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School transitions: Preventive intervention following an elementary school closing
Author(s) -
Bogat G. Anne,
Jones John W.,
Jason Leonard A.
Publication year - 1980
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/1520-6629(198010)8:4<343::aid-jcop2290080408>3.0.co;2-a
Subject(s) - apprehension , intervention (counseling) , closing (real estate) , psychology , psychological intervention , peer group , medical education , medicine , developmental psychology , political science , psychiatry , law , cognitive psychology
Entering a new school represents a critical developmental transition, since children need to overcome apprehension of peer rejection and difficulties in ascertaining new school policies. The present study investigated a peer‐led preventive orientation program which was aimed at allaying detrimental effects of a forced school closing. Students transferring into a public elementary school were matched by grade and sex with students currently enrolled at the public school (C 2 ). The group of transfer students were then randomly assigned to either the orientation program (E) or no program (C 1 ). The two‐day peer‐led orientation program occurred one week prior to the beginning of school. Following the intervention, the E group was superior to both the C 1 and C 2 groups in terms of self‐esteem related to peer relationships, knowledge of school rules, and teacher conduct ratings. The project indicates how community psychologists can respond to a crisis in the community (i.e., the forced closing of an elementary school) by developing preventive interventions.