At-Risk Students’ Perceptions of Traditional Schools and a Solution-Focused Public Alternative School
Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting…
Examining the Effectiveness of Solution-Focused Brief Therapy: A Meta-Analysis
- Johnny S. Kim
- 1 March 2008
Objective: A meta-analysis was conducted to evaluate the effectiveness of solution-focused brief therapy (SFBT). Method: Hierarchical linear modeling software was used to synthesize the primary…
Teacher involvement in school mental health interventions: A systematic review
Is Employment Associated With Reduced Recidivism?
- S. Tripodi, Johnny S. Kim, Kimberly A. Bender
- LawInternational journal of offender therapy and…
- 1 October 2010
It is argued that increased time crime-free is an indicator of positive behavior change that should be supplemented with clinical interventions to help formerly incarcerated persons maintain the initial motivation associated with employment.
The effectiveness of a solution-focused, public alternative school for dropout prevention and retrieval
Solution-focused brief therapy in schools: A review of the outcome literature
A Meta-Analysis of Published School Social Work Practice Studies
Objective: This systematic review examined the effectiveness of school social work practices using meta-analytic techniques. Method: Hierarchical linear modeling software was used to calculate…
Treatment effectiveness with dually diagnosed adolescents: A systematic review
Results examining both between-group effect sizes and within group changes indicate the efficacy of several treatment modalities in improving specific aspects of treatment needs but highlight family behavior therapy and individual cognitive problemsolving therapy as showing large effect sizes across externalizing, internalizing, and substance-abuse outcomes in dually diagnosed youth.
The Effectiveness of Psychosocial Interventions Delivered by Teachers in Schools: A Systematic Review and Meta-Analysis
- C. Franklin, Johnny S. Kim, Brandy R. Maynard
- PsychologyClinical Child and Family Psychology Review
- 10 May 2017
This study builds on existing literature that shows that teacher-delivered Tier 1 interventions are effective interventions but also adds to this literature by showing that interventions are more effective with internalizing outcomes than on the externalizing outcomes.