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Dissertation/Thesis Abstract

Disrupting the School to Prison Pipeline: REBT with African-American Youth in a School Setting
by Kaplan, Lauren E., Psy.D., Spalding University, 2018, 191; 10932445
Abstract (Summary)

Poor academic performance and low academic aspirations can lead to involvement with the criminal justice system. Therefore, schools play an important role in mitigating risk factors as they create a supportive, accessible opportunity for intervention delivery. The population impacted most by academic zero-tolerance punishments are African-American students, whose current suspension rate is two to five times that of their White counterparts. This disproportionate representation also exists within the juvenile justice system, with African-American youths almost five times more likely to be detained than White youths. Therefore, finding effective school-based treatment interventions is essential to reducing disproportionate minority punishment and confinement. In order to address this need, a randomized controlled trial was conducted to examine the effectiveness of Rational Emotive Education (REE), a REBT school-based intervention, on the reduction of disruptive behavior amongst at-risk, male, African-American adolescents. Nineteen participants were assigned to either the treatment or the control condition. Data measuring disruptive behavior, anxiety, depression, anger, self-concept, and school engagement was collected for both groups pre-and post-intervention. Overall the results of the study revealed contradictory findings. Although participants assigned to the REE intervention saw a larger reduction in disruptive behavior over the course of treatment than the control group, on self-report measures they reported an increase in symptoms related to depression, anxiety, anger and a decrease in self-concept and school engagement. Treatment implications are discussed.

Indexing (document details)
Advisor: Dickie, Ida
Commitee: Beeby, James, Lim, Nicholas
School: Spalding University
Department: Professional Psychology
School Location: United States -- Kentucky
Source: DAI-B 80/01(E), Dissertation Abstracts International
Subjects: African American Studies, Education, Educational psychology, Psychology
Keywords: African American, Forensic, Juvenile, Risk, School to prison pipeline, School-based
Publication Number: 10932445
ISBN: 978-0-438-32348-3
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