LSCI in a School Setting: Final Results

Autor/inn/en	Forthun, Larry F.; McCombie, Jeff W.; Payne, Caroline
Titel	LSCI in a School Setting: Final Results
Quelle	In: Reclaiming Children and Youth, 18 (2009) 1, S.51-57 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-5701
Schlagwörter	Crisis Intervention; Program Effectiveness; School Counselors; Educational Environment; Special Education; Competence; Adolescents; Emotional Problems; Psychological Patterns; Mental Disorders; Behavior Problems; Teacher Role; Administrator Role; Counselor Role; School Personnel; Student Development; Decision Making; Rural Schools; Program Evaluation; Discipline; Peer Influence; Middle School Students; High School Students; Pennsylvania + Suchen Sie Ihr Suchwort? Krisenintervention; School counselor; Beratungslehrer; Pädagogischer Berater; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Special needs education; Sonderpädagogik; Sonderschulwesen; Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mental illness; Geisteskrankheit; Lehrerrolle; Schulpersonal; Decision-making; Entscheidungsfindung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Programme evaluation; Programmevaluation; Disziplin; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Life Space Crisis Intervention (LSCI) is a competency-based approach to intervening with adolescents, particularly within the schools, who are experiencing emotional pain, psychological distress, or behavioral disruption in their personal lives. LSCI is used to help classroom teachers, guidance counselors, administrators, and other school staff to promote positive development and reduce the likelihood of negative consequences due to poor decision making. The study of LSCI in schools has been limited primarily to its use in special education classrooms by special education teachers. Although the results from these studies were promising, this singular focus on a particular student population has resulted in an inadequate understanding of the true effectiveness of LSCI. Beginning in the academic year 2003-2004, and continuing through the academic year 2005-2006, the authors conducted a study within a rural Pennsylvania school district to examine the effectiveness of LSCI as a crisis intervention strategy for educators throughout the system (cf., Long & Fecser, 2001). The study had three objectives: (1) evaluate the implementation of LSCI among educators; (2) evaluate the outcomes among students; and (3) evaluate the outcomes among educators. Preliminary results from the first year of the study have been previously published in this journal (Forthun et al., 2006). In this article, the authors present the final results for the implementation phase of this study. Suggestions are also offered for using LSCI training to support a safe reclaiming school environment. (Contains 5 tables.) (ERIC).
Anmerkungen	Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail: journal@reclaiming.com; Web site: http://www.reclaiming.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10