American Journal of Community Psychology
1573-2770
0091-0562
Cơ quản chủ quản: Wiley-Blackwell , WILEY
Lĩnh vực:
Public Health, Environmental and Occupational HealthHealth (social science)Applied PsychologySocial Work
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Các bài báo tiêu biểu
Life stress and psychopathology: Progress on research begun with Barbara Snell Dohrenwend
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Mental health status among Puerto Ricans, Mexican Americans, and Non-Hispanic whites
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A Longitudinal Analysis of Psychiatric Severity upon Outcomes Among Substance Abusers Residing in Self-Help Settings
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A longitudinal analysis of psychiatric severity was conducted with a national sample of recovering substance abusers living in Oxford Houses, which are self-run, self-help settings. Outcomes related to residents’ psychiatric severity were examined at three follow-up intervals over one year. Over time, Oxford House residents with high versus low baseline psychiatric severity reported significantly more days using psychiatric medication, decreased outpatient psychiatric treatment, yet no significant differences for number of days abstinent and time living in an Oxford House. These findings suggest that a high level of psychiatric severity is not an impediment to residing in self-run, self-help settings such as Oxford House among persons with psychiatric comorbid substance use disorders.
Engagement in After‐School Programs as a Predictor of Social Competence and Academic Performance Abstract Using the experience sampling method, this study examined two questions related to outcomes associated with after‐school programming. First, does the quality of experience in after‐school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance? Middle school students (N = 196) attending eight programs in three Midwestern states reported a total of 4,970 randomly sampled experiences in and out of after‐school programs during 1 week in the fall and spring of the 2001–2002 academic year. Engagement during after‐school hours partially mediated the relationship between participation in after‐school programs and social competence. In addition, relative perceptions of engagement, challenge, and importance when in after‐school programs compared to elsewhere after school predicted higher English and math grades. Results suggest that the quality of experiences in after‐school programs may be a more important factor than quantity of experiences (i.e., dosage) in predicting positive academic outcomes.
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