Vulnerability in Transition from Pre-school to Kindergarten
Quinn, Mark;Carr, Alan;Carroll, Louise;O'Sullivan, David (2007)Parents Plus Programme 1: Evaluation of Its Effectiveness for Pre-School Children with Developmental Disabilities and Behavioural Problems
Perry, Deborah F.;Dunne, M. Clare;McFadden, LaTanya;Campbell, Doreen(2008)Reducing the Risk for Preschool Expulsion: Mental Health Consultation for Young Children with Challenging BehaviorsJournal of Child and Family Studies, v17 n1 p44-54 Feb 2008
Perry, Deborah F.;Dunne, M. Clare;McFadden, LaTanya;Campbell, Doreen (2008)Reducing the Risk for Preschool Expulsion: Mental Health Consultation for Young Children with Challenging BehaviorsJournal of Child and Family Studies, v17 n1 p44-54 Feb 2008
Onunaku, Ngozi;Gilkerson, Linda;Ahlers, Therese(2006)Building a Comprehensive Mental Health System for Young ChildrenZero to Three, v26 n6 p34-40 Jul 2006
Journal of Applied Research in Intellectual Disabilities, v20 n4 p345-359 Jul 2007
Bryant,D., Vizzard,L.H., Willoughby,M., Kupersmidt,J. (1999)A review of interventions for preschoolers with aggressive and disruptive behavior
McGoey, K., Eckert, T., DuPaul, G. (2002)Early intervention for preschool-age children with ADHD: A literature reviewJournal of Emotional and Behavioral Disorders Vol 10, 1, 14-28
Bernazzani, O., Cote, C., Tremblay, R.E. (2001)Early parent training to prevent disruptive behavior problems and delinquency in childrenAnnals of the American Academy of Political & Social Science, Vol578, 90-103
Barlow, J., Parsons, J., Stewart-Brown, S. (2005)Preventing emotional and behavioural problems: The effectiveness of parenting programmes with children less than 3 years of ageChild: Care Health and Development, vol 31, 1, 33-42
Zarrina. (2004).What Works in Promoting Children’s Mental Health? The Evidence and the Implications for Sure Start Settings. Nottingham, England: DfES.
| - High/Scope Perry Preschool Program
The purpose of the study was to evaluate the High/Scope model, in which teachers help children plan, carry out, and review their own educational activities. The participatory learning model emphasized active child-initiated learning, problem-solving, decision-making, planning, and a high degree of interaction between adults and children and among the children themselves. In addition, teachers conducted weekly home visits and encouraged parents to be involved as volunteers in the classroom. It is now widely regarded as a landmark study establishing the human and financial value of high-quality preschool education. (Identified by theCanadian Best Practices Portal)
- Incredible YearsIY is a comprehensive set of curricula designed to promote social competence and prevent, reduce, and treat aggression and related conduct problems in babies, toddlers, young children, and school-aged children. The interventions that make up this series—parent training, teacher training, and child training programs are guided by developmental theory concerning the role of multiple interacting risk and protective factors (child, family, and school) in the development of conduct problem. (Identified by theCanadian Best Practices Portal)
- Nobody's PerfectNOBODY'S PERFECT is a parenting education and support program for parents of children from birth to age five. It is designed to meet the needs of parents who are young, single, socially or geographically isolated or who have low income or limited formal education. Participation is voluntary and free of charge. (Identified by theCanadian Best Practices Portal
- Nurse-Family Partnership Program(Identified by the American School Health Association) The Nurse-Family Partnership program is an effective home visitation program designed for first time, low-income mothers. Evidence from a 15 year follow-up found NFP reduced the incidence of conduct disorders, involvement in crime, and delinquency at a cost savings of four dollars for every dollar invested due to reduced welfare dependency, fewer arrests, and lower health care (especially emergency room) costs.
- Canadian Example:Young Minds at Play(Primary Mental Health Project) In the Dufferin-Peel Catholic District School Board, funds from the OPA assessment project were used to support the implementation and evaluation of the Primary Project, an evidence-based intervention for at-risk students in kindergarten to Grade 3 that is designed to build school-related competencies and reduce the risk for social-emotional problems.
http://www.childrensinstitute.net/download/?file=PrimaryProjectOverview_08.pdf
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Vulnerability while in Transition between Primary and Secondary School
Bachman, J.G. Johnston, L.D. O’Malley, P.M. & Schulenberg, J. 1996. Transitions in drug use during late adolescence and young adulthood. In J.A. Grabert, J. Brooks-Sunn & A.C. Petersen (Eds.).Transitions Through Adolescence: Interpersonal Domains and Context.Mahwah, NJ: Erlbaum.
Simmons, R.G., Carlton-Ford, S.L. & Blyth, D.A. 1987.Predicting how a child will cope with the transition to junior high school.In R.M. Lerner & T.T. Foch (Eds.).Biological-psychosocial Interactions in Early Adolescence. Hillsdale, NJ: Erlbaum.
Early Education and Development Vol 10, 1, 47-68
Moon S, Lilley R, Morgan S, Gray S, Krechowiecka I (2004)A systematic review of recent research into the impact of careers education and guidance on transitions from Key Stage 3 to Key Stage 4(1988 – 2003). In:Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London
Graber, J.A. & Brooks-Gunn, J. 1996.Transitions and turning points: Navigating the passage from childhood through adolescence.Developmental Psychology, 32(4), 768-776.
Brooks-Gunn, J. 1991.How stressful is the transition to adolescence in girls?In M.E. Colten & S. Gore (Eds.).Adolescent Stress: Causes and Consequences. Hawthorne, NY: Aldine de Gruyter.
Brooks-Gunn, J. & Reiter, E.O. 1990.The role of pubertal processes in the early adolescent transition. In S. Feldman & G. Elliott (Eds.).At the Threshold: The Developing Adolescent. Cambridge, MA: Harvard University Press.
Vulnerability while in transition between secondary school and work or post-secondary education
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Vulnerability in the transition from Secondary School to Post-Secondary Education
Asseltine, R.H. & Gore, S. 1993.Mental health and social adaptation following the transition from high school. Journal of Research on Adolescence, 3(3), 247-270.
Bachman, J.G. Johnston, L.D. O’Malley, P.M. & Schulenberg, J. 1996.Transitions in drug use during late adolescence and young adulthood. In J.A. Grabert, J.
Brooks-Sunn & A.C. Petersen (Eds.).Transitions Through Adolescence: Interpersonal Domains and Context. Mahwah, NJ: Erlbaum.
| - Transitions: Student Reality Check(Teen Mental Health Program, Dalhousie University)
The Transitions: Student Reality Check booklet is the first publication of its kind and is a unique resource created to help students overcome many of the issues they face as they transition from high school to post-secondary education. The booklet provides advice on topics such as effective study strategies, peer pressure, financial responsibilities, mental illness, addictions, sexual health and suicide.
- Canadian Example: Transition to Work Program
Moncton, New Brunswick The Transition to Work program has graduated over 150 students who were drop outs over the past three years. With over 160 community / business partners, we have developed a program that brings students back to school and gives them a second chance. These students build confidence and a sense of responsibility as employers take work with them to gain work experience.
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