Results of a regression analysis indicate that neither LCE alone, LSE alone, or
an aggregate efficacy measure account for significant variation in the three - year mean student achievement change score.
Table 2.2.3 reports correlations between LSE, LCE, an
aggregated measure of
efficacy and leader behavior (in the Combined column), school conditions, and classroom conditions.
Standard regression equations were used to estimate the «effects» of LSE, LCE, and an
aggregate measure of
efficacy on leader behavior as well as school and classroom conditions.
Contrary to the meta - analyses of Crits - Christoph5 andAnderson and Lambert, 7 studies of IPT werenot included (eg, Elkin et al30 and Wilfleyet al31), because the relation of IPT to STPPis controversial, and empirical results suggest that IPT is very close toCBT.9 Thus, this review includes only studiesfor which there is a general agreement that they represent models of STPP.As it is questionable to
aggregate the results of very different outcome measuresthat refer to different areas of psychological functioning, we assessed theefficacy of STPP separately for target symptoms, general psychiatric symptoms (ie, comorbid symptoms), and social functioning.32 Thisprocedure is analogous to the meta - analysis of Crits - Christoph.5 Asoutcome
measures of target problems, we included patient ratings of targetproblems and
measures referring to the symptoms that are specific to the patientgroup under study, eg,
measures of anxiety for studies investigating treatmentsof anxiety disorders.33 For the
efficacy ofSTPP in general psychiatric symptoms, broad
measures of psychiatric symptomssuch as the Symptom Checklist - 90 and specific
measures that do not refer specificallyto the disorder under study were included; eg, the Beck Depression Inventoryapplied in patients with personality disorders.34, 35 Forthe assessment of social functioning, the Social Adjustment Scale and similarmeasures were included.36