Evaluation of a multidimensional program for sixth graders transitioning from elementary to middle school

The transition from elementary to middle school has been characterized as one of many “normative life crises" that involves both an increased opportunity for psychological growth and a heightened vulnerability to psychological disturbance. Principles from life stress/transition literature and prevention research have been applied to the development of programs designed to help students adapt to the various changes they encounter in the transition from elementary to middle school. In the present study, students evincing a poor academic transition to middle school were identified following the second grading period of the sixth grade, and placed into one of two 16-week treatment conditions. The "full treatment" condition consisted of group support (including training in problem—solving and social skills, goal-setting, self-monitoring, and incentives), parental support, and increased teacher support; the "partial treatment" condition consisted only of teacher support. A group of good academic transition students was included in the study for comparative purposes. Measures of depression, anxiety, stress, and self-esteem were administered to students at pre-treatment, post-treatment, and followup, and behavior problem checklists were completed by teachers at the same points in time. At pre-treatment, important differences were found between treatment and comparison students, most notably along the behavioral dimension. The full treatment group showed a significant improvement in grade-point average (GPA) and depression scores over time, whereas the partial treatment group did not. However, improvement in academic performance was not as marked as predicted for either treatment group. The results of the present study were discussed relative to the findings of other prevention researchers, and directions for future research were considered.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Psychology

Department dc:contributor.department

Psychology

Grantor dc:publisher

Virginia Polytechnic Institute and State University

Year dc:date.issued

1989

Author dc:creator

• Greene, Ross

Chair dc:contributor.committeechair

• Ollendick, Thomas H.

Committee members dc:contributor.committeemember

• Zeskind, Philip S.
• Winett, Richard A.
• Carlson, Caryn L.
• Hohenshil, Thomas H.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10919/54179

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/54179