The relationship among stress, support, depression, and academic performance for rural adolescents

The constructs of stress, support, depression, and academic performance have been mostly addressed on an individual basis. Stress research with children and adolescents has not been as rigorous as research with adults. There are also a number of gaps in the research literature related to support. The decrease in age of the first onset of depressive episodes, along with the high prevalence of depression in adolescence, emphasizes the need to expand research in this area. Also, few studies have attempted to identify interpersonal variables that may serve as antecedents of school achievement. The purpose of this study was to examine the relationships among stress, support, depression, and academic performance. A sample of senior high school students from two school districts in a rural county in northwest Ohio was the participants. Data was obtained from 218 students, who were surveyed using an instrument designed specifically for the study. The relationships between the variables in this model were tested by a statistical methodology called structural equation modeling (SEM). The five observed variables considered to measure Depression were all considered moderate to very good measures, with the items within the Depressed Affect subscale serving as the most valid measure. The results indicated Academic Efficacy was a much better measure of Academic Performance versus Grades. Family served as the most valid measure of Support. Although weak, there was a significant positive relationship between Stress and Depression. There was a significant negative relationship between Depression and Academic Performance. There was also a significant negative relationship between Depression and Support. The relationship between Depression and Support was stronger than the relationship between Depression and Academic Performance. The relationship between Support and Academic Performance was the weakest of all correlations and was not statistically significant. Thus, it appeared that Support may not have been working as a substantive buffer against Stress. One disconcerting finding within this study was the high percentage (40%) of students citing significant depressive symptomatology, indicating a greater risk for major depressive disorder. The overarching goal of the study was to increase awareness for the need for mental health services in the schools

Parents\u27 knowledge and attitudes of inclusionary education

Since inclusive programs are a relatively new phenomenon this question has become highly debatable. Stainbeck, Stainbeck and East (1994) states the goal of inclusion in schools is to create a world in which all people are knowledgable about and supportive of all other people and that goal is not achieved by some false image of inclusion. According to Green and Shinn (1994) parents who oppose inclusion or regular classroom integration seem to be satisfied with the special education services their child is currently receiving. Parents are unaware of the constant changes being made regarding their child\u27s education and therefore, may be reluctant to change regardless of the basis for their decisions. According to Kirk and Gallagher (1979) parents have moved from a position in which they were considered to be the child\u27s problem are now a part of the educational process in planning for their child\u27s education. Green and Shinn (1994) believe those parents in favor of inclusion are typically supportive of reintegrating atypical students with disabilities back into the regular classroom for instructional purposes. Parents who support inclusion seem to do so based on improved academic performance and social integration of their child\u27s self-concept and exposure to typical peer models (Simpson and Myles, 1989). The Education for All Handicapped Children Act of I975 (P.L. 94-142) require that parents of children with disabilities be involved in the educational decision making and in the planning of the child\u27s special education program (Burggraf, 1979). This has let parents take a stand, either one way or another, supporting their child\u27s education. The purpose of this study is to address parent knowledge and attitude issues of multiple handicapped children in depth. A Parent Survey will determine the correlation between existing relationships on the effects of inclusion