk PhD (Committee Chair); Kimberly Arcoleo PhD (Committee Co-Chair); Barbara Warren PhD (Committee Member); Dawn Anderson-Butcher PhD (Committee Member) Subjects: Behavioral Sciences; Health; Health Sciences; Nursing

Psy. D., Antioch University, 2015, Antioch Seattle: Clinical Psychology

The Children's Institute on Mercer Island (CHILD) is a private therapeutic day school in the Seattle area serving students in elementary and secondary education. Their stated mission is to "provide innovative school programs and therapies that promote social, emotional and academic development for children with special needs." In the fall of 2012 they engaged in a program evaluation that in many respects resembles a needs assessment in order to explore and improve aspects of their functioning. Through preliminary evaluation processes, including dialogue with CHILD's Leadership Team and a survey of internal stakeholders, an area of interest in student mental health was uncovered and an initial evaluation question emerged: "How does CHILD claim expertise, particularly in the area of mental health?" Historically, evidence of CHILD's impact in this regard has been largely anecdotal. Aside from a limited collection of behavioral data pertaining largely to IEP goals and objectives, CHILD does not track mental health, or long-term student outcomes. As a program interested in its own claims to "expertise," members of the Leadership Team and other stakeholders have called for improved data collection in this regard. This program evaluation is an attempt to understand the types of data that would be most useful to CHILD's interest in expertise and then design a program for tracking this data. Bronfenbrenner's (1994) ecological model was used as a framework for guiding data collection, the results of which are synthesized and integrated into a series of recommendations constituting the final results of the project. This dissertation is available in open access at AURA, http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.edu/etd

Committee: Bill Heusler Psy.D. (Committee Chair); Steven Curtis Ph.D. (Committee Member); Shamsah Ebrahim Ph.D. (Committee Member) Subjects: Clinical Psychology; Educational Evaluation; Educational Psychology; Psychology

Doctor of Education , University of Dayton, 2024, Educational Administration

Children are among our most vulnerable and post COVID-19 exhibited an increase in mental health issues in our schools. This led to increased needs for mental health professionals in the schools. Mental health agencies have had difficulty building capacity and keeping quality mental health professionals, implying there was a lack of understanding of and system for supporting these staff. Leadership needed to take a different approach to attending to mental health staffs' needs. This action research study focused on ways organizational leadership can reduce burnout and increase empowerment and support of mental health staff. This qualitative study was grounded in Watson's Caring Theory and focused on using a transformational leadership approach.

Committee: Ricardo Garcia (Committee Chair); Meredith Wronowski (Committee Member); Marci Freedy (Committee Member) Subjects: Behavioral Sciences; Counseling Psychology; Educational Leadership; Mental Health; School Counseling; Social Psychology; Social Work

Doctor of Education, Miami University, 2022, Educational Leadership

This study identifies the assets that principals use to support school based mental health care [SBMH] and makes several recommendations for increasing the efficacy of principals in interacting with SBMH systems and includes their recommendations for improvement in fostering, sustaining, and improving SBMH. Mental health needs are a historically underserved issue that greatly affects the ability of students to learn and flourish. Through a grounded theory analysis within a multiple case study framework, five cases are described and thereafter nine assets were developed as common to the cases informing on the beliefs, competencies, and traits possessed by principals. The identification of these nine assets supports emergent findings of a construct of interactions and describes common factors involved in a principal's support of SBMH.

Committee: Lucian Szlizewski (Advisor); Érica Fernández (Committee Co-Chair); Kristy Brann (Committee Member); Ann MacKenzie (Other) Subjects: Education; Education Policy; Educational Leadership; Elementary Education

PHD, Kent State University, 2022, College of Public Health

Despite myriad mental health programs to address mental illness in place in public schools across the United States, rates of child and adolescent mental illness continue to rise. As an indicator of the severity of these issues, child and adolescent deaths by suicide, among those aged 10 to 24, provide a stark example: this rate increased 56% across the US between 2007 and 2017 (Curtin & Heron, 2019). Children and adolescents face many inequalities in relation to developing mental illnesses which include location, poverty, caretaker mental illness, substance misuse in the home, abuse and neglect (Hair et al., 2015; Marmot et al., 2008; Vernon-Feagans et al., 2012). In addition to increased risk for developing mental illnesses, there are identification and treatment disparities related to location, family demographics and family mental health (Barnett, 2008; Johnson & Coles, 2013). Public schools, which service 90% of children and adolescents in the U.S., (Elementary and Secondary Enrollment, NCES, 2019), present a promising site for the identification and intervention of mental health issues. Unfortunately, there are also barriers in the identification and delivery of mental health treatment. With teacher overutilization, vague state and district-level mental health policies and highly variable resources and staff, schools are providing an inconsistent response to student mental illness (Jacob & McGovern, 2015; Reinke et al., 2011a; Walcott et al., 2018). Some interventions may be more effective than others, and classroom teachers may be able to provide insights into the effectiveness of interventions as they spend the most time observing the effects on their students. The purpose of this research was to collect teachers' perceptions of their school as an environment for supporting student mental health. To this end, I implemented a mixed methods research project to examine school environments as they relate to mental health at the school building, district a (open full item for complete abstract)

Committee: Deric Kenne (Committee Co-Chair); Kimberly Laurene (Committee Member); Sheryl Chatfield (Committee Member); Bethany Lanese (Committee Co-Chair) Subjects: Public Health

Doctor of Education, Ashland University, 2022, College of Education

The importance of school support staff was found to be a critical factor in students' success. However, role ambiguity, bias, and limited quantitative research have caused questions around the impact that support staff have within the school setting. Consequently, this quantitative correlational research study examined the relationship between a higher ratio of support staff per student and student academic, attendance, and behavioral outcomes at the building level. Bronfenbrenner's (1979) ecological systems theory and Getzels' and Guba's (1957) social systems theory frameworks were utilized in this study to increase the understanding of the influence that environmental factors have on child development, and the importance of educational leaders. Data for this study was collected from four large urban school districts located in the Midwest. Two multivariate regressions were run, one to determine the association between the ratio of support staff and all schools K-12 outcomes, the second was to determine the association between the ratio of support staff and elementary only schools outcomes. This study is critical in advancing our understanding of the importance of support staff in the school setting by determining the associations that they have with student outcomes.

Committee: Peter Ghazarian Ed.D. (Committee Chair); Cathryn Chappell Ed.D. (Committee Member); Judy Alston Ph.D. (Committee Member) Subjects: Education; Mental Health; School Administration

Specialist in Education, Miami University, 2021, Educational Psychology

Over the last decade, mental health recognition and diagnoses for children, adolescents, and adults has increased. The need for mental health related services in schools is high, however there are many identified barriers to students receiving these services. Common barriers identified in literature included both structural (e.g. insurance, communication) and perceptual (e.g. stigma, discrimination) barriers. The current study was a local mixed methods evaluation of secondary school professionals' perceptions of barriers to mental health related services in schools. School referral process and pre-collected barrier data was also examined. Both structural (e.g., insurance, caregivers) and perceptual (e.g., stigma, language/culture) barriers were indicated in the results in addition to suggestions to overcome barriers. Study limitations and implications for practice will be discussed.

Committee: Kristy Brann Dr. (Advisor); Anthony James Dr. (Committee Member); Sharon Custer Dr. (Committee Member) Subjects: Educational Psychology

Psy. D., Antioch University, 2018, Antioch Santa Barbara: Clinical Psychology

Burnout is best defined as a condition consisting of symptoms of emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach, 1982). It has been characterized as a process that develops through a variety of work and individual factors. Furthermore, it has been shown to impact one's career, physical health, and mental well-being. Much of the literature on burnout has been studied on psychologists, psychiatrists, and social workers, with a paucity of studies focused on marriage and family therapist (MFTs). The lack of burnout literature on MFTs is in spite of their employment in many diverse clinical settings. The purpose of this study was to examine the experiences of Associate MFTs (AMFTs) working in community based agencies and identify factors that contribute to feeling burned out. Moreover, the study sought to identify ways AMFTs recognize, prepare for, and manage burnout. Research has identified risk and protective factors of burnout and self-care is a topic routinely discussed in the mental health field. However, this study attempts to elucidate the burnout phenomenon by unearthing lived experiences of clinicians experiencing work stress and understanding what it is about the nature of self-care that is effective for clinicians in managing its impact. This Dissertation is available in Open Access at AURA: Antioch University Repository Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd

Committee: Brett Kia-Keating Ed.D. (Committee Chair); Christopher Howard Psy.D. (Committee Member); Kyle Killian Ph.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Counseling Psychology; Occupational Psychology; Psychology; Psychotherapy

Doctor of Philosophy, Case Western Reserve University, 2016, Social Welfare

Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program Abstract By EVELYN CASTRO-GUILLEN One in five (20%) children and youth meet diagnostic criteria for a mental disorder which has been shown to be associated with functional impairment at home, school, and community. Between 75-80% of children and youth do not receive mental health services due to barriers including funding, transportation, and the lack of mental health providers in low income areas. Between 70-80% of children and youth who receive mental health services receive them at school making schools the primary provider of mental health services. This study addresses the use of the Child and Adolescent Functional Assessment Scale (CAFAS) to assess functional impairment in children and youth referred for school-based mental health services (SBMHS). The aims of the study are: (a) to identify the characteristics of students referred for school-based mental health services, (b) to explore the level of impairment of students referred for SBMHS as measured by the CAFAS total score at time of enrollment and discharge, and (3) to examine the relationship between academic variables and the discharge CAFAS total score. The study utilized a secondary data set comprised of an aggregate sample of 144 students from two urban like school districts in Los Angeles County. Available demographic data indicates the sample included 75 (41%) males, 59 (52%) females, with identified ethnicity as 82 (56%) Latino, 30 (20%) African-American and 15 (10%) Caucasian. Data analysis included a multiple regression analysis on 89 students with complete data. Findings indicate that baseline CAFAS total scores were positively associated with CAFAS total scores at discharge. Results from the multiple regression analysis demonstrated no association between discharge CAFAS total scores and school district and length of enrollment. Teacher ratings of st (open full item for complete abstract)

Committee: Elizabeth Tracy PhD (Committee Chair) Subjects: Education; Mental Health; Social Work

Master of Social Work, The Ohio State University, 2015, Social Work

Despite research demonstrating the efficacy of school-based mental health (SBMH) as a strategy for improving mental health access and outcomes among youth, there exists a significant research to practice gap. In particular, more research is needed to understand which youth benefit from SBMH under what conditions. In this study, mixed methods were employed to examine the outcomes and processes experienced during SBMH adoption and implementation at four Title I elementary schools. Analysis of MH service records pointed to improved access and decreased symptomology among youth and Hispanic youth in particular. However, several symptoms remained above clinical benchmarks, and the use of family therapy proved challenging in a SBMH model. Interviews with 12 stakeholders, representing the schools, district, MH agency, and the state government, provided further insight into various processes involved in SBMH (e.g. such as establishing partnerships). Facilitators identified as important included administrative buy-in, role clarity, data, funding, and quality partnerships, though certain factors emerged as especially important during only certain aspects of the SBMH work. Overall, the findings of this study provided insight into the conditions which schools, districts, and states need to have or develop in order to facilitate the success of SBMH.

Committee: Dawn Anderson-Butcher (Committee Chair); Rene Olate (Committee Member) Subjects: Mental Health; School Counseling; Social Work

EdD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: Counselor Education

This dissertation evaluated the impact of a professional training opportunity on childhood anxiety on knowledge and confidence for educators of elementary school-age children. Previous research has shown that training sessions improve teacher preparation for coping with and assisting children with mental health care needs in the classroom. One of the most common behavioral and emotional concerns among children in schools is anxiety. Educators report a lack of knowledge on childhood anxiety and a lack in confidence on strategies to intervene. The purpose of the current project was to present a training session on management of child anxiety in the classroom and evaluate teacher perceptions of change in knowledge of and confidence for assisting children with anxiety. Twenty-five educators in a North College Hill elementary school, serving primarily children who are African American and residing in low-income families participated in a professional development training session. They rated change in knowledge and confidence for working with children as well as their satisfaction with the training session. Findings indicated an increase in knowledge and confidence post-training as well as high satisfaction with the training. Educators reported new knowledge and implementation of strategies into the classroom environment. Educators reported a desire for continued psycho-educational workshops focusing on childhood mental health concerns. Future research should examine utilizing workshops or trainings with larger sample sizes in multiple school districts and assess for possible change in teacher behaviors in the classroom.

Committee: Laura Nabors Ph.D. (Committee Chair); Julie Morrison Ph.D. (Committee Member); Geoffrey Yager Ph.D. (Committee Member) Subjects: Mental Health

Doctor of Philosophy, The Ohio State University, 2010, EDU Physical Activity and Educational Services

Students served in juvenile correctional school settings often arrive with histories of trauma, aversive educational experiences, low achievement, and other severe risk factors that impeded psychosocial development, educational progress, and occupational outcomes. Schools serving adjudicated youth must address a higher percentage of severe behavioral health and educational needs than schools serving other populations of youth. Rehabilitation and education are essential to mediate the social and financial dilemmas that may result if youth return to communities unprepared to meet basic societal demands. Research demonstrates that lack of essential supports can lead to recidivism. A vast body of literature over the past thirty years has shown self-management procedures to be effective across school settings, grade levels, and disability identifications. Self -management procedures allow students with disabilities to be actively involved in their educational process and these procedures encourage independence by guiding learners away from external control and toward internal control of behavior (Prater, 1994) which is essential for guiding incarcerated students toward governing their lives more constructively (Houchins, 2001). The present study taught high school age girls with disabilities to self-monitoring on-task behavior during independent practice of math calculation skills. Students received daily feedback regarding productivity and accuracy on assignments. Additional components included goal setting and incentives for goal attainment. A single-subject reversal design was used to evaluate effectiveness of the procedure on on-task behavior (time on-task), academic productivity (percentage of problems completed), and academic accuracy (percentage of problems completed correctly). Results indicated that the intervention was very effective for increasing participants' on-task behavior. A modest to moderate impact on academic productivity was noted across participan (open full item for complete abstract)

Committee: Laurice M. Joseph PhD (Advisor); Gwendolyn Cartledge PhD (Committee Member); Moira Konrad PhD (Committee Member) Subjects: Behavioral Sciences; Cognitive Psychology; Education; Educational Evaluation

Master of Social Work, The Ohio State University, 2008, Social Work

To help children achieve academic success and healthy youth development, new models of school improvement must include effective methods to address mental health needs. To improve the implementation of school mental health approaches, this thesis had two main goals: (1) To determine any relationships between educator stress, professional support, teaching self-efficacy, and perceptions of student mental health needs and educators' readiness to adopt school mental health approaches; and, (2) To determine if educator stress is moderated by professional support, teaching self-efficacy, or perceptions of student mental health needs to predict educators' readiness to adopt school mental health approaches. This study used hierarchical regression to analyze primary data from 122 educators. Results indicated that educator stress was the greatest predictor of educator readiness to adopt school mental health approaches. Teaching self-efficacy and perceptions of student mental health needs also were related to readiness to adopt school mental health approaches.

Committee: Dawn Anderson-Butcher PhD (Committee Chair); Tamara Davis PhD (Committee Member); Jerry Bean PhD (Committee Member) Subjects: Behaviorial Sciences; Education; Mental Health; Social Work; Sociology; Teaching

Doctor of Philosophy (PhD), Ohio University, 2010, Psychology (Arts and Sciences)

The majority of youth in need of mental health services do not receive intervention as many are not identified as having a problem or their families experience practical or attitudinal barriers that interfere with service utilization. The school environment provides a unique point of access to reach all children, yet this setting has been neglected as a means to both identify children in need of services and develop interventions to reduce barriers and engage families in service use. Presently, only 2% of schools screen for mental health problems, and most engagement interventions are conducted in clinics or developed for families already enrolled in treatment. Thus, engagement interventions developed in schools for families of at-risk children in the early stages of help-seeking have not been previously explored. This study examined the effects of an engagement intervention on parent adherence to recommendations among children screened for social, emotional, behavioral, and adaptive problems in the context of Kindergarten entry. The engagement strategy was a feedback session designed to reduce barriers to service initiation. The study aims were to (1) obtain a demographic profile of at-risk, rural Kindergarteners and barriers to mental health services reported by their parents; (2) evaluate the impact of an enhanced feedback session on parents' adherence to recommendations, compared to a standard feedback session; and (3) examine predictors of adherence to recommendations provided in the feedback session. Results showed that of 597 children screened using parent and teacher report of the Behavior Assessment System for Children, Second Edition (BASC-2), 306 (51%) were identified as at-risk. The profile of these youth indicated that the majority had parents who did not report a problem and who had high perceived barriers scores. Parents interested in obtaining feedback were randomized to standard and enhanced feedback conditions. At follow up, results provided prelim (open full item for complete abstract)

Committee: Julie Owens (Committee Chair) Subjects: Education; Psychology