Objective: The aims of this systematic review and meta-analysis were to examine the overall prevalence of dropout from psychological treatments for problem gambling and gambling disorder and to examine how study, client, and treatment variables influenced dropout rates. Method: A systematic search was conducted to identify studies of cognitive and/or behavioral therapies and motivational interventions for problem gambling and gambling disorder. Meta-analysis was used to calculate an overall weighted dropout rate. Random effect meta-regressions were used to examine covariates of dropout rates. Mixed-effect subgroup analyses were used to examine moderators of dropout rates. Results: The systematic search identified 24 studies (31 dropout rates) comprising 2,791 participants. Using a random-effects model, the overall weighted dropout rate was 39.1%, 95% CI [33.0%, 45.6%]. Increases in the percentage of married participants were significantly associated with lower dropout rates. Dropout rates were significantly higher when dropout was defined as attending all sessions of a treatment protocol compared to when defined as attending a prespecified number of sessions different from the total in the protocol and when defined as study therapists judging participants to be dropouts. Insufficient reporting of some gambling-related variables and other psychological symptom variables prevented a thorough examination of covariates and moderators. Conclusions: A large proportion of individuals drop out of treatment for problem gambling and gambling disorder. Future research should examine the reasons for dropout across marital statuses and should adopt dropout definitions that consider session-by-session symptom change. (PsycInfo Database Record (c) 2021 APA, all rights reserved) This review suggests that a significant proportion of individuals drop out of psychological treatments for problem gambling and gambling disorder. This review also recommends that the field adopt symptom-based dropout definitions to determine the adequate dosage of psychological treatment for problem gambling and gambling disorder. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The social problem of school dropout is a well-researched issue that impacts students, schools, and the nation. The research problem of this study was how U.S. Navy wives experience resiliency during school transitions of their child(ren) midyear to a new school. The theoretical framework utilized for this study was resilience theory, as described by Rutter. The purpose of this hermeneutic phenomenological study was to gain insight into how U.S. Navy wives experience resilience when transitioning their students to a new school once the school year has begun. Semi structured interviews were conducted over the phone with 9 current wives of active duty members of the U.S. Navy. These interviews were transcribed and coded, with themes emerging that expressed not only the challenges these women endured, but the instances of personal resilience each woman experienced. Challenges included struggles with the new school, paperwork issues, and the need to support the unique needs of each of their children. Resilience experiences included conducting research on the new school, focusing attention on their children over themselves, and utilizing available resources for support. Implications for positive social change include the potential to address concerns regarding the dissemination of information and using the study findings to develop training to facilitate more effective paperwork processes along with increased awareness of available support for military families. Such changes could reduce stress for military families and create a smoother transition for the schools and students.

High school noncompleters are those who did not earn a high school diploma. Before their early departure from high school, noncompleters often struggled with challenges (poverty, mental health, addiction, and emotional and physical abuse). Some enter remedial education to earn their equivalency credential. However, in this setting, they experience additional challenges, such as increased responsibility, stress, and anxiety. The problem surrounding the experiences of noncompleters has implications for counseling due to the limited use of and access to counseling as well as the disproportionate amount of mental health concerns and adversity among noncompleters. Current literature informs of the challenges noncompleters face, however more in-depth information on their experiences is still needed. The purpose of this hermeneutic phenomenological study was to address this gap and explore how adult remedial learners experience emotional and psychological challenges before dropping out and while enrolled in an equivalency program. Semi-structured interviews were conducted with 7 noncompleters ages 18-25 who were enrolled in adult remedial education classes in Hawaii, spoke English as their primary language, and self-reported experiencing emotional and psychological challenges. Data analysis through the hermeneutic circle yielded 11 themes: external adversity; interpersonal, emotional, psychological, and school struggles; maladaptive behaviors; high school equivalency is positive; external and internal protective factors; counseling is positive; and counseling limitations. From a social change perspective, results can be used to improve counseling services, reduce adversity, and improve outcomes for noncompleters.

Education is one of the strongest predictors of health, and well-being. Early termination of education can lead to poorer health, shorter lifespans, and increased stress on the healthcare system. Improving overall high school graduation rates has been debated and discussed by the Toronto District School Board (TDSB) and the Ministry of Education, however, there is a paucity of research on increased graduation rates as they relate to public health in the Canadian context. The purpose of this phenomenological qualitative study was to explore the perceptions of liaison public health nurses (PHNs) who worked directly with the TDSB regarding their roles in terms of influencing students in Toronto, Ontario to complete high school. Bronfenbrenner’s ecological model was the underlying conceptual framework for the study.Purposive sampling was used to select 10 PHNs who were interviewed regarding their role and involvement in high schools. The data was subjected to triangulation and analyzed to identify commonalities, trends and patterns. Findings from this study indicated that liaison PHNs believe that high school dropout rates are a public health issue and collaboration between the Ministry of Education and Public Health is needed to take action. Recommendations include more Canadian research that explores connections between health and school achievements and the expanded role of PHNs in Canadian high schools. Social change implications for this research include highlighting high school dropout rates as a public health concern in Canadian schools, particularly in communities of lower socioeconomic status. With increased research and resources, the Toronto public health system may work toward making improving graduation rates among their core mandate.

MEDCS / Department of Curriculum Studies and Education Management

This study examined and analyzed selected middle school teachers' perceptions of grade retention, and informed teachers about current and past research on grade retention. Through analysis of teacher interviews and using a Likert scale instrument, responses indicated that teachers continue to support and to use retention when students do not master required objectives for promotion. Because of the new Florida retention policy and the No Child Left Behind policy, it was critical to measure teachers' levels of understanding and perceptions of grade retention. Their perceptions gave insight into their thoughts and beliefs about the practice. Survey responses of 326 teachers in five selected middle schools in Florida and ten interviews clearly indicated that teachers believe children should be retained. A majority, nearly 83%, disagreed that students should not be retained. Although suspension and attendance have bearing, over 76% of teachers agreed that poor academics were the major reason for retention. Over 65% of teachers indicated that grade retention allows students who are behind academically to "catch-up" with peers. In addition, nearly 39% disagreed that retention is harmful to a child's self-concept/self-image. However, nearly 80% of teachers agreed grade retention affects a child's self-esteem. Data also indicated 56% of students who are more than two grades behind should not be retained. A chi-square statistics test used to measure significant differences based on teachers' years of teaching experience, grade level taught, race of teacher and socioeconomic status of the students, found significant differences only for student socioeconomic status. Although students have been retained since one-room schoolhouses, research on effectiveness of retention clearly points to instead of practicing grade retention, teachers, administrators, and parents need to analyze data in greater depth. Without more studies and analysis, teachers, administrators, and parents will continue a practice research has found harmful instead of beneficial to students. Educators must find a way to ensure that every child experiences academic success. Each educator must devise methods of working with students before they fail a grade. Tutoring, remediation, mentoring, small group work, after school programs, Saturday school, and summer school can help children learn.

Magister Scientiae (Occupational Therapy) - MSc(OT) / School dropout particularly amongst youth living in impoverished areas is a major concern in South Africa because of limited opportunities and resources. Therefore, these youth may experience leisure boredom, engage in sensation seeking and other risky behaviours, such as substance use, which influences their health and wellbeing. However, little research has explored youth who have dropped out of school with a specific focus on their free time experience and use of substances. Aim: The aim of the study was to explore and describe free time experience and substance use amongst youth who have dropped out of school in Cape Town. Methods: A sequential explanatory mixed methods study with two phases including quantitative (Phase one) and qualitative (Phase two) was conducted. In Phase one, data from an existing dataset was analysed. The data were from 970 youth who had dropped out of school in Cape Town who had completed the HealthWise Risk Behaviour Survey in 2016. Descriptive statistics regarding the use of free time and the prevalence of substance use were computed using the Statistical Package for the Social Sciences. In Phase two, thirty-two participants were selected using convenience sampling who took part in one of four focus group discussions to explore in-depth the results computed in Phase one of the study. Steps were taken to enhance the validity, reliability and trustworthiness of the data.

Magister Scientiae (Occupational Therapy) - MSc(OT) / School dropout particularly amongst youth living in impoverished areas is a major concern in South Africa because of limited opportunities and resources. Therefore, these youth may experience leisure boredom, engage in sensation seeking and other risky behaviours, such as substance use, which influences their health and wellbeing. However, little research has explored youth who have dropped out of school with a specific focus on their free time experience and use of substances.

Research has reported that a predictive link exists between socio-economic risk factors and high school dropouts, including teen-aged parents. Educators have little control over socio-economic risk factors. However, school records and classroom performance data can point to in-school risk factors. The purpose of this study was to help all students by using the in-school data to pinpoint the indicators that predict potential student achievement difficulties in specific areas of curricula. This study was an anteriospective longitudinal study of the 1995 graduating class of a suburban school district composed of approximately 920 seniors. The sample consisted of 344 graduates, 114 dropouts, and 42 teenaged parents. Backward stepwise logistic regression analysis was the statistical method used for model building. An analysis was done by gender at the 2nd, 4th, 6th, and 8th grades from the permanent records of sample students. The study found that significant predictors exist at each grade level and are different for each group, grade level, and gender with some predictors in common: language arts and attendance. The most consistent male dropout predictors were found to be absenteeism, grades in language arts, spelling, and achievement test scores in language arts. The most consistent female dropout predictors were found to be absenteeism, elementary retention, course failures, and achievement test scores in language arts. Achievement test scores in language arts were found to be the most important in-school predictors for teen-aged parents. The predictors for teenaged parents followed the same pattern as female dropouts and graduates until the 8th grade where achievement test scores in vocabulary, math, and total battery became important predictors. Teen-aged parents were found to be a sub-population of dropouts or graduates. Teen-aged parents dropped out or graduated from school based on the early predictors of dropouts or graduates, not based on parenting or single status.

Dropout is a problematic phenomenon which wastes community, clinician, client, and researcher resources. Clients who dropout from therapy end up the same, or worse than, those who did not seek out therapy at all. While there is a relatively deep and broad understanding of dropout from individual therapy, an exhaustive review of couple therapy dropout literature reveals a very inconsistent and non-conclusive body of research. This may stem from a lack of a consistently used theory to guide research endeavors in this important realm. Primarily, this seems to stem from treating dropout as a static event rather than a process occurring across time. This study seeks to remedy this and shed new light on dropout from couple therapy by using a growth mixture model analysis to tease out which trajectories of change of predictor variables across time are more likely to predict dropout from couple therapy. While the results of this study did not reveal any significant relationships between class membership and dropout (likely due to a too small sample size), the study did find that there were distinct classes (trajectories of change) among the predictor variables across time.