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One Year Impact Of The Advancing Coping And Engagement (Ace) Program On Advanced Placement And International Baccalaureate Student Success, Amanda C. Moseley
One Year Impact Of The Advancing Coping And Engagement (Ace) Program On Advanced Placement And International Baccalaureate Student Success, Amanda C. Moseley
USF Tampa Graduate Theses and Dissertations
Student success hinges on educational settings that feature a well-developed, comprehensive mental health support system (Hoover et al., 2019). Salient pieces of well-functioning mental health supports adhere to Multi-Tiered Systems of Support (MTSS) principles, including evidence-based practices with incremental intensity (Stoiber & Gettinger, 2015). Adolescents pursuing accelerated curricula in high school, specifically Advanced Placement courses (AP) and the International Baccalaureate Diploma Programme (IBDP), display a need for psychosocial support related to the stressors inherent to a rigorous curriculum (Suldo & Shaunessy-Dedrick, 2013b). Suldo and colleagues’ (2018) research on AP and pre-IBDP youth identified malleable predictors of success that became intervention …
Predictors Of Goal Attainment Among High School Students In Accelerated Academic Curricula Receiving School-Based Motivational Interviewing Intervention, Camille E. Hanks
Predictors Of Goal Attainment Among High School Students In Accelerated Academic Curricula Receiving School-Based Motivational Interviewing Intervention, Camille E. Hanks
USF Tampa Graduate Theses and Dissertations
Students enrolled in Advanced Placement (AP) courses and International Baccalaureate (IB) programs represent a unique group of adolescents given the high demands of their rigorous coursework and the elevated stress they experience compared to peers in the general education (Suldo & Shaunessy-Dedrick, 2013). These students are often missed in traditional screening procedures that tend to identify students struggling academically or exhibiting disruptive behaviors. Fortunately, Shaunessy-Dedrick and colleagues (2021) developed a comprehensive school-based intervention program, including universal (Tier 1) and selective (Tier 2) components, which aims to support the well-being of AP/IB students. The Tier 2 component of this program (i.e., …