1,721,003 research outputs found
Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten
No full textEnhancing school connectedness to prevent violence and promote wellbeing
No full textSchool connectedness is “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment” (Goodenow, 1993, p. 80). It is an important predictor of school violence, as well as related outcomes such as health risk behaviors and mental health. Connectedness reduces initial incidents of violence, buffers the effect of violence exposure, and promotes an anti-bullying culture. School violence and bullying have also been associated with a subsequent decrease in school connectedness. Several theories contribute to our understanding of these relations but the construct, theoretical underpinnings, and pathways in and out of school connectedness require further examination. Despite numerous promising interventions, this line of research is in its infancy. Interventions harnessing this protective factor may have a ubiquitous positive impact on adolescent development
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Meta-analysis of Grade Retention Research: Examining the Empirical Evidence from the United States in the 21st Century
Full text linkGrade retention is an intervention widely used in the United States that has students repeat a grade if they do not meet grade level benchmarks. Research on the effectiveness of this intervention has been studied for more than a century, and while individual studies have found varying results, previous meta-analyses have revealed no significant benefits for retained students. The most recent meta-analysis synthesizing retention research was published in 2001 (Jimerson, 2001), and in the over twenty years since its findings there have been numerous studies published and a number of mandatory retention policies have been passed in States across the US. This meta-analysis contributes a summary and synthesis of 45 studies from the 21st century to understand the current trends in retention research and how the results of contemporary studies compare to findings from previous time periods. Across 801 analyses, the overall average effect size was not statistically significant (Hedges’ g = .00). Narrow effects within subcategories of academic achievement and social-emotional adjustment were also not statistically significant, which supports previous meta-analysis conclusions regarding the lack of support for retention as an educational intervention. The lack of effectiveness shown calls into question the persistent use of grade retention, and a discussion on the importance of implementing evidence-based practices in the school system is warranted
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The Use of Latent Analysis to Further Understand Bullying, Victimization, and Moral Disengagement
Full text linkEven though bullying is a well-established concern within schools, there is little consensus about how to intervene (Jimerson, Swearer, & Espelage, 2010). Prior to implementing intervention schools need to understand students role in bullying (e.g., bully, victim, bully-victim, defender, outsider) to appropriately target the behaviors taking place. Despite an empirical history measuring students’ roles within bullying (Espelage & Swearer, 2003; Salmivalli, 1996), as well as relevant correlates (e.g., gender, age), both the measurement and substantive implications of bullying participation have been debated. Some measurement methodologies (e.g., cut scores) used to create participation groups (Furlong, Sharkey, Felix, Tanigawa, & Greif Green, 2010; Swearer, Siebecker, Johnsen-Frerichs, & Wang, 2010) and have raised concerns about accurate group classification. To address concerns measuring bullying participation, the present study relied on latent class analysis. The findings show that bullying and victimization behaviors vary by degree of involvement (e.g., low, moderate, high). When bully and victim behaviors were considered in a simultaneous analysis, four classes emerged: outsiders, social-victims, victims, and bully-victims. Results suggest that most students who bully others also are victimized. The present study found that moral disengagement appears related to students’ degree of participation in bullying and victimization. Students who fell into the bully-victim class had the highest levels of moral disengagement, followed by students in the victim class, social-victim class, and outsider class. Thus, programs focused on increasing moral engagement (e.g., moral reasoning) may provide a fruitful direction for anti-bullying efforts. Gender was not found to impact class assignment for the types of bullying participation measured
Using self-report anger assessments in school settings
No full textStudents who experience high levels of anger both in and out of school are at risk of exhibiting multiple negative developmental outcomes including poor school performance, peer problems, behavioral difficulties, and concurrent emotional distress. Given this developmental trajectory, it is important for mental health professionals working within school settings to accurately identify those students manifesting anger-related problems at an early age. This chapter provides an overview of instruments designed to assess levels of anger and associated cognitive and behavioral manifestations in children and youth. Among those instruments highlighted is the Multidimensional School Anger Inventory (MSAI)specifically designed to measure anger, hostility, and aggressive behavioral expression in school settings. The role of anger assessment in developing appropriate early intervention and anger management treatment plans is also discussed
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Corporal Punishment and Outcomes in Trinidadian Youth: Direct and Indirect Effects
Full text linkThere is an abundant amount of research examining the link between corporal punishment and youth outcomes in North America, Europe, and to a lesser extent in the Caribbean. However, there is little research examining this link within the Trinidadian setting. The current study addressed this gap within the literature by examining the association between corporal punishment and outcomes in Trinidadian youth. Specifically, this study investigated the relation between corporal punishment and subjective well-being and externalizing behaviors (bullying and delinquency). Additionally, it explored whether this relation was influenced by parental warmth or rejection and youth’s cultural beliefs about corporal punishment. Results of structural equation modeling revealed that there was a direct link between corporal punishment and youth subjective well-being. Furthermore, it highlighted an indirect link between corporal punishment and subjective well-being through the mediator of parental warmth. Youths’ cultural beliefs about corporal punishment were not a significant mediator in the model. These results were present when gender was used as a control. Additionally, multiple regression results indicated that corporal punishment was associated with both bullying and delinquency when parental warmth, youths’ cultural beliefs about corporal punishment, and gender were used as controls. However, the effect sizes were small. The implications of the results of this study for childrearing and public policy are discussed
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Family-School Cultural Continuity and School-Based Parental Engagement
Full text linkParental engagement is impacted by a plethora of factors. Using a large internationalsample involving countries and regions from Asia, Europe, and Latino America, the first half
of this research investigates the association between parental engagement and family-school
cultural congruity using the BCH approach for Latent Class Analysis (LCA). The findings
from Study 1 confirm that family-school cultural continuity is associated with level of
parental engagement in schools. Parents actively participating in all engagement
opportunities are more likely to show high family-school cultural congruity. On the contrary,
parents who are less engaged in all engagement opportunities usually are the parents who
experience lower levels of cultural congruity between home and school. The parents who
participate in some forms of opportunities but not the others show different cultural congruity
profiles. Moreover, lower-educated parents are less likely to question the services they
received. In light of these findings, ongoing efforts are needed to address disparities in the
school engagement experiences of culturally different families, especially families from less
educated backgrounds. Study 1 points to the importance of a more comprehensive
conceptualization of family-school cultural congruity and thus, leads to the research endeavor
of the establishment of a cross-cultural cultural congruity scale, which is the focus of Study
2. Study 2 shows satisfactory measurement invariance of the School Cultural Congruity
Scale (SCCS) between China and U.S., which makes it possible for mean-based research
comparison regarding family-school cultural congruity across these two countries
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Understanding Relational and Physical Bullying Profiles: The Importance of School Climate and Social Status
Full text linkCross-national studies consistently reveal that bullying is a pervasive problem in schools and associated with a multitude of deleterious outcomes. The present dissertation conducted two studies to further provide insight into this complex phenomenon and facilitate the development of effective bullying prevention programs. Youth involved in bullying have historically been assigned to fixed bully participant roles (i.e., bully, victim, defender, and bystander) using classification systems based on relatively arbitrary cut off scores. Latent class analysis (LCA) was utilize in the first study to empirically identify bully participant role profiles in seventh and eighth grade based on assuming multiple bully participant roles at varying degrees. Four separate LCA models were run, two relational bullying LCAs and two physical bullying LCAs split by gender. Among female students, a four-class model emerged for both the relational and physical LCAs. Regarding males, a three-class model emerged for both the relational and physical LCAs. All four LCAs yielded a High Involvement class and a Low Involvement class. Concerning females, there was a consistent third class, called Defender, in both the relational and physical LCAs. However, the fourth class in the females’ relational LCA was called Victim Defender while in the physical LCA, the fourth class was call Bystander/Defender. Among males, the third class in the relational LCA was called Defender, but the third class in the physical LCA was called Victim. Overall, these findings build upon previous research on bully participant roles by demonstrating that students can assume multiple roles simultaneously and at varying degrees. In addition, this study revealed gender specific effects that varied according to whether the bullying was physical or relational.To broaden our understanding of how socio-ecological factors influence bullying, a second study investigated how the bullying profiles identified in Study 1 relate to school climate factors and perceptions of social status. Specifically, three school climate factors were examined, including school-wide efforts to reduce bullying, student knowledge of how to address bullying, and direct communication between students and school staff about bullying. The two components of social status were self-reported levels of popularity and likability. Overall, across all four LCAs, self-perceived likability significantly predicted class membership. Self-perceived popularity significantly predicted class membership for male students and the physical LCA only. In terms of the school climate factors, all three components significantly predicted class membership among female students, for both physical and relational bullying. The school climate factors did not significantly predict group membership among male students for either physical or relational bullying. These findings suggest that the impact of socio-ecological factors on bullying is nuanced and complex, as it varied by gender and type of bullying. Understanding these nuances can help inform practitioners designing interventions that target the multifaceted needs of students involved in bullying
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A Process and Outcomes Evaluation of a Special Education Program for Students with Emotional Disturbance: The TIERS System
Full text linkStudents with Emotional Disturbance require an array of support at schools, including but not limited to proactive classroom management techniques, specialized academic instruction, motivation systems, frequent goal setting and monitoring, mentor- based supports, school-home collaborative efforts, and psychotherapeutic services. While research has highlighted the importance of these components, many programs serving students with Emotional Disturbance do not consistently implement these evidence-based practices. The present study is an exploratory analysis of the implementation and outcomes of Tiers of Intensive Educationally Responsive Services (TIERS), a comprehensive program consisting of several evidence-based practices to promote social-emotional growth in students with Emotional and/or Behavioral Disturbance (EBD). The purpose of the study was to examine 1) whether the TIERS package of interventions resulted in significant increases in student transitions to the least restrictive environment from baseline, and whether significant differences existed between programs on this basis of implementation fidelity, 2) the impact of TIERS interventions on the severity of problem behaviors in students in three selected high school classrooms, 3) the impact of the TIERS model on the teacher ratings of treatment acceptability, and 4) whether or not a significant correlation exists between teacher treatment acceptability and the degree of implementation fidelity. The results of the study suggested that 1) there was a significant increase in the number of student transitions from baseline, though significant differences were not found on the basis of implementation fidelity, 2) single-case data demonstrated significant positive behavior growth among 24 high school students, 3) teachers’ attitudes toward implementation were significantly improved from baseline, and 4) there was a statistically significant moderate positive correlation between treatment acceptability and implementation fidelity. Implications for future research in the areas of school-based programming for students with emotional disturbance and implementation science are discussed
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