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

Levels of Care: A Scoping Review of Conceptualizations in Child and Adolescent Mental Health Services 护理水平:儿童和青少年心理健康服务概念化的范围审查

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221090151

Catalina Sarmiento, G. Reid

引用次数: 0

Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students With Emotional or Behavioral Needs 有情绪或行为需要中学生的行为、学业和人口特征

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221099241

Jennifer Farley, Kristin Duppong Hurley, M. Lambert, T. Gross

{"title":"Profiles of Behavioral, Academic, and Demographic Characteristics of Middle School Students With Emotional or Behavioral Needs","authors":"Jennifer Farley, Kristin Duppong Hurley, M. Lambert, T. Gross","doi":"10.1177/10634266221099241","DOIUrl":"https://doi.org/10.1177/10634266221099241","url":null,"abstract":"Often the characteristics of students with emotional and behavioral disturbances (EBDs) are described in terms of how they compare to students with and without other disabilities. However, such a conceptualization or categorization may overshadow differences that exist among these youth, and few studies examine unique subpopulations within this group. To explore meaningful differences and similarities among students with EBD, which could help to facilitate customization of interventions and supports, we conducted a latent profile analysis of over 300 middle school students receiving special education services for emotional or behavioral needs. Results identified four profiles using demographic variables, school setting (alternative school or not), teacher ratings of behavior and academic competence, and parent report on child suspensions. Criterion variables were then tested, with significant differences identified in use of mental health services, parent empowerment, and caregiver strain. However, significant differences were not found in parent satisfaction with school. Limitations, implications, and the need for additional research are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"32 1","pages":"171 - 183"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76717482","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

Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action 特殊教育工作者在实施行为支持计划中的倦怠和忠诚:行动呼吁

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221099242

J. Garwood

引用次数: 11

Content Validation of the Behavioral and Emotional Rating Scale–3rd Edition: Strength-Based Interview 行为与情绪评定量表的内容验证-第三版:基于力量的访谈

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221099246

Corey D. Pierce, M. Epstein, Matthew D. Wood

{"title":"Content Validation of the Behavioral and Emotional Rating Scale–3rd Edition: Strength-Based Interview","authors":"Corey D. Pierce, M. Epstein, Matthew D. Wood","doi":"10.1177/10634266221099246","DOIUrl":"https://doi.org/10.1177/10634266221099246","url":null,"abstract":"Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":"184 - 190"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80830400","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

Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System 模块化工作坊培训对公共精神卫生系统青少年临床进展的影响

IF 1.9 3区心理学

Journal of Emotional and Behavioral Disorders Pub Date : 2022-06-03 DOI: 10.1177/10634266221097708

Priya McLennan, Tommie M. Laba, Brad J. Nakamura

{"title":"Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System","authors":"Priya McLennan, Tommie M. Laba, Brad J. Nakamura","doi":"10.1177/10634266221097708","DOIUrl":"https://doi.org/10.1177/10634266221097708","url":null,"abstract":"Research suggests that a modular approach to treatment and training may be a promising method for promoting evidence-based practices (EBPs). Furthermore, there is growing evidence that the effects of training on specific technique implementation are affected by therapist and youth factors as well as the type of problem area addressed during training. The current study expanded these findings by examining the extent to which youths’ clinical progress improved as a result of therapists’ attendance at modular workshop trainings. Longitudinal, archival data from community mental health providers (n = 48) who participated in a series of anxiety and/or disruptive behavior workshops in modular approaches to EBPs for youth were examined using cross-classified multilevel modeling. Results indicated that youths’ month in treatment and therapists’ practice behaviors following their training significantly and positively influenced clinical progress. However, only therapists who attended a disruptive behavior training reported greater rates of improved youth treatment progress. Therapists’ knowledge of the trained techniques was not a significant moderator of outcomes. Results suggest that therapists may require differential training and implementation supports that vary as function of problem area to positively enhance youth outcomes. Limitations and implications for EBP dissemination and implementation are discussed.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"492 1","pages":"66 - 78"},"PeriodicalIF":1.9,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86792613","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

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