Back to Search Start Over

Supports for Youth in Accelerated High School Curricula: An Initial Study of Applicability and Acceptability of a Motivational Interviewing Intervention.

Authors :
O'Brennan, Lindsey M.
Suldo, Shannon M.
Shaunessy-Dedrick, Elizabeth
Dedrick, Robert F.
Parker, Janise S.
Lee, Jon S.
Ferron, John M.
Hanks, Camille
Source :
Gifted Child Quarterly. Jan2020, Vol. 64 Issue 1, p19-40. 22p.
Publication Year :
2020

Abstract

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International Baccalaureate (IB) curricula. MAP is grounded in motivational interviewing and designed to evoke behavior change following one to two individual meetings with a coach. This study used a multimethod, multisource approach to evaluate the applicability and acceptability of MAP as a Tier 2 support for 9th-grade students completing AP/IB coursework. Quantitative and qualitative acceptability data from 49 AP/IB students, 7 coaches, and 3 potential end-users of MAP were examined. Results indicate MAP was perceived as an acceptable intervention for addressing the social–emotional needs of high-achieving students taking AP/IB classes. Findings and directions for further research of MAP are discussed. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
00169862
Volume :
64
Issue :
1
Database :
Academic Search Index
Journal :
Gifted Child Quarterly
Publication Type :
Academic Journal
Accession number :
140424550
Full Text :
https://doi.org/10.1177/0016986219886933