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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Familial Predictors Of Long-Term Outcome Following Inpatient Treatment For Eating Disorders, Anna Mae Ridley
Familial Predictors Of Long-Term Outcome Following Inpatient Treatment For Eating Disorders, Anna Mae Ridley
Theses and Dissertations
The present investigation examined characteristic, symptomatic, and familial predictors of long-term symptom severity of eating disorders. The purpose of the study was to determine if, after accounting for a number of known predictors of outcome, familial variables explained a significant amount of additional variance in disordered eating and general well-being scores measured at post-treatment follow-up. The sample included 398 women, ages 13 to 56, who had completed eating disorder treatment at an inpatient facility. Hierarchal multiple regression analysis demonstrated that familial predictors at admission to treatment did significantly predict long-term outcomes, while changes from admission to treatment in symptoms and …
Spanish-Speaking Parents' Perceptions Of School-Based Crisis Response., Brenda Dean
Spanish-Speaking Parents' Perceptions Of School-Based Crisis Response., Brenda Dean
Theses and Dissertations
American schools are becoming increasingly diverse. With the increasing diversity in school enrollment, professionals are faced with the challenge of providing culturally sensitive services in all areas, including crisis intervention planning. Additionally, language differences also affect help-seeking behaviors and may serve as a strong barrier to effective service delivery. Taking into account individual school and district demographics, schools must consider strategies to best meet the needs of students and families from culturally and linguistically diverse backgrounds. As a starting point, this thesis provides an overview of the literature on school crisis response. Current demographics in U.S. public schools, the perceptions …
Institute Brief: Advancing Parent-Professional Leadership: Effective Strategies For Building The Capacity Of Parent Advisory Councils In Special Education, Heike Boeltzig, Matthew Kusminsky, Susan M. Foley, Richard Robison, Barbara Popper, Marilyn Gutierrez-Wilson
Institute Brief: Advancing Parent-Professional Leadership: Effective Strategies For Building The Capacity Of Parent Advisory Councils In Special Education, Heike Boeltzig, Matthew Kusminsky, Susan M. Foley, Richard Robison, Barbara Popper, Marilyn Gutierrez-Wilson
The Institute Brief Series, Institute for Community Inclusion
The Individuals with Disabilities Education Act, last amended in 2004 (IDEA 2004), encourages parents and educators to work collaboratively, emphasizing that as a team they are uniquely suited to make decisions that help improve the educational experiences and outcomes of children with disabilities. The Advancing Parent-Professional Leadership in Education (APPLE) Project was funded to develop the leadership skills of parents individually and within their communities. The project took place in Massachusetts, where school districts are required to have a special education parent advisory council (SEPAC).