Browsing by Subject "Community-Based"

Now showing 1 - 2 of 2
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    Environmental Risks and Children’s Mental Health Treatment Outcomes: A Person-Centered Analysis
    (2017-10) Witham, Matthew
    Treatment outcomes for children receiving mental health services at community-based clinics have been inconsistent. There is an urgent need to study treatment effectiveness and to identify factors that influence symptom changes. Previous research has demonstrated the impact of environmental risks on children’s functioning, and research is needed to understand the effects of risks on mental health treatment outcomes. In partnership with a community-based mental health clinic, this study aimed to (a) determine whether a racially-diverse sample of children (N = 1176; 59.4% male; ages 4-17 years) demonstrated post-treatment symptom reduction, (b) identify environmental risk subgroups of children through latent class analysis, and (c) assess for subgroup differences on outcome change scores. Paired sample t-tests were used to test for significant change over time between pre- and post- treatment symptoms levels and between high- and post- treatment symptoms levels. Significant symptom reduction was observed over time, as assessed by the Strengths and Difficulties Questionnaire. Latent class analysis was used to identify and define environmental risk subgroups. Fit indices and theoretical constructs conjointly endorsed four parsimonious latent classes: Low-Risk, High-Poverty, High-Risk, and Low-Poverty with Maltreatment. An ANCOVA was used to test whether the four classes differed on their respective change scores; no significant differences were found. Findings indicate meaningful symptom reduction after treatment and the existence of meaningful subgroups of children based upon risks. However, there is inadequate evidence that symptom changes vary based upon environmental risk classes. Implications of findings for clinical practice and future research are discussed.
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    An In-Depth Focus on An Emerging STEM School, A Community-Based Framework for STEM Integration, and Fostering Students’ STEM Interest
    (2019-08) Leammukda, Felicia Dawn
    The fields of science, technology, engineering, and mathematics (STEM) have been and continue to be dominated by White men (Corbett & Hill, 2015). Women and students of color are underrepresented in post-high school STEM majors and careers in relation to the current demographics of the United States population (Corbett & Hill, 2015). The middle school years mark a decline in interest and positive attitudes toward STEM (Riegle-Crumb, Moore, & Ramos-Wada, 2010). Researchers argue that teaching and learning through STEM integration and the creation of STEM schools, particularly in areas with a high population of under-represented students, could ameliorate this situation. This three-paper dissertation focused on an urban, community middle school located in the Midwestern United States working to develop a STEM focus. The first paper is a case study that explored the factors that impact how teachers and administrators work to develop as an emerging STEM school. The second paper develops a conceptual framework for STEM integration which takes an inclusive approach and incorporates social justice, community strengths and expertise, and personal relevance, and explores the implementation of this conceptual framework. The third paper focuses specifically on ways to foster STEM interest in female students through their participation in inclusive, integrated STEM units. Overarching themes from the three studies include the need for: (i) an inclusive approach to STEM integration; (ii) STEM integration with community connections; and (iii) awareness of social justice-related issues in STEM that promote gender and racial equity in STEM education.