Child & Youth Care Forum最新文献

{"title":"Youth Development Staff Experiences During the COVID-19 Pandemic: a Mixed Methods Study.","authors":"Debralyn Woodberry-Shaw,&nbsp;Thomas Akiva,&nbsp;Stephanie S Lewis","doi":"10.1007/s10566-022-09711-y","DOIUrl":"10.1007/s10566-022-09711-y","url":null,"abstract":"<p><strong>Background: </strong>Youth-serving organizations in the United States provide programs, activities, and opportunities for young people before school, during school, after school, in summer, and on weekends. At the core of youth-serving organizations are the adults; that is, youth development staff.</p><p><strong>Objective: </strong>In this explanatory sequential mixed methods study we explored youth development staff's stress and worries, their compassion satisfaction, and whether stress and compassion satisfaction varied by race/ethnicity and gender during the early months of the COVID-19 pandemic - a collective trauma event.</p><p><strong>Methods: </strong>We surveyed 283 youth development staff and interviewed a subset of 25.</p><p><strong>Results: </strong>Results suggest that youth development staff experienced stress and compassion satisfaction during the COVID-19 pandemic.</p><p><strong>Conclusion: </strong>We recommend organizational leaders provide youth development staff with support before a collective trauma event. They can work to change, add, or remove policies, practices, and routines to help decrease stress and increase compassion satisfaction. In addition, based on our results from this study our primary recommendation specific to collective trauma events, after taking care of their own personal wellness, is for youth development staff to focus on what is in their control and work to do those things for as many young people as they can.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9449270/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9984134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers as Youth Suicide Prevention Gatekeepers: An Examination of Suicide Prevention Training and Exposure to Students at Risk of Suicide.","authors":"Jaimie Stickl Haugen, Claudia C Sutter, Jessica L Tinstman Jones, Laurie O Campbell","doi":"10.1007/s10566-022-09699-5","DOIUrl":"10.1007/s10566-022-09699-5","url":null,"abstract":"<p><strong>Background: </strong>Teachers are important gatekeepers in suicide prevention for children and youth, yet little is known about factors that contribute to suicide prevention training effectiveness and the influence of student suicidality on teachers' role as gatekeepers.</p><p><strong>Objective: </strong>This study examined teachers' attitudes and self-efficacy in suicide prevention including an examination of suicide prevention training and exposure to student suicidality. Researchers examined incremental prediction of the relationship between teachers' self-efficacy, outcome expectations, and outcome values following prevention training.</p><p><strong>Methods: </strong>Participants included teachers in PreK-12th grade schools in the United States (<i>N</i> = 505). Researchers used non-parametric statistics to examine group level differences and a structural equation model (SEM) to test the proposed theoretical model.</p><p><strong>Results: </strong>Teachers who experienced a student death by suicide reported significantly higher levels of gatekeeper reluctance than teachers who had not experienced a student death by suicide (<i>p</i> < 0.01). Similarly, teachers who encountered students with suicidal thoughts reported greater levels of gatekeeper reluctance (<i>p</i> < 0.01) and higher self-efficacy to engage in suicide prevention <i>(p</i> < 0.05) compared to teachers who had not had this exposure. Results of the SEM indicated an adequate goodness of fit and fit statistics [χ² (87) = 194.420, <i>p</i> = 0.000; CFI = 0.95; RMSEA = 0.05]. The model remained in-tact when exposure to student suicide was added.</p><p><strong>Conclusions: </strong>Findings support the importance of supporting teachers continued engagement in youth suicide prevention and prevention training that targets specific outcomes in teachers' attitudes and efficacy.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10566-022-09699-5.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9244378/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9340639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Associated with Motor Competence in Preschoolers from a Brazilian Urban Area.","authors":"Juliana Nogueira Pontes Nobre,&nbsp;Rosane Luzia De Souza Morais,&nbsp;Ângela Alves Viegas,&nbsp;Amanda Cristina Fernandes,&nbsp;Pedro Henrique Scheidt Figueiredo,&nbsp;Henrique Silveira Costa,&nbsp;Marco Fabrício Dias Peixoto,&nbsp;Marcus Alessandro de Alcântara,&nbsp;Vanessa Amaral Mendonça,&nbsp;Ana Cristina Rodrigues Lacerda","doi":"10.1007/s10566-022-09708-7","DOIUrl":"10.1007/s10566-022-09708-7","url":null,"abstract":"<p><strong>Background: </strong>Preschool is a crucial period for developing motor skills.</p><p><strong>Objective: </strong>This study evaluated factors associated with motor competence in preschoolers from a Brazilian urban area.</p><p><strong>Methods: </strong>A total of 211 preschoolers (51.2% girls and 48.8% boys) were evaluated. Body mass index was calculated; the Brazilian Economic Research Criterion, the Mini-Mental Scale (MMC) and the Early Childhood Environment Rating Scale®, Revised (ECERS-R™) were applied; the Habitual Physical Activity time was recorded; the Test of Gross Motor Development (TGMD-2) was performed. Univariate analysis was performed using simple linear regression for the independent variables, considering the motor test subscales as dependent variables. Variables with p < 0.20 in the univariate analysis were considered for the multiple linear regression model and were entered into the stepwise method.</p><p><strong>Results: </strong>The independent variables remaining in the Standard Score Locomotor model were BMI, presence of park at school, and MMC (R² = 0.16). The independent variables remaining in the Standard Object Control score were MMC and gender (R² = 0.03). The variables associated with the highest scores of Gross Motor Quotient were MMC, body mass index, and presence of a park at school, respectively (R² = 0.11).</p><p><strong>Conclusion: </strong>Male eutrophic preschoolers who are physically active and attend schools with parks or courtyards in a Brazilian urban area have the highest scores for global cognitive function and motor competence.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9400000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9335488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping Strategies and Psychological Maladjustment/Adjustment: A Meta-Analytic Approach with Children and Adolescents Exposed to Natural Disasters.","authors":"Daniela Raccanello,&nbsp;Emmanuela Rocca,&nbsp;Veronica Barnaba,&nbsp;Giada Vicentini,&nbsp;Rob Hall,&nbsp;Margherita Brondino","doi":"10.1007/s10566-022-09677-x","DOIUrl":"https://doi.org/10.1007/s10566-022-09677-x","url":null,"abstract":"<p><strong>Background: </strong>Following disasters, children and adolescents can use coping strategies to feel better. A growing body of studies investigated the relation between them and maladjustment/adjustment, i.e., negative symptomatology/positive indicators of development. Yet, these constructs are studied separately.</p><p><strong>Objective: </strong>We conducted two meta-analyses to examine the mean correlation between disaster-related coping strategies and indicators of maladjustment/adjustment following natural disasters in children and adolescents, considering the role of some moderators.</p><p><strong>Methods: </strong>We used PsycINFO, PubMed, Eric, and Scopus databases to identify articles on natural disasters (filters: participants ≤ 18 years at the disaster, peer-review, English language). Inclusion required investigating the relation between at least one coping strategy and at least one indicator of maladjustment (e.g., post-traumatic stress disorder, depression) and/or adjustment (e.g., self-efficacy, emotion understanding), for a total of 26 studies (<i>k</i> = 64, <i>n</i> = 9692, for maladjustment; <i>k</i> = 37, <i>n</i> = 3504, for adjustment).</p><p><strong>Results: </strong>There were global positive significant correlations between coping strategies and negative symptomatology (<i>r</i> _{<i>pooled</i>}  = .23) for maladjustment, and positive indicators (<i>r</i> _{<i>pooled</i>}  = .17) for adjustment. Negative symptomatology positively correlated with escape (<i>r</i> = .19), social isolation (<i>r</i> = .15), submission (<i>r</i> = .64), and opposition (<i>r</i> = .16); positive indicators positively correlated with problem solving (<i>r</i> = .31), social support (<i>r</i> = .22), and submission (<i>r</i> = .30). We found a moderating role of age, disaster type, and continent for maladjustment.</p><p><strong>Conclusions: </strong>The study presented an analysis of the coping strategies that can be effective for children and adolescents dealing with natural disasters.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8858219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10610645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to: Children’s Social Interaction in Pre‑school Education and Childcare Settings: A Systematic Review","authors":"Fujiwara Aya, Sonoyama Shigeki","doi":"10.1007/s10566-022-09729-2","DOIUrl":"https://doi.org/10.1007/s10566-022-09729-2","url":null,"abstract":"","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90761175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence?","authors":"S. Ha, Eric M. Anderman","doi":"10.1007/s10566-022-09726-5","DOIUrl":"https://doi.org/10.1007/s10566-022-09726-5","url":null,"abstract":"","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80565076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring Youth Perceptions of Being Known and Loved and Positive Youth Development: Cross-National Findings from Rwanda and El Salvador.","authors":"Jonathan M Tirrell, Elizabeth M Dowling, Patience Kibbedi, Emmanuel Namurinda, Guillermo Iraheta, Julia Dennis, Katelyn Malvese, Roya Abbasi-Asl, Kate Williams, Jacqueline V Lerner, Pamela Ebstyne King, Alistair T R Sim, Richard M Lerner","doi":"10.1007/s10566-022-09725-6","DOIUrl":"10.1007/s10566-022-09725-6","url":null,"abstract":"<p><strong>Background: </strong>Dynamic, relational developmental systems-based models of development emphasize that developmentally-nurturant youth-adult relationships elicit in youth perceptions of being known and loved. Although such perceptions are foundations of positive youth development (PYD), such measures do not exist.</p><p><strong>Objective: </strong>We sought to create a theoretically-predicated measure of youth perceptions of being known and loved by capitalizing on data sets in two countries (Rwanda and El Salvador) wherein a multi-national study of PYD was being conducted by Compassion International (CI).</p><p><strong>Method: </strong>With Rwanda data (<i>n</i> = 1,204, <i>M</i> _<i>age</i>  = 11.84, 50% CI-supported), exploratory and confirmatory factor analyses enabled refining the measure for robustness and parsimony. Measures of intentional self-regulation, hopeful future expectations, transcendence, and contribution were used for validation of the known and loved measure within the nomological net of constructs proposed in the Lerner and Lerner PYD model. Confirmatory factor analyses supported the use of the model within the El Salvador data set (<i>n</i> = 1,205, <i>M</i> _<i>age</i>  = 13.03, 51% CI-supported).</p><p><strong>Results: </strong>Robust psychometric properties were established in both national settings. Measurement invariance was found across age, gender, urban-rural location, CI-enrollment status, and nations, and involved both mean differences and correlations among latent factors.</p><p><strong>Conclusions: </strong>The results provide evidence for a theory-predicated measure of youth perceptions of being known and loved and that scores for this construct covary within a nomological net specified in the Lerner and Lerner model of PYD. These findings serve international development organizations seeking theory-predicated measures for use in evaluating PYD programs in low- and middle-income countries.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s10566-022-09725-6.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9764308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10439280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Good World You Thought Existed does not”: Teachers’ Classroom and Self-Transformation Following Sexual Abuse of Pupils","authors":"Laura I. Sigad, Efrat Lusky-Weisrose, Avivit Malki, Daniel Roe, Tamara E. Moshon-Cohen, Dafna Tener","doi":"10.1007/s10566-022-09724-7","DOIUrl":"https://doi.org/10.1007/s10566-022-09724-7","url":null,"abstract":"","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81163223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions from Newcomer Multilingual Adolescents: Predictors and Experiences of Sense of Belonging in High School.","authors":"Kristen McInerney","doi":"10.1007/s10566-022-09723-8","DOIUrl":"10.1007/s10566-022-09723-8","url":null,"abstract":"<p><strong>Background: </strong>Recently arriving to US schools, 405 immigrant adolescents in a large, urban high school shared backgrounds and perspectives on what variables and sociocultural factors contributed to their sense of belonging in their new school. This study occurred in 2019-2020 and examined belonging during a xenophobic socio-political climate.</p><p><strong>Objective: </strong>This study examines what predictors and experiences, if any, contributed to belonging for a large population of multilingual, newcomer youth. This research extends the body of literature to include a large, linguistically and culturally diverse, adolescent newcomer population to test hypotheses that gender, GPA, grade level, employment status, relationships, and family factors impact belonging.</p><p><strong>Methods: </strong>In this descriptive, single-site case study of newcomers enrolled in an International Academy (IA), semi-structured online interviews (N = 14) and a survey (N = 391) were utilized. Anchored with Goodenow's belonging definition and scale, quantitative data analysis included regression analysis to reveal three demographic belonging predictors. Qualitative data analysis leveraged emergent coding of newcomer comments to surface five belonging contributing factors.</p><p><strong>Results: </strong>Results indicated that females had higher sense of belonging scores, while students of smaller language groups and students paying rent had statistically significantly lower scores. Additionally, five sociocultural school factors emerged that contributed to belonging: support networks, language, participation opportunities, safety, and recognition.</p><p><strong>Conclusion: </strong>Conclusions resulted for improving secondary school structures, practices, and climate to cultivate belonging for newcomers. Directly from students, this study presents educators with opportunities to ensure newcomers feel included, accepted, and valued through peer support networks, post-secondary preparation, and linguistic, emotional, and physical safety.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9745280/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10400730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Childhood Teachers' Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea.","authors":"Sooyeon Byun, Lieny Jeon","doi":"10.1007/s10566-022-09722-9","DOIUrl":"10.1007/s10566-022-09722-9","url":null,"abstract":"<p><strong>Background: </strong>Teachers' professional commitment is essential for providing high-quality early care and education (ECE) to young children. Previous studies suggest that teachers' perceptions of low levels of personal stress and a satisfactory work environment are both likely to be associated with their greater commitment to work.</p><p><strong>Objective: </strong>The current study examined the incremental validity of work environment as a predictor of professional commitment beyond personal stress perceived by ECE teachers in South Korea. Specifically, we hypothesized that teachers' satisfactory work environment would predict a significant amount of variance in professional commitment beyond personal stress.</p><p><strong>Methods: </strong>Survey data were collected from 322 ECE teachers in center-based programs in Korea. Confirmatory factor analysis (CFA) was used to examine the factor structure of the professional commitment latent variable. Hierarchical regression models were tested in structural equation modeling with the professional commitment latent variable.</p><p><strong>Results: </strong>CFA for professional commitment demonstrated that a one-factor model was the best solution. The final model explained 40% of the variance in professional commitment (RMSEA = .067; CFI = .906). Findings indicated the incremental validity of work environment in predicting professional commitment beyond personal stress.</p><p><strong>Conclusions: </strong>The current findings emphasize the importance of teachers' experiences around having a satisfactory work environment and personal stress, either job-related or not, to retain teachers in ECE settings long-term. Program and policy level support to promote teachers' well-being in their personal lives as well as professional lives may be critical to improve teachers' professional commitment.</p>","PeriodicalId":47479,"journal":{"name":"Child & Youth Care Forum","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9734881/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10400725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}