Journal of Emotional and Behavioral Disorders最新文献_第4页

What Parents Think Versus What Parents Do: Examining Parental Accommodation Beliefs and Behaviors in Relation to Youth Anxiety in the Presence of Externalizing Concerns 父母所想的与父母所做的:在外化关注的存在下，检查父母的适应信念和行为与青少年焦虑的关系

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-09 DOI: 10.1177/10634266231154205

Austen McGuire, Katie Kriegshauser, J. Blossom

{"title":"What Parents Think Versus What Parents Do: Examining Parental Accommodation Beliefs and Behaviors in Relation to Youth Anxiety in the Presence of Externalizing Concerns","authors":"Austen McGuire, Katie Kriegshauser, J. Blossom","doi":"10.1177/10634266231154205","DOIUrl":"https://doi.org/10.1177/10634266231154205","url":null,"abstract":"Anxiety and externalizing concerns create notable challenges for families. One factor that has been widely studied in relation to anxiety concerns, which may also be influenced by externalizing symptoms, is parental accommodation. Most research on parental accommodation has tended to focus on behaviors, while not accounting for accommodation beliefs. The current study sought to examine the relation between both parental accommodation beliefs and behaviors and also determine to what extent externalizing symptoms may influence this relation in youth. Treatment-seeking youth ( N = 260; Mage = 13.48, range: 8–17) and their caregivers completed measures on anxiety symptoms, externalizing symptoms, and parental accommodation. Results indicated that parental accommodation behaviors had a direct influence on anxiety-related family impairment and avoidance but not anxiety symptom severity. There were no direct associations for parental accommodation beliefs. Externalizing symptoms moderated the relation between accommodation behaviors and family impairment, suggesting that the influence of parental accommodation on reported family impairment is attenuated at greater levels of externalizing symptoms. These findings highlight the importance of considering externalizing symptoms when examining the relation between parental accommodation and anxiety presentations, as well as further researching how accommodation-specific beliefs may influence accommodation behaviors and anxiety in youth.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77602011","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 Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles 学校领导、氛围和职业隔离对特殊教育教师压力和应对的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-01 DOI: 10.1177/10634266221148974

K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke

{"title":"School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles","authors":"K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke","doi":"10.1177/10634266221148974","DOIUrl":"https://doi.org/10.1177/10634266221148974","url":null,"abstract":"Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74393614","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

Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders 情绪与行为障碍学生的教师倦怠与支持教师

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-02-01 DOI: 10.1177/10634266221149970

K. Granger, K. Sutherland, M. Conroy, Emma Dear, Ashley Morse

引用次数: 2

The Crucial Role of Administrators in Shaping Working Conditions for Teachers of Students With EBD 管理者在塑造EBD学生教师工作条件中的关键作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-29 DOI: 10.1177/10634266221149933

Allison F. Gilmour, Lia E. Sandilos

引用次数: 2

A Cross-Sectional Study of Children’s Irritability Determining the Links Between Their Ego-Resilience and Symptoms of Anxiety and Depression 儿童易怒与自我恢复力与焦虑和抑郁症状之间关系的横断面研究

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-14 DOI: 10.1177/10634266221149361

J. Busch, Clara Bleckmann, Lisa Schettgen, E. Krey, G. Siefen

{"title":"A Cross-Sectional Study of Children’s Irritability Determining the Links Between Their Ego-Resilience and Symptoms of Anxiety and Depression","authors":"J. Busch, Clara Bleckmann, Lisa Schettgen, E. Krey, G. Siefen","doi":"10.1177/10634266221149361","DOIUrl":"https://doi.org/10.1177/10634266221149361","url":null,"abstract":"Children’s ego-resilience (within-person capacities that facilitate psychological resistance) and irritability (increased proneness to experience negative affective states following environmental stressors) are critical determinants of their mental health. Here, we investigated how ego-resilience engages with irritability when linked to symptoms of anxiety and depression. We analyzed cross-sectional survey data from a combined clinical and nonclinical sample. Overall, 228 children ( Mage = 12.52, SDage = 2.69; 41.7% female) reported on symptoms of depression/anxiety, ego-resilience, and irritability. Moderated hierarchical regression analyses showed that ego-resilience was negatively associated with symptoms of anxiety and depression and that irritability was positively related to heightened symptom levels. Ego-resilience and irritability had overall stronger associations with symptoms of depression than anxiety. Irritability moderated the association between ego-resilience and depression, such that the effects of ego-resilience were stronger among highly irritable children. We discuss our findings within environmental and biological sensitivity frameworks. Future research must substantiate our findings and determine whether sensitivity frameworks help better understand the potentially interrelated impact of ego-resilience with irritability on children’s mental health.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84808293","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

Supporting the Fraction Magnitude Understanding of Students With Significant Behavior Problems 支持有重大行为问题学生的分数量级理解

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-14 DOI: 10.1177/10634266221149357

Emma Fisher, Minyi Shih Dennis

引用次数: 0

Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research 特殊教育教师的有色人种职业倦怠、工作条件与EBD研究建议

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2023-01-12 DOI: 10.1177/10634266221146495

LaRon A. Scott, Elizabeth F. Bettini, Nelson C. Brunsting

引用次数: 0

Family-Centered Prevention During Elementary School to Reduce Growth in Emotional and Behavior Problems 以家庭为中心的小学预防减少情绪和行为问题的增长

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-24 DOI: 10.1177/10634266221143720

S. A. Garbacz, Elizabeth A. Stormshak, L. L. McIntyre, D. Bolt, Ming-Xue Huang

引用次数: 0

A DisCrit Critique of Practices for Youth With or At Risk of Emotional and Behavioral Disorders 对有或有情绪和行为障碍风险的青少年的做法的批评

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-21 DOI: 10.1177/10634266221141064

Christopher T. H. Liang, Sarah A. Rosati, Matthew Fluharty, Rachel Gabrilowitz, Devon Carter, Vivian W Mui, L. Kern, Jennifer Freeman

引用次数: 0

The Depression Prevention Initiative: Trauma as a Moderator of Prevention Outcomes. 抑郁症预防倡议:创伤作为预防结果的调节因子。

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-12-01 Epub Date: 2020-08-08 DOI: 10.1177/1063426620945665

Marissa D Sbrilli, Jason D Jones, Rebecca M Kanine, Robert Gallop, Jami F Young

{"title":"The Depression Prevention Initiative: Trauma as a Moderator of Prevention Outcomes.","authors":"Marissa D Sbrilli, Jason D Jones, Rebecca M Kanine, Robert Gallop, Jami F Young","doi":"10.1177/1063426620945665","DOIUrl":"https://doi.org/10.1177/1063426620945665","url":null,"abstract":"Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is an evidence-based indicated depression prevention program that has been shown to reduce depression symptoms. Research is needed to identify moderators of IPT-AST's effects. Although trauma history has emerged as a moderator of depression treatment outcomes, the impact of trauma on short- and long-term outcomes in the context of preventive interventions for adolescent depression is unknown. This study examines the impact of trauma on prevention outcomes in a school-based randomized controlled trial (RCT) in which 186 adolescents (mean age = 14.01 years, SD = 1.22; 67% female) were randomly assigned to IPT-AST delivered by research staff or group counseling (GC) provided by school counselors. Trauma history significantly moderated intervention outcomes during the active phase of the intervention, but not during long-term follow-up. During the active phase, youth in IPT-AST with low or no trauma exposure experienced significantly greater reductions in depression symptoms than youth in GC with low or no trauma exposure, but there were no significant differences in rates of change between the two interventions for youth with high or any trauma exposure. These findings highlight the importance of assessing trauma and investigating whether these interventions can be tailored or supplemented to enhance the effects for youth with trauma exposure.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1063426620945665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40456655","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: 3