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1 – 10 of 15Silje Sommer Hukkelberg, Terje G. Ogden and Knut Taraldsen
This study aims to investigate outcomes of multisystemic therapy (MST) using the Youth Level of Service/Case Management Inventory (YLS/CMI) – part I.
Abstract
Purpose
This study aims to investigate outcomes of multisystemic therapy (MST) using the Youth Level of Service/Case Management Inventory (YLS/CMI) – part I.
Design/methodology/approach
This study, using a pre-post design, included a sample of 2,123 Norwegian youths (mean age = 14.7, SD = 1.34). The MST team supervisors assessed the YLS/CMI risk factors in addition to five behavioral treatment goals (Lives at home, Attends school/work, No violence/threats, Law-abiding and Drug-free) before and after treatment. In addition, data included responses from parent interviews six months post treatment.
Findings
Significant correlations were found between the total and dynamic YLS/CMI change scores and the additive index of behavioral treatment goals. In addition, the YLS/CMI change scores predicted the five treatment goals at the termination of treatment and at six-month follow-up.
Research limitations/implications
The results indicate that the YLS/CMI is a valuable assessment tool for predicting the achievement of MST behavioral goals in adolescents with serious problem behavior.
Practical implications
This study provides an evaluation of the YLS/CMI in a Norwegian context and adds support for continued use of the YLS/CMI in MST.
Originality/value
This paper provides new insights about the YLS/CMI inventory as a tool for examining treatment change in MST. Results show that the YLS/CMI captures relevant risk factors in the youths’ environment.
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Terje Ogden, Kristine Hagen and Oddbjørn Andersen
In order to examine the sustainability of programme effectiveness, we investigated whether the effects of multisystemic treatment (MST) on a second group of adolescents would…
Abstract
In order to examine the sustainability of programme effectiveness, we investigated whether the effects of multisystemic treatment (MST) on a second group of adolescents would match those reported in an earlier randomised controlled trial (RCT). Pre‐ and post‐treatment assessments were analysed in a participant group of 105; 55 youths were referred to MST in the programme's second year of operation (MST2), and 50 youths were included in the RCT the first year in which 30 were randomly assigned to MST (MST1) and 20 to regular services (RS).At two project sites, MST clinical outcomes in the second year of programme operation matched and, for key indices of anti‐social behaviour, surpassed those achieved during the first year. In addition the MST treatment delivered in the second year was more effective than regular child welfare services in preventing out of home placement and reducing internalising and externalising behaviour. Together, these results demonstrated sustained effectiveness of the programme as well as indication of programme maturation effects. No group differences were registered for social competence. MST youths treated in the second year were significantly younger than those referred to treatment in the first year (MST1) but age had no moderating effect on the outcomes.
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The main challenge of special education in Norway, as in other Nordic countries is to implement the inclusive school in practice. Even if there is a strong commitment to the idea…
Abstract
The main challenge of special education in Norway, as in other Nordic countries is to implement the inclusive school in practice. Even if there is a strong commitment to the idea of full inclusion in a one-track system, there are still several indications of segregation tendencies in the schools. The long-term goals of Norwegian school reforms to promote an inclusive school with high-quality special education and assistance do not seem to match the practical realities in the municipalities and local schools that are responsible for putting the ideals into practice. There are disagreements about how to create a good balance between the general and the specific or between adapted and special education. According to special education research, there are ideological, organizational, financial, and practical obstacles in the process of including students with special needs. One of the promising research based approaches to the inclusion of special needs students, and particularly those who are difficult to include, is the model of school-wide positive social and academic learning support and intervention. This model has been implemented and evaluated in Norwegian elementary schools with encouraging results.
Sturla Fossum, John Kjøbli, May Britt Drugli, Bjørn Helge Handegård, Willy-Tore Mørch and Terje Ogden
The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT…
Abstract
Purpose
The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes.
Design/methodology/approach
A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.
Findings
There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses.
Research limitations/implications
The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure.
Practical implications
A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions.
Social implications
Treatment effects did not differ between these two evidence-based interventions.
Originality/value
To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.
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Terje Ogden, Mari-Anne Sørlie, Anne Arnesen and Wilhelm Meek-Hansen
This chapter provides an overview of a programme or rather a model used in Norwegian primary schools to meet the needs of children whose behaviour difficulties interrupt teaching…
Abstract
This chapter provides an overview of a programme or rather a model used in Norwegian primary schools to meet the needs of children whose behaviour difficulties interrupt teaching and learning. In this chapter we give an overview of the PALS model and also present the general outline of a longitudinal outcome study of the school model including some information about the participating schools, staff and students.
Nick Axford, Emma Crewe, Celene Domitrovich and Alina Morawska
This article reviews the contents of the previous year's editions of the Journal of Children's Services (Volume 2, 2007), as requested by the Journal's editorial board. It draws…
Abstract
This article reviews the contents of the previous year's editions of the Journal of Children's Services (Volume 2, 2007), as requested by the Journal's editorial board. It draws out some of the main messages for how high‐quality scientific research can help build good childhoods in western developed countries, focusing on: the need for epidemiology to understand how to match services to needs; how research can build evidence of the impact of prevention and intervention services on child well‐being; what the evidence says about how to implement proven programmes successfully; the economic case for proven programmes; the urgency of improving children's material living standards; how to help the most vulnerable children in society; and, lastly, the task of measuring child well‐being.
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