1
|
McClinton Appollis T, Mathews C, Lombard C, Jonas K. School Dropout, Absenteeism and Coverage of Sexual and Reproductive Health Services in South Africa: Are Those Most at Risk Reached? AIDS Behav 2024:10.1007/s10461-024-04448-2. [PMID: 39028386 DOI: 10.1007/s10461-024-04448-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/09/2024] [Indexed: 07/20/2024]
Abstract
School attendance or completion is important for adolescents' development. Adolescents who drop out or are regularly absent from school are at higher risk of adverse sexual and reproductive health (SRH) outcomes. However, there is little evidence evaluating SRH service coverage among adolescents in and out of school. In the context of a large-scale combination HIV and pregnancy prevention intervention funded by the Global Fund, we compared the SRH intervention coverage and SRH risks among adolescent girls who dropped out of school with those who were still in school or who had completed grade 12 in South Africa. Among those still in school, we compared the SRH intervention coverage and SRH risk profiles of those with high versus low or no absenteeism. In 2017 to 2018, we conducted a household survey of adolescent girls aged 15 to 19 years in six of the ten combination intervention districts. Of 2515 participants, 7.6% had dropped out of school. Among the 1864 participants still in school, 10.8% had high absenteeism. Ever having had sex, and condomless sex were more prevalent among dropouts compared with non-dropouts. Dropouts were more likely to access SRH services such as condoms and contraceptives, except the combination prevention intervention services which were more likely to reach those who had not dropped out and were equally likely to reach those in school with high versus low/no absenteeism. Combination SRH prevention programmes can improve the accessibility of SRH services for adolescents in school/who complete school.
Collapse
Affiliation(s)
| | - Catherine Mathews
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
| | - Carl Lombard
- Biostatistics Unit, South African Medical Research Council, Cape Town, South Africa
| | - Kim Jonas
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
| |
Collapse
|
2
|
Gray K, Marlotte L, Aralis H, Kaufman J, Kataoka S, Venegas-Murillo A, Lester P, Escudero P, Ijadi-Maghsoodi R. Understanding and Addressing the Needs of Students in Special Education Through a Trauma-Informed Resilience Curriculum. SOCIAL WORK IN PUBLIC HEALTH 2024; 39:405-421. [PMID: 38722275 DOI: 10.1080/19371918.2024.2316866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2024]
Abstract
This school program evaluation aims to highlight the mental health needs of students in special education with behavioral and emotional challenges and describe the implementation of a resilience curriculum with this population. We evaluated district mental health data from a convenience sample of 814 students in grades 5-12 special education to identify risk for mental health symptoms, violence exposure, and substance use. School social workers provided feedback on the implementation of the resilience curriculum to inform program evaluation. Students reported significant risk for traumatic stress, anxiety, and depressive symptoms, and high rates of violence exposure and substance use. School social workers described adaptations to the resilience curriculum and gave recommendations for future implementation. Students receiving special education services for behavioral and emotional challenges had high mental health need, including high rates of violence exposure, and may benefit from a trauma-informed school-based resilience curriculum adapted for their needs.
Collapse
Affiliation(s)
- Kristin Gray
- Nathanson Family Resilience Center, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Lauren Marlotte
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Hilary Aralis
- Department of Biostatistics, UCLA Fielding School of Public Health, Los Angeles, California, USA
| | - Joshua Kaufman
- Public School Student Health and Human Services and Psychiatric Social Worker, USA
| | - Sheryl Kataoka
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
- Center for Health Services and Society, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA, Los Angeles, California, USA
| | - Angela Venegas-Murillo
- Department of Pediatrics, Charles R. Drew University of Medicine and Science, Los Angeles, California, USA
| | - Patricia Lester
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
| | - Pia Escudero
- Public School Student Health and Human Services and Psychiatric Social Worker, USA
| | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA, Los Angeles, California, USA
- VA Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System, Los Angeles, California, USA
| |
Collapse
|
3
|
Marlotte L, Klomhaus A, Ijadi-Maghsoodi R, Aralis H, Lester P, Griffin Esperon K, Kataoka S. Implementing depression care in under-resourced communities: a school-based family resilience skill-building pilot randomized controlled trial in the United States. Front Psychol 2023; 14:1233901. [PMID: 37790229 PMCID: PMC10542892 DOI: 10.3389/fpsyg.2023.1233901] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Accepted: 08/11/2023] [Indexed: 10/05/2023] Open
Abstract
Introduction Youth in under-resourced communities are more likely to have greater social risk factors for mental health needs yet have less access to needed care. School-based mental health services are effective in treating common disorders such as adolescent depression; however, few have a family-centered approach, which may especially benefit specific populations. Methods Utilizing a community-partnered approach, we adapted an established, trauma-informed, resilience skill-building family intervention for adolescents with depression. We conducted a small randomized controlled feasibility pilot of an adapted intervention in a large school district that serves predominately low-income, Latinx students in the Southwest United States between 2014-2017. Youth between the ages of 12-18 years old with a Patient Health Questionnaire (PHQ-8) score of 10 or higher, who spoke English or Spanish, were recruited from 12 school mental health clinics. Twenty-five eligible adolescents with depression and their participating caregivers were enrolled and randomly assigned to receive either the adapted intervention, Families OverComing Under Stress for Families with Adolescent Depression (FOCUS-AD), or usual care, Cognitive Behavioral Therapy (CBT) only. Most of the sample was Latinx and female. We evaluated feasibility, acceptability, and preliminary effectiveness. Results Among participants who completed standardized assessments administered at baseline and approximately five months post-randomization (n = 10 FOCUS-AD, n = 11 CBT only), effectiveness was explored by identifying significant changes over time in adolescent mental health within the FOCUS-AD and CBT only groups and comparing the magnitude of these changes between groups. Nonparametric statistical tests were used. We found the FOCUS-AD intervention to be feasible and acceptable; participant retention was high. Adolescent symptoms of depression (measured by the PHQ-8) improved significantly from baseline to follow-up for youth in both FOCUS-AD (median decrease [MD] = 10, p = 0.02) and control (MD = 6, p = 0.01) groups, with no significant difference across the two groups. Results were similar for symptoms of PTSD (measured by the Child PTSD Symptom Scale; FOCUS-AD MD = 12.5, p = 0.01; CBT only MD = 7, p = 0.04; no significant difference between groups). Conclusion Family-centered approaches to depression treatment among adolescents living in under-resourced communities may lead to improved mental health, although further research is warranted.
Collapse
Affiliation(s)
- Lauren Marlotte
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| | - Alexandra Klomhaus
- Department of Medicine Statistics Core, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, United States
| | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
- VA Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States
| | - Hilary Aralis
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
- Department of Biostatistics, Fielding School of Public Health, University of California, Los Angeles, Los Angeles, CA, United States
| | - Patricia Lester
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| | | | - Sheryl Kataoka
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States
| |
Collapse
|
4
|
Jennings PA, Min HH. Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout. Mindfulness (N Y) 2023:1-12. [PMID: 37362185 PMCID: PMC10078063 DOI: 10.1007/s12671-023-02115-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/20/2023] [Indexed: 06/28/2023]
Abstract
Objectives Teachers play a critical role in preparing our children and adolescents for a successful future. However, despite the large number of students impacted by trauma and adversity, teachers are often not well prepared to provide trauma-sensitive support. Furthermore, while working to support students exposed to trauma and adversity, teachers may experience empathy-based stress exacerbating already high levels of stress among them. This narrative review explores the issue of empathy-based stress within the context of the prosocial classroom model which proposes that teachers' social and emotional competence and well-being are key to their ability to create and maintain supportive learning environments critical to student academic and behavioral outcomes. Methods Recent findings in neuroscience and education research are applied to support teachers' development of these competencies. Results We propose that shifting from empathy-based stress to compassionate responding may be one such competency to help teachers' respond effectively to their students' needs while protecting their own wellbeing. Conclusion We review research that supports this proposition and explore implications for teacher professional learning, educational policy, and further research.
Collapse
Affiliation(s)
- Patricia A. Jennings
- School of Education and Human Development, University of Virginia, P.O. Box 400273, Charlottesville, VA 22904 USA
| | - Helen H. Min
- School of Education and Human Development, University of Virginia, P.O. Box 400273, Charlottesville, VA 22904 USA
| |
Collapse
|
5
|
Rankine J, Fuhrman B, Copperman E, Miller E, Culyba A. School Absenteeism Among Middle School Students With High Exposure to Violence. Acad Pediatr 2022; 22:1300-1308. [PMID: 35342032 PMCID: PMC9509495 DOI: 10.1016/j.acap.2022.03.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 03/16/2022] [Accepted: 03/19/2022] [Indexed: 01/18/2023]
Abstract
OBJECTIVE Chronic school absenteeism is linked to failure to graduate high school and poor health in adulthood. Contextual factors associated with absenteeism may be under-recognized in school and clinical settings. We examined the prevalence of self-reported absenteeism and violence exposure and their association among middle school students with identified risk of trauma. METHODS We analyzed baseline data from a dating violence prevention program. Participants completed surveys identifying lifetime exposure to 10 types of violence and past 30-day absence. Violence exposure and absenteeism were summarized and compared across demographic groups. Generalized linear models examined associations between 1) any history of violence exposure, 2) each type of violence exposure, and 3) summed exposures to different types of violence, and frequent absenteeism (≥2 absences in past 30 days). RESULTS Of all participants (overall n = 499), 45.5% reported frequent absenteeism and 71.5% reported violence exposure. Any self-reported violence exposure was associated with absenteeism (aRR = 1.43, 95%CI: 1.06-1.92). However, no specific type of violence exposure predicted absenteeism. Comparing summed exposures to different types of violence to no violence exposure, exposure to 1 type of violence was associated with absenteeism (aRR = 1.59, 95%CI: 1.15-2.20), with no evidence of stronger associations with greater exposure (2-3 types: aRR = 1.37, 95%CI: 1.00-1.88; ≥4 types: aRR = 1.31, 95%CI: 0.98-1.74). CONCLUSIONS Youth in this sample reported both high rates of violence exposure and absenteeism. Prior violence exposure was associated with absenteeism. Resources and contextual support for youth exposed to family or community violence may play a role in school attendance, emphasizing need for trauma-sensitive approaches to absenteeism.
Collapse
Affiliation(s)
- Jacquelin Rankine
- UPMC Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, 120 Lytton Avenue, Pittsburgh, Pa.
| | - Barbara Fuhrman
- UPMC Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, 120 Lytton Avenue, Pittsburgh, Pa
| | - Ethan Copperman
- UPMC Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, 120 Lytton Avenue, Pittsburgh, Pa
| | - Elizabeth Miller
- UPMC Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, 120 Lytton Avenue, Pittsburgh, Pa
| | - Alison Culyba
- UPMC Children's Hospital of Pittsburgh, University of Pittsburgh School of Medicine, 120 Lytton Avenue, Pittsburgh, Pa
| |
Collapse
|
6
|
Orr C, Fisher C, Bell M, O'Donnell M, Martin K, Glauert R, Preen D. Exposure to family and domestic violence is associated with lower attendance and higher suspension in school children. CHILD ABUSE & NEGLECT 2022:105594. [PMID: 35459527 DOI: 10.1016/j.chiabu.2022.105594] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 02/01/2022] [Accepted: 03/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Exposure to family and domestic violence (FDV) in childhood can have a detrimental effect on children's health and social outcomes. However, research on the school outcomes of children exposed to FDV is scant. OBJECTIVES To investigate the impact of FDV exposure on school attendance and suspension in Aboriginal and non-Aboriginal children. METHODS A population-based retrospective cohort study of school children, in grade 1 to 10, born from 1993 to 2006 in Western Australia (n = 26,743) using linked administrative data. Multivariate logistic regression analysis was used to calculate odds ratios and 95% confidence intervals to determine the association with school attendance and suspension outcomes for children exposed to FDV compared to non-exposed children. RESULTS Compared to non-exposed children, children exposed to FDV have an increase of poor school attendance: Aboriginal children adjusted odds ratio (aOR) = 1.91, 95% confidence interval (CI): 1.75-2.07, non-Aboriginal children aOR = 2.42, 95%CI: 2.12-2.75. FDV-exposed children also have an increased risk of school suspension: Aboriginal children aOR = 1.60, 95%CI: 1.47-1.74, non-Aboriginal children aOR = 2.68, 95%CI: 2.35-3.05, compared to non-exposed counterparts. CONCLUSION Exposure to FDV is associated with an increased odds of poor school attendance and school suspension. Evidence-based and innovative strategies are needed to support children who are exposed to FDV. This involves responding in ways that does not cause further trauma to children; a restorative and trauma-informed approach is vital.
Collapse
Affiliation(s)
- Carol Orr
- The School of Population and Global Health, The University of Western Australia, 35 Stirling Highway, Perth, WA 6009, Australia.
| | - Colleen Fisher
- The School of Population and Global Health, The University of Western Australia, 35 Stirling Highway, Perth, WA 6009, Australia
| | - Megan Bell
- The School of Population and Global Health, The University of Western Australia, 35 Stirling Highway, Perth, WA 6009, Australia
| | - Melissa O'Donnell
- The Australian Centre for Child Protection, The University of South Australia. GPO Box 2471, Adelaide, SA 5001, Australia
| | - Karen Martin
- The School of Population and Global Health, The University of Western Australia, 35 Stirling Highway, Perth, WA 6009, Australia
| | - Rebecca Glauert
- Raine Study, The University of Western Australia. 35 Stirling Highway, Perth, WA 6009, Australia
| | - David Preen
- The School of Population and Global Health, The University of Western Australia, 35 Stirling Highway, Perth, WA 6009, Australia
| |
Collapse
|
7
|
Dohrmann E, Porche MV, Ijadi-Maghsoodi R, Kataoka SH. Racial Disparities in the Education System: Opportunities for Justice in Schools. Child Adolesc Psychiatr Clin N Am 2022; 31:193-209. [PMID: 35361359 DOI: 10.1016/j.chc.2022.01.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Data from the US Department of Education clearly documents the chronic and persistent disproportionality of negative educational outcomes for students of color. To move closer to an antiracist system that provides all youth with the resources, protections, and opportunities to which they are entitled through public education, we recommend that mental health clinicians understand the social determinants of education; become familiar with the historical legacy of inequity in schools; identify current trends of racial disparities in education; engage in opportunities for antiracist school transformation; and reflect on their personal practices in providing access, diagnosis, and treatment to underresourced and minoritized youth.
Collapse
Affiliation(s)
| | - Michelle V Porche
- Department of Psychiatry and Behavioral Sciences, University of California, San Francisco, 1001 Potrero Avenue, 7M16, San Francisco, CA 94110, USA
| | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, 760 Westwood Plaza, #A8-224, Los Angeles, CA 90095, USA; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA; Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System, Los Angeles, CA, USA
| | - Sheryl H Kataoka
- Division of Population Behavioral Health, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, 760 Westwood Plaza, #48-240B, Los Angeles, CA 90024, USA
| |
Collapse
|
8
|
Pierce H, Jones MS, Gibbs BG. Early adverse childhood experiences and exclusionary discipline in high school. SOCIAL SCIENCE RESEARCH 2022; 101:102621. [PMID: 34823667 DOI: 10.1016/j.ssresearch.2021.102621] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 07/13/2021] [Accepted: 07/23/2021] [Indexed: 06/13/2023]
Abstract
The use of school suspension and expulsion is a widespread phenomenon in American schools (Wallace et al., 2009; Owens and McLanahan, 2020). Yet, much of what we know about these exclusionary practices provide little insight into the personal biographies of the students themselves-specifically their histories of childhood trauma. Using measures of adverse childhood experiences (ACEs), we examine the link between early ACEs (up to age 5) and school suspension/expulsion using the Fragile Families and Child Wellbeing Study (1998-2010) (FFCWS). We find that a child with a cumulative ACE score are almost four times more likely to have been suspended or expelled. Importantly, this negative link persists even when accounting for factors known to be associated with ACEs and school discipline. This work offers new theoretical insight into how we understand discipline in school contexts and suggests the importance of trauma-informed interventions in the American education system.
Collapse
|
9
|
Fein E, Kataoka S, Aralis H, Lester P, Marlotte L, Morgan R, Ijadi-Maghsoodi R. Implementing a School-Based, Trauma-Informed Resilience Curriculum for Parents. SOCIAL WORK IN PUBLIC HEALTH 2021; 36:795-805. [PMID: 34308773 PMCID: PMC8608694 DOI: 10.1080/19371918.2021.1958116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
"Families OverComing Under Stress" (FOCUS) Resilience Curriculum for Parents (FRC-P) is a trauma-informed group parenting program adapted for school social workers to deliver to parents of racial/ethnic minority urban public schoolchildren, an under-researched group of parents in the literature. The objective was to describe implementation of the pilot FRC-P in terms of possible effectiveness, feasibility, and acceptability. Social workers delivered FRC-P to parents at 16 schools. We analyzed (1) changes in parent well-being; (2) parent satisfaction; and (3) a focus group of participating social workers. Ninety-six of 261 parents (37%) who attended FRC-P completed pre and post surveys. Parents reported significant improvements (p < .01) in family functioning (Cohen's d = 0.41), parent connectedness (d = 0.71), and social support (d = 0.66). Social workers linked parents to needed services. Parents and social workers found FRC-P feasible and acceptable. With refinement, FRC-P could help schools foster resilience in under-resourced parents.
Collapse
Affiliation(s)
- Eric Fein
- Harbor-UCLA Medical Center
- David Geffen School of Medicine at UCLA
| | - Sheryl Kataoka
- Center for Health Services and Society, Jane and Terry Semel Institute for Neuroscience and Human Behavior at UCLA
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA
- Department of Psychiatry and Biobehavioral Sciences, UCLA
| | - Hilary Aralis
- Department of Biostatistics, UCLA
- Fielding School of Public Health, UCLA
| | - Patricia Lester
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA
- Department of Psychiatry and Biobehavioral Sciences, UCLA
| | - Lauren Marlotte
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA
| | | | - Roya Ijadi-Maghsoodi
- Division of Population Behavioral Health, Jane and Terry Semel Institute for Neuroscience & Human Behavior at UCLA
- Department of Psychiatry and Biobehavioral Sciences, UCLA
- VA Health Service Research & Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation & Policy (CSHIIP), VA Greater Los Angeles Healthcare System
| |
Collapse
|
10
|
Jeffrey JK, Venegas-Murillo AL, Krishna R, Hajal NJ. Rating Scales for Behavioral Health Screening System Within Pediatric Primary Care. Child Adolesc Psychiatr Clin N Am 2021; 30:777-795. [PMID: 34538448 DOI: 10.1016/j.chc.2021.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Barriers to conducting standardized behavioral health screening within pediatric primary care settings include engaging youth and families, limited time available for this activity, and difficulties related to obtaining behavioral health consultation and treatment from specialists. Child and adolescent psychiatrists may assist pediatric primary care practices with engaging youth and families around screening by assisting with identifying rating scales that have good psychometric characteristics across multiple languages and are validated in diverse samples and available within the public domain. Additionally, they may partner with pediatric primary care professionals to assist with optimizing screening workflows and linkage to specialized services.
Collapse
Affiliation(s)
- Jessica K Jeffrey
- Department of Psychiatry & Biobehavioral Sciences, Division of Population Behavioral Health, Semel Institute for Neuroscience and Human Behavior, UCLA, 760 Westwood Plaza, A7-372A, Los Angeles, CA 90095, USA.
| | - Angela L Venegas-Murillo
- Department of Pediatrics, College of Medicine, Charles R. Drew University of Medicine & Science, 1748 East 118th Street, Room N147, Los Angeles, CA 90059, USA; Department of General Internal Medicine and Health Service Research, UCLA Health, Los Angeles, CA, USA
| | - Rajeev Krishna
- Behavioral Health, Department of Psychiatry, Nationwide Children's Hospital, 444 Butterfly Garden's Drive, Columbus, OH 43215, USA
| | - Nastassia J Hajal
- Department of Psychiatry & Biobehavioral Sciences, Division of Population Behavioral Health, UCLA-Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, A8-153, Los Angeles, CA 90095, USA
| |
Collapse
|
11
|
Li A, Guessoum SB, Ibrahim N, Lefèvre H, Moro MR, Benoit L. A Systematic Review of Somatic Symptoms in School Refusal. Psychosom Med 2021; 83:715-723. [PMID: 33951013 DOI: 10.1097/psy.0000000000000956] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
OBJECTIVE School refusers often display somatic symptoms that are temporally related to school attendance. The aim of this systematic review is to summarize characteristics and causes of somatic symptoms and their management in the context of school refusal. Findings of this review may help clinicians in their daily practice. METHODS PubMed and PsycINFO databases were systematically searched (according to PRISMA guidelines) for articles mentioning somatic symptoms in school refusal by May 2020. Among 1025 identified studies, 148 were included. RESULTS Unspecific somatic symptoms were frequently the first complaints in school refusal. Abdominal pain, headache, nausea, vomiting, muscular or joint ache, diarrhea, dizziness, fatigue, and palpitation were the most commonly encountered symptoms and were usually not accounted for by an identifiable physical disease. Anxiety was the most recurrent etiology found, but physicians' lack of awareness about psychological comorbidities often delayed psychological/psychiatric referral. Successful therapies consisted of dialectical behavior therapy, anxiety management through relaxation/breathing training, and ignoring the somatic symptoms. CONCLUSIONS Somatic symptoms in school refusal are frequent but poorly understood. Their management could include interventions targeting anxiety, psychotherapies such as emotional awareness and expression therapy, third-wave behavioral therapies, and psychoeducation. A multidisciplinary approach through strengthened collaboration between school staff, physicians, and psychologists/psychiatrists is needed to improve well-being in children who experience somatic symptoms as related to school avoidance.
Collapse
Affiliation(s)
- Anne Li
- From the AP-HP, Cochin Hospital, Maison des Adolescents-Maison de Solenn, Integrated Youth Health Care Service (Li, Guessoum, Ibrahim, Lefèvre, Moro, Benoit), Paris; Faculty of Medicine, Paris-Saclay University (Li), Orsay; University of Paris, PCPP (Guessoum, Ibrahim, Moro), Boulogne-Billancourt; Paris-Saclay University, UVSQ, Inserm, CESP, Team DevPsy (Guessoum, Ibrahim, Lefèvre, Moro, Benoit), Villejuif, France; Yale School of Medicine, Yale University (Benoit), New Haven, Connecticut; and French Clinical Research Group in Adolescent Medicine and Health (Li, Ibrahim, Lefèvre), Paris, France
| | | | | | | | | | | |
Collapse
|
12
|
Gonzálvez C, Sanmartín R, Vicent M, García-Fernández JM. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Sci Prog 2021; 104:368504211029464. [PMID: 34283689 PMCID: PMC10450715 DOI: 10.1177/00368504211029464] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8-11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. "Low School Refusal Behavior Profile,""School Refusal Behavior by Positive Reinforcement Profile" and "Mixed School Refusal Behavior Profile" were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.
Collapse
Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - María Vicent
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | | |
Collapse
|
13
|
Gerlinger J, Viano S, Gardella JH, Fisher BW, Chris Curran F, Higgins EM. Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis. J Youth Adolesc 2021; 50:1493-1509. [PMID: 34117607 DOI: 10.1007/s10964-021-01459-3] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Accepted: 04/11/2021] [Indexed: 11/25/2022]
Abstract
Excluding students from school remains a common form of punishment despite growing critique of the practice. A disparate research base has impeded the ability to make broader assessments on the association between exclusionary discipline (i.e., suspensions and expulsions) and subsequent behavior. This article synthesizes existing empirical evidence (274 effect sizes from 40 primary studies) examining the relationship between exclusionary discipline and delinquent outcomes, including school misconduct/infractions, antisocial behavior, involvement with the justice system, and risky behaviors. This meta-analysis identifies exclusionary discipline as an important and meaningful predictor of increased delinquency. Additional examinations of potential moderators, including race/ethnicity and type of exclusion, revealed no significant differences, suggesting the harm associated with exclusions is consistent across subgroups. These findings indicate exclusionary discipline may inadvertently exacerbate rather than mollify delinquent behaviors.
Collapse
Affiliation(s)
- Julie Gerlinger
- Department of Sociology, University of Oklahoma, 780 Van Vleet Oval, Kaufman Hall, Norman, OK, 73019-2033, USA.
| | - Samantha Viano
- College of Education and Human Development, George Mason University, 4400 University Drive, MS4c2, Fairfax, VA, 22030, USA
| | - Joseph H Gardella
- Department of Psychology, Drexel University, 3201 Chestnut Street, Stratton Hall, Suite 119, Philadelphia, PA, 19104, USA
| | - Benjamin W Fisher
- College of Criminology and Criminal Justice, Florida State University, 112 S. Copeland Street, Eppes Hall, Tallahassee, FL, 32306-1273, USA
| | - F Chris Curran
- College of Education, University of Florida, 2709J Norman Hall, PO Box 117049, Gainesville, FL, 32611, USA
| | - Ethan M Higgins
- Department of Sociology and Criminology, University of North Carolina Wilmington, 601S. College Road, Wilmington, NC, 28403, USA
| |
Collapse
|
14
|
Carter PM, Zimmerman MA, Cunningham RM. Addressing Key Gaps in Existing Longitudinal Research and Establishing a Pathway Forward for Firearm Violence Prevention Research. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2021; 50:367-384. [PMID: 34086512 PMCID: PMC8186821 DOI: 10.1080/15374416.2021.1913741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The main purpose of this article and this special section is to encourage greater attention to the key gaps that exist in our understanding of the epidemiology of adolescent firearm violence and to provide a pathway forward for future longitudinal research that will inform prevention efforts. This increased attention is especially salient given: (a) firearms are the leading cause of death for adolescents and emerging adults in the United States, with the majority of these deaths due to interpersonal violence; (b) significant health and social disparities with regards to the populations that are most affected by interpersonal firearm violence have been documented; and, (c) limitations in federal research funding during the past 30 years have created a deficit of knowledge about key risk and protective factors necessary to inform evidence-based prevention efforts. We discuss the implications of the articles in this special edition for existing and novel prevention programs. We also identify key considerations for future epidemiological research, including the need for a greater focus on collecting longitudinal data among nationally representative samples enriched with subgroups of at-risk youth, the need to examine the role of protective factors and mediating variables within existing and novel theoretical models of firearm risk behaviors, the need to examine key factors across all levels of the socio-ecological model, and the need to incorporate novel and innovative research designs, methods and analyses.
Collapse
Affiliation(s)
- Patrick M Carter
- Firearm Safety among Children and Teens Consortium, University of Michigan School of Medicine
- Department of Emergency Medicine, University of Michigan School of Medicine
- Department of Health Behavior/Health Education, University of Michigan School Public Health
- Youth Violence Prevention Center, University of Michigan School of Public Health
- University of Michigan Injury Prevention Center, University of Michigan School of Medicine
| | - Marc A Zimmerman
- Firearm Safety among Children and Teens Consortium, University of Michigan School of Medicine
- Department of Health Behavior/Health Education, University of Michigan School Public Health
- Youth Violence Prevention Center, University of Michigan School of Public Health
- University of Michigan Injury Prevention Center, University of Michigan School of Medicine
| | - Rebecca M Cunningham
- Firearm Safety among Children and Teens Consortium, University of Michigan School of Medicine
- Department of Emergency Medicine, University of Michigan School of Medicine
- Department of Health Behavior/Health Education, University of Michigan School Public Health
- Youth Violence Prevention Center, University of Michigan School of Public Health
- University of Michigan Injury Prevention Center, University of Michigan School of Medicine
| |
Collapse
|
15
|
Martin MA, Caskey R, Glassgow AE, Pappalardo AA, Hsu LL, Jang J, Basu S, Minier M, Fox K, Voorhees BV. Trends in School Attendance for Low-Income Children with Chronic Health Conditions: Results from a Randomized Controlled Trial. THE JOURNAL OF SCHOOL HEALTH 2021; 91:187-194. [PMID: 33594692 DOI: 10.1111/josh.12989] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2019] [Revised: 03/16/2020] [Accepted: 11/19/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND In this study, we aimed to determine how school attendance changed over time for children on Medicaid with chronic health conditions enrolled in a comprehensive care coordination program called Coordinated HEalthcare for Complex Kids (CHECK). METHODS Medicaid beneficiaries from one managed care organization were randomized into 2 arms: CHECK program services or usual care. The final sample was 1322. RESULTS The mean age was 10.9 (SD = 3.7) years old and children were mostly non-Hispanic Black (62.6%) or Hispanic (34.9%). The median school attendance at baseline was 94.9% (IQR 88.9, 97.9); over one-fourth of children (28.4%) were chronically absent. School attendance was not associated with race/ethnicity, risk level, and health condition. In a model including a significant time/grade interaction, school attendance increased over time for children in pre-kindergarten (OR = 1.52, 95% CI: 1.38, 1.68; p < .001) and kindergarten to 5th grade (OR = 1.21, 95% CI: 1.17, 1.26; p < .001), and decreased for children in 6th to 8th grade (OR = 0.80, 95% CI: 0.77, 0.83; p < .001). No differences were seen in school attendance or chronic absenteeism associated with enrollment in the CHECK program. CONCLUSIONS School attendance improved for most of the low-income children with chronic health conditions in our cohort, except for children in middle school.
Collapse
Affiliation(s)
- Molly A Martin
- Associate Professor, , University of Illinois at Chicago, 840 S Wood St, Chicago, IL 60612
| | - Rachel Caskey
- Associate Professor, , University of Illinois at Chicago, 840 S Wood St, Chicago, IL 60612
| | - Anne Elizabeth Glassgow
- Research Assistant Professor, , University of Illinois at Chicago, 840 S Wood St, Chicago, IL 60612
| | - Andrea A Pappalardo
- Assistant Professor, , University of Illinois at Chicago, 840 S Wood St, Chicago, IL 60612
| | - Lewis L Hsu
- Associate Professor, , University of Illinois at Chicago, 840 S Wood St, Chicago, IL 60612
| | - Jiyeong Jang
- Graduate Student, , University of Illinois at Chicago, 1603 W Taylor St, Chicago, IL 60612
| | - Sanjib Basu
- Professor, , University of Illinois at Chicago, 1603 W Taylor St, Chicago, , IL 60612
| | - Mark Minier
- Community Pediatrician, Esperanza Health Center, 2001 S California Ave #100, Chicago, IL 60612
| | - Kenneth Fox
- Chief Health Officer, , Chicago Public Schools, 42 W Madison St, Chicago, IL 60612
| | | |
Collapse
|
16
|
Kearney CA. Integrating Systemic and Analytic Approaches to School Attendance Problems: Synergistic Frameworks for Research and Policy Directions. CHILD & YOUTH CARE FORUM 2021. [DOI: 10.1007/s10566-020-09591-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
|
17
|
Okada LM, Miranda RR, Pena GDG, Levy RB, Azeredo CM. Association between exposure to interpersonal violence and social isolation, and the adoption of unhealthy weight control practices. Appetite 2019; 142:104384. [DOI: 10.1016/j.appet.2019.104384] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Revised: 07/03/2019] [Accepted: 07/22/2019] [Indexed: 10/26/2022]
|
18
|
Kearney CA, Gonzálvez C, Graczyk PA, Fornander MJ. Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1). Front Psychol 2019; 10:2222. [PMID: 31681069 PMCID: PMC6805702 DOI: 10.3389/fpsyg.2019.02222] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 09/17/2019] [Indexed: 12/22/2022] Open
Abstract
School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.
Collapse
Affiliation(s)
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - Patricia A. Graczyk
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, United States
| | - Mirae J. Fornander
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
| |
Collapse
|
19
|
Gubbels J, van der Put CE, Assink M. Risk Factors for School Absenteeism and Dropout: A Meta-Analytic Review. J Youth Adolesc 2019; 48:1637-1667. [PMID: 31312979 PMCID: PMC6732159 DOI: 10.1007/s10964-019-01072-5] [Citation(s) in RCA: 117] [Impact Index Per Article: 23.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 06/25/2019] [Indexed: 11/30/2022]
Abstract
School absenteeism and dropout are associated with many different life-course problems. To reduce the risk for these problems it is important to gain insight into risk factors for both school absenteeism and permanent school dropout. Until now, no quantitative overview of these risk factors and their effects was available. Therefore, this study was aimed at synthesizing the available evidence on risk factors for school absenteeism and dropout. In total, 75 studies were included that reported on 781 potential risk factors for school absenteeism and 635 potential risk factors for dropout. The risk factors were classified into 44 risk domains for school absenteeism and 42 risk domains for dropout. The results of a series of three-level meta-analyses yielded a significant mean effect for 28 school absenteeism risk domains and 23 dropout risk domains. For school absenteeism, 12 risk domains were found with large effects, including having a negative attitude towards school, substance abuse, externalizing and internalizing problems of the juvenile, and a low parent-school involvement. For dropout, the risk domains having a history of grade retention, having a low IQ or experiencing learning difficulties, and a low academic achievement showed large effects. The findings of the current study contribute to the fundamental knowledge of the etiology of school absenteeism and dropout which in turn contributes to a better understanding of the problematic development of adolescents. Further, more insight into the strength of effects of risk factors on school absenteeism and dropout is important for the development and improvement of both assessment, prevention and intervention strategies.
Collapse
Affiliation(s)
- Jeanne Gubbels
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15780, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands.
| | - Claudia E van der Put
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15780, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands
| | - Mark Assink
- Research Institute of Child Development and Education, University of Amsterdam, P.O. Box 15780, Nieuwe Achtergracht 127, 1018 WS, Amsterdam, The Netherlands
| |
Collapse
|
20
|
Allison MA, Attisha E, Lerner M, De Pinto CD, Beers NS, Gibson EJ, Gorski P, Kjolhede C, O’Leary SC, Schumacher H, Weiss-Harrison A. The Link Between School Attendance and Good Health. Pediatrics 2019; 143:peds.2018-3648. [PMID: 30835245 DOI: 10.1542/peds.2018-3648] [Citation(s) in RCA: 85] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
More than 6.5 million children in the United States, approximately 13% of all students, miss 15 or more days of school each year. The rates of chronic absenteeism vary between states, communities, and schools, with significant disparities based on income, race, and ethnicity. Chronic school absenteeism, starting as early as preschool and kindergarten, puts students at risk for poor school performance and school dropout, which in turn, put them at risk for unhealthy behaviors as adolescents and young adults as well as poor long-term health outcomes. Pediatricians and their colleagues caring for children in the medical setting have opportunities at the individual patient and/or family, practice, and population levels to promote school attendance and reduce chronic absenteeism and resulting health disparities. Although this policy statement is primarily focused on absenteeism related to students' physical and mental health, pediatricians may play a role in addressing absenteeism attributable to a wide range of factors through individual interactions with patients and their parents and through community-, state-, and federal-level advocacy.
Collapse
Affiliation(s)
- Mandy A. Allison
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, Adult and Child Consortium for Health Outcomes Research and Delivery Science, School of Medicine, University of Colorado, and Children’s Hospital Colorado, Aurora, Colorado; and
| | - Elliott Attisha
- Detroit Public Schools Community District, Detroit, Michigan
| | | | | | | | | | | | | | | | | | | | | |
Collapse
|
21
|
Jose PE, Fu KY. Does receiving malicious texts predict subsequent self-harming behavior among adolescents? COMPUTERS IN HUMAN BEHAVIOR 2018. [DOI: 10.1016/j.chb.2018.08.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
22
|
Janosz M, Brière FN, Galand B, Pascal S, Archambault I, Brault MC, Moltrecht B, Pagani LS. Witnessing violence in early secondary school predicts subsequent student impairment. J Epidemiol Community Health 2018; 72:1117-1123. [DOI: 10.1136/jech-2018-211203] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2018] [Revised: 08/09/2018] [Accepted: 08/12/2018] [Indexed: 11/03/2022]
Abstract
BackgroundPast research suggests that adolescents who witness violence are at risk of adjustment problems. However, few studies have implemented a longitudinal design and have accounted for direct experiences of victimisation and other major confounders. This prospective study examines the relationship between witnessing school violence and subsequent impairment and whether such associations depend on the kind of violence witnessed.Methods3936 adolescents from Quebec (Canada) were followed from ages 12 through 15 years. Linear regression tested associations between witnessing school violence at age 13 and subsequent antisocial behaviour (drug use, delinquency), emotional distress (social anxiety, depressive symptoms) and academic adjustment (school achievement, engagement) at age 15. We compared the relative contribution of differing forms of witnessing school violence versus being victimised directly.ResultsGeneral school violence predicted later impairment. The adjusted associations between indirectly experiencing violence as a bystander and subsequent impairment were comparable to those of direct victimisation. Witnessing covert and major violence was associated with drug use and delinquency. Witnessing minor violence was associated with increases in drug use, social anxiety, depressive symptoms and decreases in school engagement.ConclusionsAlmost all students witnessed school violence, which predicted impairment. Witnessing violence was associated with risk of subsequent adjustment problems 2 years later. Directly experienced victimisation showed a comparable magnitude of risk. This suggests that when it comes to symptoms of conduct disorder, witnessing violence might have the same impact as experiencing it directly. Witnessing earlier covert and major violence predicted social impairment whereas minor violence predicted psychological and academic impairment.
Collapse
|
23
|
Kataoka SH, Vona P, Acuna A, Jaycox L, Escudero P, Rojas C, Ramirez E, Langley A, Stein BD. Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships. Ethn Dis 2018; 28:417-426. [PMID: 30202195 DOI: 10.18865/ed.28.s2.417] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objectives Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools. Design The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes. Results Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence. Conclusions This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district's current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff.
Collapse
Affiliation(s)
- Sheryl H Kataoka
- UCLA Semel Institute; Child and Adolescent Psychiatry; Center for Health Services and Society; Los Angeles, CA
| | - Pamela Vona
- University of Southern California; Suzanne Dworak-Peck School of Social Work; Los Angeles, CA
| | - Alejandra Acuna
- Department of Social Work, California State University Northridge; Northridge, CA
| | | | - Pia Escudero
- School Mental Health and Crisis Counseling & Intervention Services; Los Angeles Unified School District; Los Angeles, CA
| | - Claudia Rojas
- Augustus Hawkins/Community Health Advocates School; Los Angeles, CA
| | - Erica Ramirez
- Augustus Hawkins/Community Health Advocates School; Los Angeles, CA
| | - Audra Langley
- UCLA Semel Institute; Child and Adolescent Psychiatry; Center for Health Services and Society; Los Angeles, CA
| | | |
Collapse
|
24
|
Adapting and Implementing a School-Based Resilience-Building Curriculum Among Low-Income Racial and Ethnic Minority Students. ACTA ACUST UNITED AC 2017; 21:223-239. [DOI: 10.1007/s40688-017-0134-1] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
25
|
Walton MA, Epstein-Ngo Q, Carter PM, Zimmerman MA, Blow FC, Buu A, Goldstick J, Cunningham RM. Marijuana use trajectories among drug-using youth presenting to an urban emergency department: Violence and social influences. Drug Alcohol Depend 2017; 173:117-125. [PMID: 28219802 PMCID: PMC5366264 DOI: 10.1016/j.drugalcdep.2016.11.040] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/08/2016] [Revised: 11/22/2016] [Accepted: 11/28/2016] [Indexed: 01/14/2023]
Abstract
AIMS This paper examined longitudinal marijuana use trajectories among drug-using youth presenting to the ED to inform intervention development. METHODS Given interest in substance use and violence, this study oversampled those presenting with assault injuries. Assault-injured youth (ages 14-24) endorsing past 6-month drug use (n=349), and a sex and age proportionally-sampled comparison group (n=250) endorsing drug use, completed a baseline assessment and follow-ups at 6, 12, 18, and 24 months. Latent class trajectory analyses examined days of marijuana use over 2 years. Multinomial regression analyses examined baseline, 12-month and 24-month factors associated with substance use trajectory groups. RESULTS Trajectory analyses identified 5 groups: Low (Low; 28.2%; n=169); Intermittent (INT; 16.2%; n=97); Moderate Decline (MD; 12.0%; n=72); High decline (HD, 13.2%; n=79) and Chronic (C; 30.4%; n=182). At baseline, as compared to the Low group, the other trajectory groups were more likely to be male and have greater levels of physical aggression. At 12- and 24-months, negative and positive peer influences, incarceration and community violence were additional characteristics associated with the greater marijuana use trajectories (as compared to the Low group). CONCLUSIONS Interventions for drug-using youth presenting to the urban ED should address peer influences, physical aggression and community violence exposure, given the association between these characteristics and greater marijuana use trajectories.
Collapse
Affiliation(s)
- Maureen A Walton
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; University of Michigan Addiction Center, Department of Psychiatry, University of Michigan School of Medicine, 4250 Plymouth Road, Ann Arbor, MI 48109, USA.
| | - Quyen Epstein-Ngo
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; Institute on Women and Gender Studies, University of Michigan, 500 South State St., Ann Arbor, MI 48109, USA
| | - Patrick M Carter
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI 48109, USA; Department of Emergency Medicine, University of Michigan School of Medicine, 1500 East Medical Center Drive, Ann Arbor, MI 48105, USA; Department of Emergency Medicine, Hurley Medical Center, 1 Hurley Plaza, Flint, MI 48503, USA
| | - Marc A Zimmerman
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI 48109, USA; Department of Health Behavior and Health Education, University of Michigan School of Public Health, 1415 Washington Heights 3790A SPH I, Ann Arbor, MI 48109, USA
| | - Frederic C Blow
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; University of Michigan Addiction Center, Department of Psychiatry, University of Michigan School of Medicine, 4250 Plymouth Road, Ann Arbor, MI 48109, USA
| | - Anne Buu
- Department of Health Behavior and Biological Sciences, University of Michigan School of Nursing, 400 North Ingalls, Room 4346, Ann Arbor, MI 48109, USA
| | - Jason Goldstick
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA
| | - Rebecca M Cunningham
- University of Michigan Injury Center, University of Michigan School of Medicine, 2800 Plymouth Road, NCRC10-G080, Ann Arbor, MI 48109, USA; Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI 48109, USA; Department of Emergency Medicine, University of Michigan School of Medicine, 1500 East Medical Center Drive, Ann Arbor, MI 48105, USA; Department of Emergency Medicine, Hurley Medical Center, 1 Hurley Plaza, Flint, MI 48503, USA
| |
Collapse
|
26
|
Grinshteyn E, Yang YT. The Association Between Electronic Bullying and School Absenteeism Among High School Students in the United States. THE JOURNAL OF SCHOOL HEALTH 2017; 87:142-149. [PMID: 28076925 DOI: 10.1111/josh.12476] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Revised: 04/27/2016] [Accepted: 08/11/2016] [Indexed: 05/27/2023]
Abstract
BACKGROUND We examined the relationship between exposure to electronic bullying and absenteeism as a result of being afraid. METHODS This multivariate, multinomial regression analysis of the 2013 Youth Risk Behavior Survey data assessed the association between experiencing electronic bullying in the past year and how often students were absent in the last month due to feeling unsafe at/in transit to school. The model controlled for other predictors of school absence including demographics, physical/behavioral health, and risk factors. Missing data were multiply imputed. RESULTS Electronic bullying was significantly associated with absences. Controlling for model covariates, the relative risk of missing 1 day of school was 1.77 times higher, the relative risk of missing 2 to 3 days of school per month increased by a factor of 2.08, and the relative risk of missing 4 or more days of school per month increased by a factor of 1.77 for those who experienced electronic bullying in the past year compared with those who were not electronically bullied. CONCLUSIONS Electronic bullying's association with absenteeism places it among already recognized negative influences such as depression and binge drinking, necessitating schools to implement policies to mediate the resulting harmful effects.
Collapse
Affiliation(s)
- Erin Grinshteyn
- Population Health Sciences Department, School of Nursing and Health Professions, University of San Francisco, San Francisco, CA 94177
| | - Y T Yang
- College of Health and Human Services, George Mason University, 4400 University Drive, Fairfax, VA 22030-4444
| |
Collapse
|
27
|
Carter PM, Walton MA, Zimmerman MA, Chermack ST, Roche JS, Cunningham RM. Efficacy of a Universal Brief Intervention for Violence Among Urban Emergency Department Youth. Acad Emerg Med 2016; 23:1061-70. [PMID: 27265097 PMCID: PMC5018914 DOI: 10.1111/acem.13021] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2016] [Revised: 05/10/2016] [Accepted: 05/18/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND Violent injury is the leading cause of death among urban youth. Emergency department (ED) visits represent an opportunity to deliver a brief intervention (BI) to reduce violence among youth seeking medical care in high-risk communities. OBJECTIVE The objective was to determine the efficacy of a universally applied BI addressing violence behaviors among youth presenting to an urban ED. METHODS ED youth (14 to 20 years old) seeking medical or injury-related care in a Level I ED (October 2011-March 2015) and screening positive for a home address within the intervention or comparison neighborhood of a larger youth violence project were enrolled in this quasi-experimental study. Based on home address, participants were assigned to receive either the 30-minute therapist-delivered BI (Project Sync) or a resource brochure (enhanced usual care [EUC] condition). The Project Sync BI combined motivational interviewing and cognitive skills training, including a review of participant goals, tailored feedback, decisional balance exercises, role-playing exercises, and linkage to community resources. Participants completed validated survey measures at baseline and a 2-month follow-up assessment. Main outcome measures included self-report of physical victimization, aggression, and self-efficacy to avoid fighting. Poisson and zero-inflated Poisson regression analyses analyzed the effects of the BI, compared to the EUC condition, on primary outcomes. RESULTS A total of 409 eligible youth (82% participation) were enrolled and assigned to receive either the BI (n = 263) or the EUC condition (n = 146). Two-month follow-up was 91% (n = 373). There were no significant baseline differences between study conditions. Among the entire sample, mean (±SD) age was 17.7 (±1.9) years, 60% were female, 93% were African American, and 79% reported receipt of public assistance. Of participants, 9% presented for a violent injury, 9% reported recent firearm carriage, 20% reported recent alcohol use, and 39% reported recent marijuana use. Compared with the EUC group, participants in the therapist BI group showed self-reported reductions in frequency of violent aggression (therapist, -46.8%; EUC, -36.9%; incident rate ratio [IRR] = 0.87; 95% confidence interval [CI] = 0.76 to 0.99) and increased self-efficacy for avoiding fighting (therapist, +7.2%; EUC, -1.3%; IRR = 1.09; 95% CI = 1.02 to 1.15). No significant changes were noted for victimization. CONCLUSIONS Among youth seeking ED care in a high-risk community, a brief, universally applied BI shows promise in increased self-efficacy for avoiding fighting and a decrease in the frequency of violent aggression.
Collapse
Affiliation(s)
- Patrick M Carter
- University of Michigan Injury Center, University of Michigan School of Medicine, Ann Arbor, MI.
- Department of Emergency Medicine, University of Michigan School of Medicine, Ann Arbor, MI.
- Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, Ann Arbor, MI.
| | - Maureen A Walton
- University of Michigan Injury Center, University of Michigan School of Medicine, Ann Arbor, MI
- University of Michigan Addiction Research Center, Department of Psychiatry, University of Michigan School of Medicine, Ann Arbor, MI
- Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, Ann Arbor, MI
| | - Marc A Zimmerman
- University of Michigan Injury Center, University of Michigan School of Medicine, Ann Arbor, MI
- Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, Ann Arbor, MI
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, Ann Arbor, MI
| | - Stephen T Chermack
- University of Michigan Addiction Research Center, Department of Psychiatry, University of Michigan School of Medicine, Ann Arbor, MI
- Department of Veterans Affairs, Center for Clinical Management Research, Ann Arbor VA Healthcare System, Ann Arbor, MI
| | - Jessica S Roche
- University of Michigan Injury Center, University of Michigan School of Medicine, Ann Arbor, MI
- Department of Emergency Medicine, University of Michigan School of Medicine, Ann Arbor, MI
- Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, Ann Arbor, MI
| | - Rebecca M Cunningham
- University of Michigan Injury Center, University of Michigan School of Medicine, Ann Arbor, MI
- Department of Emergency Medicine, University of Michigan School of Medicine, Ann Arbor, MI
- Michigan Youth Violence Prevention Center, University of Michigan School of Public Health, Ann Arbor, MI
- Department of Health Behavior & Health Education, University of Michigan School of Public Health, Ann Arbor, MI
- Department of Emergency Medicine, Hurley Medical Center, Flint, MI
| |
Collapse
|
28
|
Capuano AW, Dawson JD, Ramirez MR, Wilson RS, Barnes LL, Fields RW. Modeling Likert scale outcomes with trend-proportional odds with and without cluster data. METHODOLOGY-EUROPEAN JOURNAL OF RESEARCH METHODS FOR THE BEHAVIORAL AND SOCIAL SCIENCES 2016; 12:33-43. [PMID: 37583928 PMCID: PMC10426790 DOI: 10.1027/1614-2241/a000106] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/17/2023] Open
Abstract
Likert scales are commonly used in epidemiological studies employing surveys. In this tutorial we demonstrate how the proportional odds model and the trend odds model can be applied simultaneously to data measured in Likert scales, allowing for random cluster effects. We use two datasets as examples: an epidemiological study on aging and cognition among community-dwelling Black persons, and a clustered large survey data from 28,882 students in 81 middle schools. The first example models the Likert outcome from the question: "People act as if they think you are dishonest". The trend-proportional odds model indicates that Black men have higher odds than Black women of reporting being perceived dishonest. The second example models the Likert outcome from the question: "How often have you been beaten up at school?". The trend-proportional odds model indicates that children with disability have a higher odds of severe violence than other children. For both examples, the cumulative odds ratio increases by more than 60% at the higher Likert levels.
Collapse
Affiliation(s)
- Ana W. Capuano
- Department of Neurological Sciences, Rush University Medical Center, Chicago, IL, USA
| | | | | | - Robert S. Wilson
- Department of Neurological Sciences, Rush University Medical Center, Chicago, IL, USA
| | - Lisa L. Barnes
- Department of Neurological Sciences, Rush University Medical Center, Chicago, IL, USA
| | - R. William Fields
- Department of Occupational and Environmental Health, Iowa City, IA, USA
| |
Collapse
|
29
|
Dirks MA, Suor JH, Rusch D, Frazier SL. Children's responses to hypothetical provocation by peers: coordination of assertive and aggressive strategies. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2014; 42:1077-87. [PMID: 24668163 DOI: 10.1007/s10802-014-9862-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Children often respond to aggression by peers with assertive bids or aggressive retaliation. Little is known, however, about whether and how children coordinate these strategies across different types of provocation. The present study examined endorsement of aggressive and assertive responses to hypothetical physical, relational, and verbal provocation in a sample of lower-income children (N = 402, M age = 10.21, SD = 1.46). Latent-profile analysis revealed 3-class models for both aggression and assertion, each reflecting low, moderate, and high levels of endorsement. There was no association between children's reported use of aggression and assertion. For example, children who endorsed high levels of aggression were equally likely to be classified as low, moderate, or high on assertive responding. For both assertion and aggression, parental ratings of children's externalizing behavior and social skills differed across the low and high groups. No such differences were found between the low and moderate groups, despite the latter groups endorsing markedly higher levels of assertive and aggressive responses. This pattern of findings may be due, in part, to the situation specificity of children's responding. Our findings hint at the complexity of children's behavioral repertoires and contribute to a growing literature that suggests the need for intervention models that consider both social skills and social situations.
Collapse
Affiliation(s)
- Melanie A Dirks
- Department of Psychology, McGill University, 1205 Dr. Penfield Avenue, Montreal, QC, H3A1B1, Canada,
| | | | | | | |
Collapse
|
30
|
Ford JL, Browning CR. Effects of exposure to violence with a weapon during adolescence on adult hypertension. Ann Epidemiol 2013; 24:193-8. [PMID: 24530410 DOI: 10.1016/j.annepidem.2013.12.004] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2013] [Revised: 12/02/2013] [Accepted: 12/23/2013] [Indexed: 12/01/2022]
Abstract
OBJECTIVES To examine the longitudinal associations between exposure to violence with a weapon during the past year among adolescents and hypertension during adulthood, including the extent to which adult cardiovascular risk factors mediated the association. METHODS Secondary analysis of the National Longitudinal Study of Adolescent Health, 1994-2008. The sample included 3555 male and 4416 female participants who were aged 11-17 years at wave 1 (1994-1995). Participants were categorized as hypertensive if they had a mean systolic blood pressure of 140 mm Hg or higher or a mean diastolic pressure of 90 mm Hg or higher at wave 4 (2008). Witnessed violence with a weapon was defined as having seen a shooting or stabbing during the year before wave 1, whereas victim of violence with a weapon was defined as having been shot, cut, or stabbed or had a gun or knife drawn on them during the year before wave 1. Potential mediators of adult cardiovascular risk (wave 4) included body mass index, daily smoking, alcohol abuse, and depression. RESULTS Males who witnessed violence and females who were victims of violence in the year before wave 1 had an increased odds of hypertension at wave 4 compared with their unexposed peers (adjusted odds ratio, 1.45; 95% confidence interval, 1.003-2.10 and adjusted odds ratio, 1.72; 95% confidence interval, 1.04-2.84, respectively). The hypothesized adult cardiovascular risk mediators did not significantly attenuate the associations for either the male or female samples. CONCLUSIONS Interventions addressing prior violence exposure are needed to promote adult cardiovascular health.
Collapse
Affiliation(s)
- Jodi L Ford
- The Ohio State University College of Nursing, Columbus.
| | | |
Collapse
|