Wise Feedback as a Timely Intervention for At-Risk Students Transitioning into High School

Autor/inn/en	Thayer, Andrew J.; Cook, Clayton R.; Fiat, Aria E.; Bartlett-Chase, Meghanne N.; Kember, Jessie M.
Titel	Wise Feedback as a Timely Intervention for At-Risk Students Transitioning into High School
Quelle	In: School Psychology Review, 47 (2018) 3, S.275-290 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Intervention; At Risk Students; Prevention; Outcomes of Education; Feedback (Response); School Psychologists; Counseling Techniques; Behavior Problems; Interpersonal Competence; Social Behavior; Dropouts; Student School Relationship; Trust (Psychology); High School Students; Developmental Tasks; Truancy; Discipline; Urban Schools; California + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Lernleistung; Schulerfolg; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schüler-Lehrer-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Entwicklungsaufgabe; Schulabsentismus; Schulschwänzen; Schulverweigerung; Disziplin; Urban area; Urban areas; Stadtregion; Stadt; Kalifornien
Abstract	A promising development in school-based prevention and intervention science is the use of applied social-psychological concepts to improve students' experiences and outcomes in school. Mounting evidence from rigorous studies supports the efficacy of theoretically informed interventions grounded in social psychology, including growth mindset and values affirmation. One of particular utility for educators and school psychologists is wise feedback, which is a relational technique for providing skillful, constructive feedback. The overarching purpose of this study was to further explore the potential efficacy of wise feedback as a targeted intervention for students exhibiting social problem behaviors resulting in negative outcomes. Wise feedback was implemented using a multiple-baseline design with six students exhibiting signs of dropout (i.e., lack of trust and sense of belonging in a school) in ninth grade. Visual and statistical analysis indicated improvement in the students' sense of belonging and trust in their schools. Implications, limitations, and future directions are discussed. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01