1
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Bright MA, Ortega DP, Bodi CB, Walsh K. School-Based Victimization Prevention Education Programs for Children and Youth With Intellectual and Developmental Disabilities: A Scoping Review. CHILD MALTREATMENT 2024:10775595241276412. [PMID: 39207456 DOI: 10.1177/10775595241276412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/04/2024]
Abstract
Youth with intellectual and developmental disabilities (IDD) are at significantly higher risk of experiencing multiple types of interpersonal victimization across their lifespan compared to their peers without IDD. Despite the extensive literature on efficacy of prevention education programs for children without IDD, very little is known about comparable programs for children with IDD. In this scoping review, we synthesized the literature on existing programs for children with IDD. We identified thirteen programs which we critically assessed against established best practice criteria for prevention and special education and evaluation. The current literature on prevention education programs for children with IDD exhibits significant limitations, such as weak research designs and poor measurement of outcomes.
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Affiliation(s)
| | - Diana P Ortega
- Center for Violence Prevention Research, Gainesville, FL, USA
| | - Csenge B Bodi
- Center for Violence Prevention Research, Gainesville, FL, USA
| | - Kerryann Walsh
- School of Early Childhood and Inclusive Education, Queensland University of Technology, Kelvin Grove, QLD, Australia
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2
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Metwally AM, Nassar MS, Salah El-Din EM, Abdallah AM, Khadr Z, Abouelnaga MW, Ashaat EA, El-Saied MM, Elwan AM, Bassiouni RI, Monir ZM, Badawy HY, Dewdar EM, El-Hariri HM, Aboulghate A, Hanna C, Rabah TM, Mohsen A, Elabd MA. National screening for developmental delays and their determinants among Egyptian school age children: A step towards implementing life skills programs. PLoS One 2023; 18:e0287315. [PMID: 37725608 PMCID: PMC10508607 DOI: 10.1371/journal.pone.0287315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 06/03/2023] [Indexed: 09/21/2023] Open
Abstract
AIM This study aimed to estimate the national prevalence of developmental delays (DDs) and their determinants among Egyptian children aged 6 to 12 years. Such estimation is a prerequisite step toward the application of Life Skill Education (LSE) programs that will potentiate children's future capabilities. METHODS Vineland Adaptive Behavior Scales" was used as a reliable and diagnostic test for DDs screening during this national cross sectional study. Gross motor (GM), fine motor (FM), daily living skills, communication, and socialization skills were assessed. The multivariate logistic regression analysis was used to identify factors associated with DDs. The Adjusted Odds Ratio (AOR) with a 95% Confidence Interval was estimated to indicate the strength of association. A p-value of <0.05 was used to declare statistical significance. RESULTS Out of the 20324 surveyed school-aged children, 7.4% were found to have at least one delay. Communication deficits were the most common (6.4%) followed by delay in daily living skills (2.0%). The final model of logistic regression had a good fit for seven variables out of the sociodemographic, epidemiological characteristics, maternal and perinatal problems that were associated with a higher likelihood of at least one DD: Children suffering from any convulsions (AOR = 4.32; 95% CI: 3.18-5.88), male gender (AOR = 1.86; 95% CI: 1.65-2.09), birth weight less than 2.5 kg (AOR = 1.77; 95% CI: 1.40-2.24), history of maternal health problem during pregnancy (AOR = 1.64; 95% CI:1.34-2.01), children staying in an incubator for more than two days (AOR = 1.57, 95% CI: 1.29-1.91), having less educated fathers (AOR = 1.55, 95% CI: 1.24-1.95) and belonging to the middle social class (AOR = 1.40, 95% CI: 1.24-1.58). CONCLUSION The identified types and determinants for each DD are allowing for the implementation of tailored programs for school children's life skills promotion for achieving the most sustainable effects on children's biological and psychological health and well-being.
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Affiliation(s)
- Ammal M. Metwally
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Maysa S. Nassar
- Child Health Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Ebtissam M. Salah El-Din
- Child Health Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Ali M. Abdallah
- Quantitative Methods Department, Aswan University, Tingar, Egypt
| | - Zeinab Khadr
- Department of Statistics, Faculty of Economics and Political Science, Cairo University, Giza, Egypt
- The Social Research Center of the American University in Cairo, New Cairo, Egypt
| | - Marwa W. Abouelnaga
- Child Health Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Engy A. Ashaat
- Clinical Genetics Dept., Human Genetics and Genome Research Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Mostafa M. El-Saied
- Child with Special Needs Dept., Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Ahmed M. Elwan
- Child with Special Needs Dept., Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Randa I. Bassiouni
- Clinical Genetics Dept., Human Genetics and Genome Research Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Zeinab M. Monir
- Child Health Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Hala Y. Badawy
- Disability Prevention General Directorate, Ministry of Health and Population, Cairo, Egypt
| | - Eman M. Dewdar
- Disability Prevention General Directorate, Ministry of Health and Population, Cairo, Egypt
| | - Hazem M. El-Hariri
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Ahmed Aboulghate
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Carine Hanna
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Thanaa M. Rabah
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Amira Mohsen
- Community Medicine Research Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
| | - Mona A. Elabd
- Child Health Department, Medical Research and Clinical Studies Institute, National Research Centre, Dokki, Cairo, Egypt
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3
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Metwally AM, Nassar MS, Salah El-Din EM, Abdallah AM, Khadr Z, Abouelnaga MW, Ashaat EA, El-Saied MM, Elwan AM, Bassiouni RI, Monir ZM, Badawy HY, Dewdar EM, El-Hariri HM, Aboulghate A, Hanna C, Rabah TM, Mohsen A, Elabd MA. National screening for developmental delays and their determinants among Egyptian school age children: A step towards implementing life skills programs. PLoS One 2023; 18:e0287315. [DOI: https:/doi.org/10.1371/journal.pone.0287315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2023] Open
Abstract
Aim
This study aimed to estimate the national prevalence of developmental delays (DDs) and their determinants among Egyptian children aged 6 to 12 years. Such estimation is a prerequisite step toward the application of Life Skill Education (LSE) programs that will potentiate children’s future capabilities.
Methods
Vineland Adaptive Behavior Scales” was used as a reliable and diagnostic test for DDs screening during this national cross sectional study. Gross motor (GM), fine motor (FM), daily living skills, communication, and socialization skills were assessed. The multivariate logistic regression analysis was used to identify factors associated with DDs. The Adjusted Odds Ratio (AOR) with a 95% Confidence Interval was estimated to indicate the strength of association. A p-value of <0.05 was used to declare statistical significance.
Results
Out of the 20324 surveyed school-aged children, 7.4% were found to have at least one delay. Communication deficits were the most common (6.4%) followed by delay in daily living skills (2.0%). The final model of logistic regression had a good fit for seven variables out of the sociodemographic, epidemiological characteristics, maternal and perinatal problems that were associated with a higher likelihood of at least one DD: Children suffering from any convulsions (AOR = 4.32; 95% CI: 3.18–5.88), male gender (AOR = 1.86; 95% CI: 1.65–2.09), birth weight less than 2.5 kg (AOR = 1.77; 95% CI: 1.40–2.24), history of maternal health problem during pregnancy (AOR = 1.64; 95% CI:1.34–2.01), children staying in an incubator for more than two days (AOR = 1.57, 95% CI: 1.29–1.91), having less educated fathers (AOR = 1.55, 95% CI: 1.24–1.95) and belonging to the middle social class (AOR = 1.40, 95% CI: 1.24–1.58).
Conclusion
The identified types and determinants for each DD are allowing for the implementation of tailored programs for school children’s life skills promotion for achieving the most sustainable effects on children’s biological and psychological health and well-being.
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Matz SC, Beck ED, Atherton OE, White M, Rauthmann JF, Mroczek DK, Kim M, Bogg T. Personality Science in the Digital Age: The Promises and Challenges of Psychological Targeting for Personalized Behavior-Change Interventions at Scale. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2023:17456916231191774. [PMID: 37642145 DOI: 10.1177/17456916231191774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
With the rapidly growing availability of scalable psychological assessments, personality science holds great promise for the scientific study and applied use of customized behavior-change interventions. To facilitate this development, we propose a classification system that divides psychological targeting into two approaches that differ in the process by which interventions are designed: audience-to-content matching or content-to-audience matching. This system is both integrative and generative: It allows us to (a) integrate existing research on personalized interventions from different psychological subdisciplines (e.g., political, educational, organizational, consumer, and clinical and health psychology) and to (b) articulate open questions that generate promising new avenues for future research. Our objective is to infuse personality science into intervention research and encourage cross-disciplinary collaborations within and outside of psychology. To ensure the development of personality-customized interventions aligns with the broader interests of individuals (and society at large), we also address important ethical considerations for the use of psychological targeting (e.g., privacy, self-determination, and equity) and offer concrete guidelines for researchers and practitioners.
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Affiliation(s)
| | - Emorie D Beck
- Department of Psychology, University of California, Davis
| | | | | | | | | | | | - Tim Bogg
- Department of Psychology, Wayne State University
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Sorrentino A, Sulla F, Santamato M, Cipriano A, Cella S. The Long-Term Efficacy and Sustainability of the Tabby Improved Prevention and Intervention Program in Reducing Cyberbullying and Cybervictimization. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20085436. [PMID: 37107718 PMCID: PMC10138809 DOI: 10.3390/ijerph20085436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 03/23/2023] [Accepted: 04/04/2023] [Indexed: 05/11/2023]
Abstract
Although cyberbullying and cybervictimization prevention programs have proved effective in the short term, their effectiveness remains unclear in the long run. Thus, the present study evaluated the long-term effects of the Tabby Improved Prevention and Intervention Program (TIPIP). Participants were 475 middle and high school students (Mage = 12.38; SD = 1.45; F = 241, 51%), of whom, 167 were in the Experimental Group (EG; Mage = 13.15; SD = 1.52; M = 51.5%), and 308 were in the Control Group (CG; Mage = 13.47; SD = 1.35; M = 47.7%). Students completed measures assessing cyberbullying and cybervictimization at three time points: baseline (T1), immediately after the intervention (6 months, T2), and at 1 year (T3). The results showed no significant effects of the TIPIP in reducing both cyberbullying and cybervictimization over time. Overall, our results confirm the lack of effectiveness of long-term preventive programs and emphasize that different curricula should be implemented in future programs to prevent and manage cyberbullying and cybervictimization, also taking into account psychological mechanisms and processes involved in such behaviors.
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Affiliation(s)
- Anna Sorrentino
- Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy
- Correspondence:
| | - Francesco Sulla
- Department of Human Studies, University of Foggia, 71121 Foggia, Italy
| | - Margherita Santamato
- Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy
| | - Annarosa Cipriano
- Observatory on Eating Disorders, Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy
| | - Stefania Cella
- Observatory on Eating Disorders, Department of Psychology, University of Campania “Luigi Vanvitelli”, 81100 Caserta, Italy
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Fung HW, Liu C, Yuan GF, Liu J, Zhao J, Chien WT, Lee VWP, Shi W, Lam SKK. Association Among Negative Life Events, Sense of Security, and Depressive Symptoms in Chinese Adolescents After the 2013 Ya'an Earthquake. Disaster Med Public Health Prep 2023; 17:e352. [PMID: 36916203 DOI: 10.1017/dmp.2022.300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2023]
Abstract
OBJECTIVE About a fourth of Chinese adolescents developed clinically significant depressive symptoms following a disaster. However, little is known about whether and how post-trauma negative life events and a sense of security are associated with depressive symptoms in this population. This study examined the psychological experiences of Chinese young people who had experienced the 2013 Ya'an earthquake in Sichuan, China. METHODS This cross-sectional study was conducted in 2019. A total of 693 Chinese middle school students completed a questionnaire that measured their level of depressive symptoms, trauma exposure, stressful life events, and sense of security. RESULTS Results of hierarchical multiple-regression analyses showed that the level of life stress from stressful life events was positively associated with the level of depressive symptoms (β = 0.416, P < 0.001) and the level of the sense of security was negatively associated with the level of depressive symptoms (β = -0.352, P < 0.001) when analysis controlled for age, gender, and trauma exposure. CONCLUSIONS These findings highlight the importance of considering the influence of life stressors and the sense of security in devising measures and strategies for the prevention of the manifestation of depression among young people, particularly those who were exposed to disasters.
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Affiliation(s)
- Hong Wang Fung
- Department of Social Work, Faculty of Social Sciences, The Hong Kong Baptist University, Kowloon Tong, Hong Kong Special Administrative Region, China
| | - Caimeng Liu
- College of Teacher Education, Institute of Education Science, Leshan Normal University, Leshan, China
| | - Guangzhe Frank Yuan
- South Carolina SmartState Center for Healthcare Quality, Arnold School of Public Health, University of South Carolina, United States
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South Carolina, United States
| | - Jiaxin Liu
- Experimental Middle School, No 2. High School, Xuzhou District, Yibin, China
| | - Jingjing Zhao
- Department of Psychology, Beijing Forestry University, Beijing, China
| | - Wai Tong Chien
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region, China
| | - Vincent Wan Ping Lee
- Department of Social Work, Faculty of Social Sciences, The Hong Kong Baptist University, Kowloon Tong, Hong Kong Special Administrative Region, China
| | - Wei Shi
- Institute for Disaster Management and Reconstruction (IDMR), Sichuan University, China
| | - Stanley Kam Ki Lam
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Hong Kong Special Administrative Region, China
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van Loon AWG, Creemers HE, Vogelaar S, Miers AC, Saab N, Westenberg PM, Asscher JJ. The Effectiveness of School-Based Skills-Training Programs Reducing Performance or Social Anxiety: Two Randomized Controlled Trials. CHILD & YOUTH CARE FORUM 2023; 52:1-25. [PMID: 36777191 PMCID: PMC9899115 DOI: 10.1007/s10566-023-09736-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/20/2023] [Indexed: 02/05/2023]
Abstract
Background Given that high levels of stress during adolescence are associated with negative consequences, it is important that adolescents with psychological needs are supported at an early stage, for instance with interventions at school. However, knowledge about the potential of school-based programs targeting adolescents with psychological needs, aimed at reducing school or social stress, is lacking. Objective The current study aimed to investigate the effectiveness of two targeted school-based skills-training programs, addressing either skills to deal with performance anxiety or social skills. Methods Two randomized controlled trials were performed with participants who self-selected to one of the programs. The sample comprised of N = 361 adolescents (M age = 13.99 years, SD = 0.83) from various educational levels and ethnic identity backgrounds. The performance anxiety program included N = 196 participants (N = 95 in the experimental group), while the social skills program included N = 165 participants (N = 86 in the experimental group). MANCOVA's were performed. Results The performance anxiety program had a small effect on reducing adolescents' test anxiety. Furthermore, for adolescents who attended more than half of the sessions, the program had small effects on reducing test anxiety and fear of failure. The program did not improve adolescents' coping skills or mental health. The social skills program was not effective in improving social skills, social anxiety, and mental health. Conclusions A relatively short, targeted program addressing skills to deal with performance anxiety can have the potential to reduce adolescents' performance anxiety. Trial registration International Clinical Trials Registry Platform (Netherlands Trial Register, number NTR7680). Registered 12 December 2018. Study protocol van Loon et al., (2019). Supplementary Information The online version contains supplementary material available at 10.1007/s10566-023-09736-x.
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Affiliation(s)
- Amanda W. G. van Loon
- Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
| | - Hanneke E. Creemers
- Forensic Child and Youth Care Sciences, University of Amsterdam, Nieuwe Achtergracht 127, 1018 WS Amsterdam, The Netherlands
| | - Simone Vogelaar
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands
| | - Anne C. Miers
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands
| | - Nadira Saab
- Graduate School of Teaching (ICLON), Leiden University, Kolffpad 1, 2333 BN Leiden, The Netherlands
| | - P. Michiel Westenberg
- Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK Leiden, The Netherlands
| | - Jessica J. Asscher
- Child and Adolescent Studies, Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands
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Guzman‐Holst C, Zaneva M, Chessell C, Creswell C, Bowes L. Research Review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. J Child Psychol Psychiatry 2022; 63:1454-1465. [PMID: 35474211 PMCID: PMC9790441 DOI: 10.1111/jcpp.13620] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/28/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Effective antibullying interventions may reduce the impact of bullying on young people's mental health. Nevertheless, little is known about their effectiveness in reducing internalizing symptoms such as anxiety or depression, and what factors may influence intervention effects. The aim of this systematic review, meta-analysis, and metaregression is to assess the effects of school-based antibullying interventions on children's and adolescent's internalizing symptoms. The secondary aims are to explore potential moderators, intervention components, and reductions in bullying as mediators of intervention effects on internalizing symptoms. METHODS We searched nine databases: PsycINFO, Web of Science, ERIC, SCOPUS, CINAHL, Medline, Embase, ProQuest, and Cochrane Library, and performed an author search of included studies in English from January 1983 to April 2021. We included studies that evaluated school-based antibullying interventions using controlled designs and reporting on both bullying and internalizing outcomes. Random-effects and metaregression models were used to derive Hedges g values with pooled 95% CIs as estimates of effect size and to test associations between moderator variables and effect size estimates. Path analysis was used to test potential mediation using effect size measures of victimization, perpetration, and internalizing outcomes. Quality and risk of bias were assessed using Cochrane collaboration tools. RESULTS This review included 22 studies with 58,091 participants in the meta-analysis. Antibullying interventions had a very small effect in reducing overall internalizing symptoms (ES, 0.06; 95% CI, 0.0284 to 0.1005), anxiety (ES, 0.08; 95% CI, 0.011 to 0.158), and depression (ES, 0.06; 95% CI, 0.014 to 0.107) at postintervention. The reduction in internalizing symptoms did not vary significantly across geographic location, grade level, program duration, and intensity. The intervention component 'working with peers' was associated with a significant reduction, and 'using CBT techniques' was associated with a significant increase in internalizing outcomes. Bullying victimization and perpetration did not mediate the relationship between intervention condition and internalizing outcomes. CONCLUSIONS Antibullying interventions have a small impact on reducing internalizing symptoms. Ongoing development of antibullying interventions should address how best to maximize their impact on internalizing symptoms to safeguard young people from the damaging mental health outcomes of bullying.
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Affiliation(s)
| | - Mirela Zaneva
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
| | - Chloe Chessell
- School of Psychology and Clinical Language SciencesUniversity of ReadingReadingUK
| | - Cathy Creswell
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
- Department of PsychiatryUniversity of OxfordOxfordUK
| | - Lucy Bowes
- Department of Experimental PsychologyUniversity of OxfordOxfordUK
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Mertens E, Deković M, Van Londen M, Nye E, Reitz E. Solid as a rock, flexible as water? Effectiveness of a school-based intervention addressing students' intrapersonal and interpersonal domains. J Sch Psychol 2022; 92:1-18. [DOI: 10.1016/j.jsp.2022.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 11/30/2021] [Accepted: 02/11/2022] [Indexed: 10/19/2022]
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10
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Mertens EC, Deković M, Van Londen M, Reitz E. Personality as a moderator of intervention effects: Examining differential susceptibility. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111323] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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11
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Mertens ECA, Deković M, van Londen M, Reitz E. Parallel Changes in Positive Youth Development and Self-awareness: the Role of Emotional Self-regulation, Self-esteem, and Self-reflection. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2022; 23:502-512. [PMID: 35088219 PMCID: PMC9072468 DOI: 10.1007/s11121-022-01345-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/14/2022] [Indexed: 11/26/2022]
Abstract
The aim of the present study was to examine whether early adolescents’ positive development (i.e., resilience and psychological wellbeing) could be enhanced by stimulating three dimensions of self-awareness: emotional self-regulation, self-esteem, and self-reflection. An experimental field study (randomized controlled trial) was conducted. Seventh grade students (N = 1299; Mage = 12.38; 54% boys) completed multiple assessments at the beginning, during, and immediately after the intervention or at parallel time points for students in the control condition. Changes in the assessed constructs were examined with parallel process latent growth curve models. The results showed that increases in emotional self-regulation and self-esteem were related to concurrent increases in both resilience and psychological wellbeing. Changes in self-reflection were, however, not related to changes in these outcomes. The trajectories of change and parallel processes were similar in the intervention and control condition. These findings suggest that interventions aiming to stimulate positive youth development might be optimized by also focusing on youth’s self-awareness, though more knowledge about how self-awareness can be stimulated best is needed. This trial was registered in the Dutch Trial Register, number NL6371 (old number: NTR6554), on July 3, 2017.
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Affiliation(s)
- Esther C A Mertens
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Maja Deković
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Monique van Londen
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Ellen Reitz
- Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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12
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Mertens ECA, Deković M, Van Londen M, Reitz E. The Role of Classmates' Modeling and Reinforcement in Adolescents' Perceived Classroom Peer Context. J Youth Adolesc 2021; 50:260-270. [PMID: 33011915 PMCID: PMC7875940 DOI: 10.1007/s10964-020-01325-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 09/22/2020] [Indexed: 11/05/2022]
Abstract
Experiences with classmates can affect adolescents' academic, emotional, and social development. The aim was to examine whether changes in classmates' modeling and reinforcement, induced by an intervention, affected changes in adolescents' perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates' modeling and reinforcement were unrelated to adolescents' perceived classroom peer context, except for classmates' prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates' prosocial modeling may be more important for the perceived classroom peer context than classmates' deviant modeling.
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Affiliation(s)
- Esther C A Mertens
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
| | - Maja Deković
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Monique Van Londen
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
| | - Ellen Reitz
- Utrecht University, Child and Adolescent Studies, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands
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