Journal of Emotional and Behavioral Disorders最新文献_第7页

The Negative Effects of Adverse Childhood Experiences (ACEs) on Behavioral Problems of Children in Kinship Care: The Protective Role of Kinship Caregivers’ Mental Health 童年不良经历对亲属照顾儿童行为问题的负面影响:亲属照顾者心理健康的保护作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-05-20 DOI: 10.1177/10634266221076475

Yanfeng Xu, Merav Jedwab, Kerry A. Lee, S. Levkoff

{"title":"The Negative Effects of Adverse Childhood Experiences (ACEs) on Behavioral Problems of Children in Kinship Care: The Protective Role of Kinship Caregivers’ Mental Health","authors":"Yanfeng Xu, Merav Jedwab, Kerry A. Lee, S. Levkoff","doi":"10.1177/10634266221076475","DOIUrl":"https://doi.org/10.1177/10634266221076475","url":null,"abstract":"This study aims to examine the (a) prevalence of adverse childhood experiences (ACEs) among children in kinship care; (b) relationships between the number and type of ACEs and children’s internalizing and externalizing problems; and (c) moderating role of kinship caregivers’ mental health on the relationships between ACEs and children’s internalizing and externalizing problems. A sample of children in kinship care (N = 224) obtained from the National Survey of Child and Adolescent Well-Being II was used. Ordinary least squares regression models were conducted. Results indicated that neglect followed by parental substance abuse were found to be the most prevalent of the ACEs. Child neglect, sexual and emotional abuse, and parental substance abuse were significantly associated with child internalizing problems, whereas sexual and emotional abuse were significantly associated with child externalizing problems. The total number of ACEs and experiencing three or more ACEs were significantly associated with child externalizing problems. Kinship caregivers’ mental health significantly moderated the relationships between neglect, sexual abuse, and child internalizing problems. Caregiver’s mental health also moderated the relationships between emotional and sexual abuse, neglect, and children’s externalizing problems. Findings suggest the importance of addressing ACEs and the need for mental health services to both kinship caregivers and children in kinship care.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"16 1","pages":"41 - 53"},"PeriodicalIF":1.9,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79222952","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: 3

Completing the Circle: Linkages Between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools 完成循环:恢复性实践、社会情感健康和学校种族正义之间的联系

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-05-12 DOI: 10.1177/10634266221088989

James P. Huguley, Dashawna J. Fussell-Ware, S. Mcqueen, Ming-Te Wang, Bianca R. DeBellis

{"title":"Completing the Circle: Linkages Between Restorative Practices, Socio-Emotional Well-Being, and Racial Justice in Schools","authors":"James P. Huguley, Dashawna J. Fussell-Ware, S. Mcqueen, Ming-Te Wang, Bianca R. DeBellis","doi":"10.1177/10634266221088989","DOIUrl":"https://doi.org/10.1177/10634266221088989","url":null,"abstract":"Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to punitive discipline approaches, yet evidence is mixed on whether it can improve academic outcomes or curb racial disparities in school discipline. In a new conceptual model, we argue that the full potential of restorative practice can only be reached when it is (a) operationalized more directly within a socio-emotional framework; (b) responsive to more significant mental health needs; and (c) informed by a multifaceted understanding of how racism contributes to discipline disparities, both directly through interpersonal biases and indirectly through structural oppression. A revised conceptual model based on evidence from the broader literature, original data analyses, and pilot intervention results is advanced.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"72 1","pages":"138 - 153"},"PeriodicalIF":1.9,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82394081","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: 3

What if Special Education Could Be Seen as a Site for Justice? 如果特殊教育可以被视为正义的场所呢?

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-04-21 DOI: 10.1177/10634266221087990

H. Milner, Laura Fittz, Bryant O. Best, Heather B. Cunningham

引用次数: 1

Interdisciplinary Inequality Research in the E/BD Field: Animating Intersectionality, Reflexivity, and Equity E/BD领域的跨学科不平等研究:交互性、反身性和公平性

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-04-02 DOI: 10.1177/10634266221083922

Alfredo J. Artiles

引用次数: 1

Developmental Considerations in a Problematic Ecology: Achieving Equity and Socially Just Learning Environments for African American Adolescents With Emotional and Behavioral Challenges 问题生态中的发展考虑:为有情感和行为挑战的非裔美国青少年实现公平和社会公正的学习环境

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-04-02 DOI: 10.1177/10634266221077904

Tennisha N. Riley, Zewelanji N. Serpell

引用次数: 2

Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD 有色人种特殊教育教师服务EBD学生工作条件的体会

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-23 DOI: 10.1177/10634266221077698

Elizabeth F. Bettini, Nelson C. Brunsting, LaRon A. Scott, Lindsey Kaler, Dani Parker Moore, K. O’Brien, Michelle M. Cumming

{"title":"Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD","authors":"Elizabeth F. Bettini, Nelson C. Brunsting, LaRon A. Scott, Lindsey Kaler, Dani Parker Moore, K. O’Brien, Michelle M. Cumming","doi":"10.1177/10634266221077698","DOIUrl":"https://doi.org/10.1177/10634266221077698","url":null,"abstract":"Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our knowledge, no studies have examined the experiences of SETs of color serving students with EBD. Thus, the purpose of this study is to examine the experiences of SETs of color who teach students with EBD, investigating how SETs of color rate their working conditions and intent to continue teaching students with EBD. Analyzing two extant data sets, we found that SETs of color experienced strong support from administrators and paraprofessionals, ratings of many working conditions did not differ by race/ethnicity, and SETs of color on average intended to stay in their jobs. However, of great concern, we found significant differences in experiences of school culture, colleague emotional support, and autonomy, with SETs of color rating school culture and colleague emotional support significantly lower and autonomy significantly higher than white SETs.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"1 1","pages":"96 - 110"},"PeriodicalIF":1.9,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72638454","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: 2

A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed Versus Support Received 有色人种资优学生情感/行为挑战的生物生态学视角:所需支持与获得支持

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-04 DOI: 10.1177/10634266221076466

K. Collins, M. R. Coleman, Tarek Grantham

引用次数: 2

Perceptions About Verbal Aggression: Survey of Secondary Students With Emotional and Behavioral Disorders 中学生言语攻击认知:情绪与行为障碍调查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-04 DOI: 10.1177/10634266221076463

Daniel V. Poling, Stephen W. Smith

{"title":"Perceptions About Verbal Aggression: Survey of Secondary Students With Emotional and Behavioral Disorders","authors":"Daniel V. Poling, Stephen W. Smith","doi":"10.1177/10634266221076463","DOIUrl":"https://doi.org/10.1177/10634266221076463","url":null,"abstract":"Researchers have found that verbal aggression (VA) is the most frequent form of aggression reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, and low sense of school belonging. Moreover, VA is known to occasion physically aggressive responses, making VA especially problematic for students who exhibit chronic maladaptive behavior profiles. In this study, therefore, we surveyed 144 middle and high school students identified with an emotional and behavioral disorder to understand their involvement with VA, response to victimization, and what VA messages lead to physical aggression. We also investigated the locations of VA incidents, student perceptions about teacher-delivered consequences for VA, and witness behavior. We discuss the implications for practice, including explicit skill instruction for students and incorporating content about VA into preservice teacher coursework covering prevention and intervention strategies. Finally, we provide suggestions for future research such as conducting observations across a variety of school settings and in different regions of the country, and collecting qualitative data to enrich quantitative findings.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"14 1","pages":"14 - 26"},"PeriodicalIF":1.9,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85382235","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

Black Girls and School Discipline: The Role of Teacher’s Race, Pubertal Development, and Discipline Philosophy on Discipline Decisions 黑人女孩与学校纪律:教师种族、青春期发展和纪律哲学对纪律决定的作用

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-03-01 DOI: 10.1177/10634266221077896

Jamilia J. Blake, Lyric Jackson, Naomi M. Ruffin, P. Salter, Haoran Li, C. Banks, Kayce Solari Williams

引用次数: 3

Peer Influence in a School for Youth With Emotional and Behavioral Disorders 青少年情绪与行为障碍学校的同伴影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-02-25 DOI: 10.1177/10634266221076471

S. Franklin-Gillette, G. DuPaul, Qiong Fu, Julie B. Fogt

{"title":"Peer Influence in a School for Youth With Emotional and Behavioral Disorders","authors":"S. Franklin-Gillette, G. DuPaul, Qiong Fu, Julie B. Fogt","doi":"10.1177/10634266221076471","DOIUrl":"https://doi.org/10.1177/10634266221076471","url":null,"abstract":"Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with behavior challenges. Ratings of respectful behavior and rule-following behavior were collected for each marking period of one academic year during reading instruction and during lunch at both individual and classroom levels. Two sets of hierarchical linear models examined whether individual behavior trajectories were independent of classroom grouping (i.e., unconditional growth models) and whether classmate behavior norms predicted individual behavior (i.e., conditional growth models). Overall, individual trajectories for respectful behavior and rule-following behavior were not dependent on classroom groupings. However, across behaviors and settings, classroom norms significantly predicted individual behavior. These findings extend classroom norms research into an EBD setting and suggest that classroom norms may promote or inhibit positive behavior within self-contained classrooms for students with EBD. Behavior support programs within self-contained settings should account for influence of classroom norms (e.g., incorporation of group contingencies) to enhance social functioning of students with EBD.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"25 1","pages":"3 - 13"},"PeriodicalIF":1.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78230401","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