Having a Trusted Adult in School: Concurrent and Predictive Relations With Internalizing Problems Across Development

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Wendy M. Reinke, Keith C. Herman, Francis L. Huang, Audrey L. Glenn-Perez, Pravash Raut, David Aguayo, Sindhu Venkat, Destinee Boddie, Justin M. Harris, Sarah Owens
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引用次数: 0

Abstract

Internalizing problems are common mental health concerns among children and youth. Identifying malleable risk factors that are associated with internalizing problems, such as not having a trusted adult at school, can lead to positive behavior supports to reduce student risk. The purpose of this study was to evaluate the association between student-reported internalizing problems and having an adult to talk to at school. Students in elementary, middle, and high school ( N = 13,881) in the Midwestern United States provided self-report data about their internalizing symptoms and whether they had an adult to talk to at school if they had a problem. Participants were 51% male and 72% White; 40% qualified for free or reduced lunch and 12% were in special education. A series of growth models revealed that not having a trusted adult at school was a strong risk factor for internalizing symptoms over the school year. Moreover, lack of a trusted adult was associated with worsening internalizing symptoms over time for middle and high school students. The findings have implications for identifying students and planning supports to alleviate this risk.
在学校里有一个值得信赖的成年人:在整个成长过程中与内化问题的并发和预测关系
内化问题是儿童和青少年常见的心理健康问题。识别与内化问题相关的可塑风险因素(如在学校没有值得信赖的成年人),可以提供积极的行为支持,降低学生的风险。本研究的目的是评估学生报告的内化问题与在学校是否有可以交谈的成年人之间的关联。美国中西部的小学、初中和高中学生(13881 人)提供了有关他们内化症状的自我报告数据,以及他们在学校遇到问题时是否有成年人可以倾诉。参与者中 51% 为男性,72% 为白人;40% 有资格享受免费或减免午餐,12% 接受特殊教育。一系列成长模型显示,在校没有值得信赖的成年人是一学年内出现内化症状的一个重要风险因素。此外,对于初中生和高中生来说,缺乏可信赖的成年人与内化症状的长期恶化有关。这些发现对识别学生和规划支持以减轻这种风险具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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