Journal of Emotional and Behavioral Disorders最新文献_第3页

A Description of School Refusal Behavior in Adolescents Prior to Acute Care Admission 急症护理入院前青少年拒学行为的描述

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-07-27 DOI: 10.1177/10634266231187369

Stephanie N. Rohrig, S. Bennett, P. Desai, Elaina A. Zendegui, Angela W. Chiu

{"title":"A Description of School Refusal Behavior in Adolescents Prior to Acute Care Admission","authors":"Stephanie N. Rohrig, S. Bennett, P. Desai, Elaina A. Zendegui, Angela W. Chiu","doi":"10.1177/10634266231187369","DOIUrl":"https://doi.org/10.1177/10634266231187369","url":null,"abstract":"This study uses a novel measure to describe school refusal (SR) behavior among 91 adolescents ages 13 to 18 years old in the month leading up to a partial hospitalization program (PHP) admission. Youth exhibit a range of SR behaviors. Three fourths (77%) reported missing at least two full days of school and nearly one third (29%) reported being absent from school the entire month before PHP admission. Among youth who reported attending school, 36% reported leaving school early, 55% reported leaving the classroom, and 59% reported arriving late to school at least “a little” or 2 days in the month prior to PHP admission. Youth rarely shared that they spend time with friends or doing homework while absent from school. In addition, agreement between caregivers and youth on the extent to which youth are struggling with school attendance and how youth spend their time while out of school was low to moderate ( r = .14–.52). Results suggest that the School Interference Questionnaire (SIQ) can complement existing SR instruments to offer descriptive information about the frequency and type of SR behavior, perceived impact, and targets of intervention by identifying potential positive and negative reinforcers.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80282441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Adventures in Naming EBD Realities: How Words Matter for Special Education 命名EBD现实的冒险:词语对特殊教育的重要性

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-05-22 DOI: 10.1177/10634266231172929

J. Kauffman, D. Anastasiou, Mack D. Burke, Marion Felder, G. Hornby, João Lopes, A. Wiley

{"title":"Adventures in Naming EBD Realities: How Words Matter for Special Education","authors":"J. Kauffman, D. Anastasiou, Mack D. Burke, Marion Felder, G. Hornby, João Lopes, A. Wiley","doi":"10.1177/10634266231172929","DOIUrl":"https://doi.org/10.1177/10634266231172929","url":null,"abstract":"General labels tend to obscure objective realities upon which disability rights are based and can deny individuals with disabilities their educational and civil rights. Undoubtedly, stigma can come from labels unnecessarily categorizing people into separate groups. However, stigma does not reside primarily in disability categories/terms but in what people think of words’ referents. The replacement of the old disability categories/terms with new ones is a case of what is called the “euphemism treadmill,” showing how concepts and mentally represented realities, not words, are the key issue. However, in the case of disabilities, scientific names are unavoidable for the purposes of research, education, advocacy, and social welfare. Some people try to avoid naming special education and its derivatives just as they do in the case of disability categories. We argue that scientifically validated disability and special education labels are necessary and legitimate classifications required for progress in disability research and practice. They provide the most direct route to legally protecting and serving individuals with educational disabilities.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76624194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing a Program Model for School-Based Day Treatment for Social, Emotional, and Behavioral Difficulties 针对社交、情绪和行为困难制定基于学校的日间治疗计划模型

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-04-13 DOI: 10.1177/10634266231165488

Kathryn Pierce, Samantha Yamada, Melissa Major, Debra J. Pepler

引用次数: 0

Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice 促进特殊教育工作者的社会支持和专业学习:建立一个实践社区

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-25 DOI: 10.1177/10634266231154196

S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker

{"title":"Fostering Social Support and Professional Learning for Special Educators: Building a Community of Practice","authors":"S. Hirsch, H. Mathews, C. Griffith, Alex Carlson, Alexis Walker","doi":"10.1177/10634266231154196","DOIUrl":"https://doi.org/10.1177/10634266231154196","url":null,"abstract":"Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre–post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants’ stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74112208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introduction to Special Series : Supporting Teachers of Students with Emotional and Behavioral Disorders 专题系列导论:支持有情绪和行为障碍学生的教师

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-21 DOI: 10.1177/10634266231161025

Tom Farmer

引用次数: 0

Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector. 研究协议：教育部门实施和可持续性的多层面决定因素。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-03-01 Epub Date: 2022-05-10 DOI: 10.1177/10634266221090160

Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana

{"title":"Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector.","authors":"Bryce D McLeod, Kevin S Sutherland, Maureen A Conroy, Aaron R Lyon, Jason E Chapman, Kristen L Granger, Lisa Saldana","doi":"10.1177/10634266221090160","DOIUrl":"10.1177/10634266221090160","url":null,"abstract":"<p><p>Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will: (a) Determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) Assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) Explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol paper describes SEISMIC, which builds upon a federally-funded RCT evaluating BEST in CLASS, a teacher-delivered program for K-3rd grade children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools.</p>","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9983801/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9081468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Stuck in a Loop”: A Qualitative Examination of Challenges for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder and Anxiety “陷入循环”:对患有注意力缺陷/多动障碍和焦虑的儿童和青少年的挑战的定性检查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-26 DOI: 10.1177/10634266231151905

A. Jackson, M. Mulraney, G. Melvin, S. Evans, D. Efron, E. Sciberras

{"title":"“Stuck in a Loop”: A Qualitative Examination of Challenges for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder and Anxiety","authors":"A. Jackson, M. Mulraney, G. Melvin, S. Evans, D. Efron, E. Sciberras","doi":"10.1177/10634266231151905","DOIUrl":"https://doi.org/10.1177/10634266231151905","url":null,"abstract":"Children and adolescents (henceforth “children”) with both attention-deficit/hyperactivity disorder (ADHD) and anxiety experience greater difficulties than children with either alone, though qualitative methodologies are yet to be used to understand the challenges this population experience. We aimed to explore parent-reported daily impacts of co-occurring anxiety in children with ADHD (aged 8–13 years). Participants were enrolled in a trial evaluating an adapted anxiety intervention and were eligible if their child met diagnostic criteria for ADHD plus separation, social, and/or generalized anxiety disorder. A baseline measure of life impacts associated with child anxiety captured situations parents reported were difficult, due to their child’s anxiety. Reflexive thematic analysis of free-text responses ( N = 203) facilitated new insights via inductively generating key themes. Three overarching themes highlighted (1) child difficulties with everyday situations and processes due to their anxiety; (2) the nature of the child’s anxiety being pervasive and unrelenting; and (3) the strain placed on the child’s family system. This study enhances understanding of daily impacts associated with co-occurring anxiety and ADHD and may contribute to an improved understanding of support needs. Results reiterate the need to identify co-occurring difficulties in children with ADHD and support both children and their families.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83369827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence 改变或承认认知:减少青少年抑郁的荟萃分析

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-26 DOI: 10.1177/10634266231154209

Şeyma Uluköylü, Patty Leijten, M. Assink

{"title":"Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence","authors":"Şeyma Uluköylü, Patty Leijten, M. Assink","doi":"10.1177/10634266231154209","DOIUrl":"https://doi.org/10.1177/10634266231154209","url":null,"abstract":"Negative cognitions play a key role in the development and maintenance of depression. To reduce depressive symptoms, most interventions either encourage adolescents to change negative cognitions, theorizing that the presence of negative cognitions underlies depression, or to acknowledge negative cognitions, theorizing that one’s reaction to negative cognitions underlies depression. We compared these two therapeutic strategies in a multilevel meta-analysis of the effects of changing versus acknowledging cognitions on adolescent depression. We searched three databases in June 2022 and identified 104 randomized controlled trials (335 effect sizes). The sample comprised 27,978 adolescents (sample mean age 14−18 years) with all levels of depressive symptoms ( Mage = 15.6 years; 63% female; 65% ethnic majority). The overall effect of interventions on depression was small ( d = 0.21, p < .001). We found no evidence that either strategy was superior to the other. Strategies to acknowledge ( d = 0.23, p = .016) or change cognitions ( d = 0.20, p < .001) both reduced adolescent depression. Our findings suggest, though based on self-reported outcomes, that both strategies are effective in reducing adolescent depression, which allows for flexibility for clinicians and patients. The next step to further understand these strategies is to scrutinize the relative effects of single versus combined approaches to change and acknowledge negative cognitions.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome 青少年拒学:人格特质及其对治疗结果的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-21 DOI: 10.1177/10634266231151903

Christina M. C. E. de Groot, D. Heyne, A. Boon

{"title":"School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome","authors":"Christina M. C. E. de Groot, D. Heyne, A. Boon","doi":"10.1177/10634266231151903","DOIUrl":"https://doi.org/10.1177/10634266231151903","url":null,"abstract":"There has been little attention to personality in research on school refusal (SR). This study examined personality traits among 41 adolescents receiving cognitive–behavioral therapy (CBT) during participation in a School Refusal Program. Traits were examined via clinical scales and 2-point code types derived from the Minnesota Multiphasic Personality Inventory—Adolescent. The influence of personality traits on treatment outcome was examined at post-treatment and 1-year follow-up. At pretreatment, eight of the 10 clinical scales were disproportionately skewed toward the “high to very high” range relative to a norm group. Social introversion and depressive symptomatology were significantly increased relative to the norm group, and nearly one-half of the adolescents were characterized by code type 2-3/3-2 (depression/hysteria) or 2-0/0-2 (depression/social introversion). Adolescents characterized by a 2-0/0-2 code type were almost twice as likely (odds ratio = 1.78) to be treatment responders at post-treatment. There was no relation between personality traits and treatment outcome at follow-up. The small sample size limits generalization of the study’s findings. If the results are replicated, personality traits may provide useful indications for personalizing treatment when employing interventions recommended in CBT manuals for SR.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86258380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts 没有像我们这样的地方:在农村环境中超越执行的保真度

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-18 DOI: 10.1177/10634266231155856

Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer

{"title":"There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts","authors":"Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer","doi":"10.1177/10634266231155856","DOIUrl":"https://doi.org/10.1177/10634266231155856","url":null,"abstract":"Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88674979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0