TY - JOUR
T1 - Implementing Interventions with Families in Schools to Increase Youth School Engagement
T2 - The Family Check-Up Model
AU - Stormshak, Elizabeth A.
AU - Fosco, Gregory M.
AU - Dishion, Thomas J.
N1 - Funding Information:
Acknowledgments This project was supported by the National Institute on Drug Abuse grant DA018374 to Elizabeth Stormshak and National Institutes of Health grant DA018760 to Thomas Dishion. We acknowledge the contribution of the Portland Public Schools, the Project Alliance staff, and participating youth and families.
PY - 2010
Y1 - 2010
N2 - This study examined outcomes associated with the Family Check-Up (FCU), an adaptive, tailored, family-centered intervention to enhance positive adjustment of middle school youth and prevent problem behavior. The FCU intervention model was delivered to families in 3 public middle schools. The study sample comprised 377 families, and participants were randomly assigned to receive either the intervention or school as usual. Participation in the intervention was relatively high, with 38% of the families receiving the FCU. Participation in the intervention improved youth self-regulation over the 3 years of the study. Self-regulation skills, defined as effortful control, predicted both decreased depression and increased school engagement in high school, with small to medium effect sizes. The results have implications for the delivery of mental health services in schools that specifically target family involvement and parenting skills.
AB - This study examined outcomes associated with the Family Check-Up (FCU), an adaptive, tailored, family-centered intervention to enhance positive adjustment of middle school youth and prevent problem behavior. The FCU intervention model was delivered to families in 3 public middle schools. The study sample comprised 377 families, and participants were randomly assigned to receive either the intervention or school as usual. Participation in the intervention was relatively high, with 38% of the families receiving the FCU. Participation in the intervention improved youth self-regulation over the 3 years of the study. Self-regulation skills, defined as effortful control, predicted both decreased depression and increased school engagement in high school, with small to medium effect sizes. The results have implications for the delivery of mental health services in schools that specifically target family involvement and parenting skills.
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U2 - 10.1007/s12310-009-9025-6
DO - 10.1007/s12310-009-9025-6
M3 - Article
AN - SCOPUS:77957149573
SN - 1866-2625
VL - 2
SP - 82
EP - 92
JO - School Mental Health
JF - School Mental Health
IS - 2
ER -