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.

中文翻译：

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加速高中课程对青年的支持：动机访谈干预的适用性和可接受性的初步研究

参加速成班的高中生面临着与学校相关的压力，但获得的专业支持很少。本文描述了动机、评估和计划 (MAP) 干预的发展和初步应用，该干预旨在满足大一新生 (AP) 和国际文凭 (IB) 课程的需求。MAP 以激励性访谈为基础，旨在在与教练进行一到两次单独会面后唤起行为改变。本研究使用多方法、多源方法来评估 MAP 作为 9 年级学生完成 AP/IB 课程作业的第 2 层支持的适用性和可接受性。检查了来自 49 名 AP/IB 学生、7 名教练和 3 名 MAP 潜在最终用户的定量和定性可接受性数据。结果表明 MAP 被认为是一种可以接受的干预措施，可以解决参加 AP/IB 课程的成绩优异的学生的社会情感需求。讨论了进一步研究 MAP 的发现和方向。