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The School Transitions Project: A Comprehensive Preventive Intervention

Leonard A. Jason is professor of psychology at DePaul University. He earned his PhD in clinical and community psychology from the University of Rochester in 1975. He has published over 200 articles and chapters on varied topics, including preventive school-based interventions, substance abuse prevention, media interventions, program evaluation, smoking cessation, and behavioral assessment.

Andrew M. Weine

Andrew M. Weine is a postdoctoral fellow at The Center for Children, Youth and Families of the Department of Psychiatry, University of Vermont. He received his PhD (1992) in clinical and community psychology at DePaul University. His interests are in preventive and community psychology.

Joseph H. Johnson

Joseph H. Johnson is currently a psychologist resident in Portland, Oregon. He received his PhD (1991) from DePaul University in clinical and clinical child psychology. He specializes in child, adolescent, and family mental health issues.

Karen E. Danner

Karen E. Danner is currently working on her BA in psychology at DePaul University. She is the project director for the School Transitions Project and has worked as the research coordinator and as a tutor on the project for the past three years. Her research interests center around child, adolescent, and family mental health issues.

Karen S. Kurasaki

Karen S. Kurasaki is a doctoral candidate in clinical and community psychology at DePaul University, where she received her MA (1992). Her research interests are in primary prevention in the schools and ethnic identification among Japanese Americans.

Luann Warren-Sohlberg

Luann Warrenmhlberg is a doctoral candidate in clinical and community psychology at DePaul University, where she received her MA (1990). Her interests are in school-based prevention programs. Address: Leonard A. Jason, DePaul University, Department of Psychology, 2219 North Kenmore Ave., Chicago, IL 60614-3504.

Some children who transfer into new schools are at risk for later school and life difficulties. Such children often enter the new schools with several life stressors and academic lags, and they are often members of lower socioeconomic status groups. Described are a series of preventive interventions for high-risk elementary school transfer children. All transfers initially received an orientation program. Some children received no further interventions, others were provided tutoring in the school, and others were provided school tutoring plus parent tutoring. The findings from several cohorts are described. The implications of designing and implementing preventive interventions for children undergoing school transitions are discussed.

Journal of Emotional and Behavioral Disorders, Vol. 1, No. 1, 65-70 (1993)
DOI: 10.1177/106342669300100109


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