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The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School

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Title: The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School
Language: English
Authors: Erica D. Parker
Source: ProQuest LLC. 2024Ph.D. Dissertation, Coastal Carolina University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 118
Publication Date: 2024
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Day Programs, Transitional Programs, Traditional Schools, Clinics, Therapeutic Environment, Mental Health, Clinical Diagnosis, Reentry Students, Student Development, Coping, Academic Ability, Success, Program Effectiveness, Program Content, Middle School Students, High School Students, Student Needs, Psychological Needs, Skill Development, Individualized Programs, Student Welfare
ISBN: 979-83-8235-004-2
Abstract: The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's Hierarchy of Needs through coping skills, academic skills, and ensuring those skills transition to their traditional home school setting. The research questions guiding this study were: (1) How is "successful reintegration" defined for students with mental health concerns by the students, families, teachers, and other school staff? (2) What program components are present in effective clinical day programs? The methodology for this research was an evaluative case study approach, with interviews serving as the primary form of data collection. Three staff members at two clinical day programs that serve middle and high school students provided valuable insight into what components of the programs help students prepare for the transition back to traditional schools. The study findings indicated that enhancing students' capacity to independently use therapeutic and academic skills significantly improved the likelihood of a successful transition to their home school. The most important themes that came from the research included skills to help students meet their needs within the Hierarchy of Needs, individualization of the clinical day program, and the various possible outcomes. This study provides the foundation for further development of clinical day programs that focus on the therapeutic skills and academic skills necessary for students to successfully transition from a more restrictive environment to a less restrictive setting. It also leads to continuing research in methods to ensure students' ability to continue utilizing the skills learned across various settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31240332
Accession Number: ED653611
Database: ERIC
FullText Text:
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  Data: The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School
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  Data: <searchLink fieldCode="AR" term="%22Erica+D%2E+Parker%22">Erica D. Parker</searchLink>
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  Data: 118
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  Data: The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's Hierarchy of Needs through coping skills, academic skills, and ensuring those skills transition to their traditional home school setting. The research questions guiding this study were: (1) How is "successful reintegration" defined for students with mental health concerns by the students, families, teachers, and other school staff? (2) What program components are present in effective clinical day programs? The methodology for this research was an evaluative case study approach, with interviews serving as the primary form of data collection. Three staff members at two clinical day programs that serve middle and high school students provided valuable insight into what components of the programs help students prepare for the transition back to traditional schools. The study findings indicated that enhancing students' capacity to independently use therapeutic and academic skills significantly improved the likelihood of a successful transition to their home school. The most important themes that came from the research included skills to help students meet their needs within the Hierarchy of Needs, individualization of the clinical day program, and the various possible outcomes. This study provides the foundation for further development of clinical day programs that focus on the therapeutic skills and academic skills necessary for students to successfully transition from a more restrictive environment to a less restrictive setting. It also leads to continuing research in methods to ensure students' ability to continue utilizing the skills learned across various settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 118
    Subjects:
      – SubjectFull: Day Programs
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Traditional Schools
        Type: general
      – SubjectFull: Clinics
        Type: general
      – SubjectFull: Therapeutic Environment
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Clinical Diagnosis
        Type: general
      – SubjectFull: Reentry Students
        Type: general
      – SubjectFull: Student Development
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Success
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Content
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Individualized Programs
        Type: general
      – SubjectFull: Student Welfare
        Type: general
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      – TitleFull: The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School
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              Y: 2024
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