DOI
https://doi.org/10.25772/F13Q-3683
Defense Date
2011
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Social Work
First Advisor
Melissa Abell
Abstract
Children experience changes in multiple levels of their social ecologies when they transition into middle school (Eccles, 1999; Jozefowicz-Simbeni, 2008). These biological, psychological, social, and environmental changes create increased risk for dropout and other factors related to academic adjustment (Cataldi, Laird & KewalRamani, 2009). For low- income minority children these risks can be magnified by environmental and social factors (Ge et al., 2002). Healthy family functioning, including balanced levels of cohesion and flexibility, has been shown to buffer these risks (Burchinal, Roberts, Zeisel & Rowley, 2008; Olson, 2010; Wampler, Munsch, & Adams, 2002) and was targeted by a Multiple Family Group (MFG) intervention. The Multiple Family Group Weekend Retreat intervention, adapted from a previous version to address the family support needs of children transitioning to middle school, was tested in a feasibility study as a method for increasing family functioning. 14 families of rising 6th grade students from public schools on the South side of Richmond, VA participated in one of three MFG retreats. The intervention consisted of a series of group components focused on building knowledge and skills in areas of trust, communication, stress and coping, family organization, and family unity. Key evaluation objectives included measuring changes in children’s family functioning and academic adjustment and collecting fidelity data to assess feasibility and further clarify the intervention. No significant outcomes were found between pretest and follow-up.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
August 2011