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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Grade Point Average; Individual Characteristics; Adolescents; Parents; Coping; Siblings; School Counselors; Chronic Illness; Comparative Analysis; Children; Parent Influence; At Risk Persons; Questionnaires; Behavior Problems; Housework; Social Isolation; Stress Variables; Attachment Behavior; Parent Child Relationship
Abstract:
Approximately 10% of children grow up with a parent who has been diagnosed with a chronic medical condition (CMC) and seem to be at risk for adjustment difficulties. We examined differences in behavioral, psychosocial and academic outcomes between 161 adolescents from 101 families with a chronically ill parent and 112 adolescents from 68 families with healthy parents, accounting for statistical dependence within siblings. Children between 10 and 20 years and their parents were visited at home and filled in questionnaires. Multilevel analyses showed that 20-60% of the variance in most adolescent outcomes was due to the family cluster effect, especially in internalizing problem behavior, caregiving variables and quality of parent attachment. Conversely, the variance in stress and coping variables and grade point average (GPA) was mainly due to individual characteristics. Adolescents with parents affected by CMC displayed more internalizing problems than the comparison group and scored higher on frequency of household chores, caregiving responsibilities, activity restrictions, isolation, daily hassles and stress. In addition, their grade point average was comparatively worse. No group differences in externalizing problems, coping skills and quality of parent attachment were found. In conclusion, the family cluster effect largely explains adolescent outcomes and should be accounted for. Adolescents with parents affected by CMC are subject to an increased risk for internalizing problems, adverse caregiving characteristics, daily hassles, stress and a low GPA. According to a family-centered approach, school counselors and health care practitioners should be alert to adjustment difficulties of children with a chronically ill parent. (Contains 3 tables.)
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Author(s): |
Schwartz, Victor |
Source: |
Journal of College Student Psychotherapy, v27 n2 p96-98 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Mental Health; Counseling Services; Psychiatry; Hospitals; Higher Education; Guidance Centers; Psychology; School Counselors; Colleges; Campuses
Abstract:
As someone who has been involved in college mental health in three different roles, the author would say those who work in this field inhabit a strange space. College mental health centers are generally seen as somewhat peripheral to the core mission of universities by upper administration. Counseling centers do not reside within academic departments of social work, psychology or psychiatry. The result is that while they may know how hard they work and how essential they are to the success of the students they treat and help, they are often left feeling less than valued by their administrations and disconnected from many of their clinical colleagues who work in more standard settings such as hospitals, community clinics or private practice. Most of their clinical colleagues do not realize that their college counseling services are responsible for the care and safety of approximately 20 million (mostly young) people in the United States. While college counseling centers have in the past received unfortunate attention around campus tragedies and disasters, they should recognize that their work is being noticed and valued in some pretty disparate and surprising arenas. They may not realize it and take enough credit, but is seems they just may be the "cutting edge" of health and mental health care. (Contains 1 note.)
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Outcomes of Education; Counseling Services; School Counselors; School Counseling; Counselor Training; Educational Objectives; Program Effectiveness; Program Evaluation; Correlation; Academic Achievement; Measures (Individuals); Counselor Client Ratio; Evidence
Abstract:
The six statewide research studies presented in this special issue use a variety of designs, instrumentation, and measures. Nevertheless, they can be integrated at the level of results to shed light on some important questions related to effective practice in the field of school counseling. In fact, one can argue that, when separate studies that are conducted in a variety of contexts achieve similar findings, greater confidence can be placed in the conclusions. These six studies provide valuable evidence of the relationship between positive student educational outcomes and school counseling program organization, student-to-school-counselor ratios, counselor time use, and specific school counseling activities. Throughout this article, the authors have made suggestions for future research, including the development of reliable and valid measurements of school counseling programming and practices, an increased understanding of the impact of state contexts on school counseling, information about how school counselor education programs are and are not preparing future counselors for the current educational reality, and studies about which specific school counseling practices within the domains identified are most effective. (Contains 1 table.)
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