Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 53-56).

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1976. / Source: Masters Abstracts International, Volume: 45-06, page: 2793.

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Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Doctor of Education) in Education--University of Maine, 2003. / Includes vita. Includes bibliographical references (leaves 61-68).

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The transition from elementary to middle school has been characterized as one of many “normative life crises" that involves both an increased opportunity for psychological growth and a heightened vulnerability to psychological disturbance. Principles from life stress/transition literature and prevention research have been applied to the development of programs designed to help students adapt to the various changes they encounter in the transition from elementary to middle school. In the present study, students evincing a poor academic transition to middle school were identified following the second grading period of the sixth grade, and placed into one of two 16-week treatment conditions. The "full treatment" condition consisted of group support (including training in problem—solving and social skills, goal-setting, self-monitoring, and incentives), parental support, and increased teacher support; the "partial treatment" condition consisted only of teacher support. A group of good academic transition students was included in the study for comparative purposes. Measures of depression, anxiety, stress, and self-esteem were administered to students at pre-treatment, post-treatment, and followup, and behavior problem checklists were completed by teachers at the same points in time. At pre-treatment, important differences were found between treatment and comparison students, most notably along the behavioral dimension. The full treatment group showed a significant improvement in grade-point average (GPA) and depression scores over time, whereas the partial treatment group did not. However, improvement in academic performance was not as marked as predicted for either treatment group. The results of the present study were discussed relative to the findings of other prevention researchers, and directions for future research were considered. / Ph. D.

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