Outcomes of a school‐based mental health program for youth with serious emotional disorders

The present study describes a comprehensive, day treatment program conducted in public school classrooms for children with serious emotional disorders (SED) and presents data evaluating program efficacy. Behavioral outcomes are presented for 142 children, ages 5 to 18 years, over the course of an academic year. Treatment efficacy was assessed using a behavioral outcome measure, the Youth Outcome Questionnaire. At initial evaluation, all children were exhibiting emotional symptoms beyond the scope of outpatient services, with 97% being classified as having a Severe Emotional Disorder. At the 9‐month follow‐up, 50.7% of the sample showed overall symptom reduction, and 27.5% scored below clinical cutoff levels, indicating remission of symptoms to within normal limits. Treatment response was equally likely among boys and girls, and across diagnostic categories. Elementary school‐aged children and adolescents made equivalent gains in the program; however, mixed‐model, repeated‐measures ANOVA revealed a significant group × time interaction ( p < .05), indicating that these groups showed different patterns of improvement over time. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 661–675, 2002.     

“How”—beyond the “what”, towards the “why”: A rule-assessment approach to achievement testing

The advantages of a rule assessment approach to the interpretation of achievement test results have been demonstrated using an S-P chart with coded error types. The problems of similar total test scores resulting from completely different misapprehensions, as well as correct answers resulting from incorrect rules of operation, were addressed using a simulated data-set.Although the overall quality of the test used here as measured by conventional psychometric indices proved satisfactory, it was shown that the traditional interpretation, which refers to total test scores, can be misleading, especially when adaptive remediation is sought. It is well known in medical sciences that a disease has several symptoms yet several diseases can share the same symptoms (i.e. high fever). Consequently, no responsible physician would prescribe the same medicine for two patients suffering from different diseases just because they both share high fever as one of their symptoms. Similarly, when two students with different misapprehensions get the same total test score, should the teacher prescribe the same remediation for correcting their misapprehension?Although the method for diagnostic test construction was out of the scope of this paper, it should be noted that test design is a crucial matter which eventually determines the quality of the diagnosis. One has to, therefore, carefully choose the items for the diagnosis in order to maximize the information about the rules of operation underlying the students' responses. A task specification chart (Birenbaum & Shaw, 1985) may serve as a useful tool in the process of test construction. As was illustrated in the chart, when an item yields the same results as a result of various “bugs”, its contribution to rule assessment is in question.Although in reality test results are contaminated by noise resulting from careless errors or strategy changes during the test, the overall identification rate achieved by diagnostic tests ranges between 70%–80% (Tatsuoka, 1984). Similarly, current AI diagnostic systems such as DEBUGGY and DPF are reported as being capable of identifying 80%–90% of student errors (VanLehn, 1981; Ohlesson & Langley, 1985). It seems that such a rate justifies the tedious work involved in constructing a diagnostic tool.     

Emotional abuse and neglect (psychological maltreatment): a conceptual framework

OBJECTIVE: Emotional abuse and neglect is an under-recognized, but actually common, form of child abuse. Professionals in the field continue to find difficulty in recognizing and operationally defining it, and experience uncertainty about proving it legally. There are also questions about intervention and therapy to protect the child in the least detrimental manner. These difficulties have led to delays in recognition and protective intervention. Emotional abuse and neglect are defined as a carer-child relationship that is characterized by patterns of harmful interactions, requiring no physical contact with the child. Motivation to harm the child is not necessary for the definition. Unlike sexual abuse that is a secret activity, these forms of ill treatment are easily observable. The child's development is impaired in all domains of functioning but, not being specific to emotional abuse and neglect, cannot be regarded as diagnostic. METHOD: Research, clinical experience and theoretical considerations have led to a conceptual framework and operational definitions of five categories of harmful interactions between parent and child. This framework is contrasted with the APSAC categories. RESULTS: It is postulated that the different categories of ill treatment respectively require different therapeutic interventions. CONCLUSION: Concerns about the presence of emotional abuse need to trigger an assessment process that includes identifying the nature of the abusive or neglectful interactions and a time-limited trial of specific interventions. The family's response to this process and its outcome will determine the need for statutory involvement, as well as providing a basis for litigation if this is required.     

Developing a learning progression for number sense based on the rule space model in China

The current study focuses on developing the learning progression of number sense for primary school students, and it applies a cognitive diagnostic model, the rule space model, to data analysis. The rule space model analysis firstly extracted nine cognitive attributes and their hierarchy model from the analysis of previous research and the mathematics textbook used in Beijing. A cognitive diagnostic test for number sense was then developed based upon the cognitive attributes. Finally, the model was used to analyse a sample of 1207 Chinese primary school students’ observed item responses to identify their knowledge states and to validate and modify the hypothesised learning progression. The results showed that the test was of good psychometric quality, and that the hypothesised learning progression was generally validated. By applying the rule space model, the hypothesised learning progression was modified at each level. The results also showed that students in grade 3, grade 4 and grade 5 were mainly classified into level 1 and level 2, level 2–level 4 and level 5 of the modified learning progression, respectively. These results suggest the feasibility and benefits of using cognitive diagnostic models to develop learning progressions.     

Behavioral Precursors to Accidents and Resulting Physical Impairment

The main goal of the study was to determine, within a model of emotional and behavioral regulation, if there are developmental precursors to accidents and resulting physical impairment. Data collected at ages 8 and 14 with 147 males and 142 females using peer nomination and teacher rating were related to the number of types of accidents the subjects had been in and impairment as a result of an accident by the age of 27 when the subjects were interviewed on their health. The results showed that 44% of the men and 14% of the women had been in an accident. Severe effects on health were obtained for 19% of the men and 5% of the women. Accidents and impairment were most frequent among individuals whose behavior had been characterized by low emotional and behavioral control. The most generalized predictor of accidents and impairment was noncompliance in childhood. In adult-hood, heavy drinking increased the risk of accidents. Aggression and conduct problems were the most significant precursors to male impairment, although several subgroups of men who were impaired were found. For females, the predictions of accidents and impairment were less accurate than for males.     

Language variables related to reading ability of children with verbal deficits

This study examined verbal reception and verbal mediation skills of children with low verbal/high performance WISC profiles. Of specific interest was the identification of possible sources of language impairment and the relationship between language variables and reading achievement. Eighty-five children in second through fifth grades (ages 8–11) with low verbal/high performance WISC profiles were evaluated, using cognitive tasks requiring verbal reception or verbal mediation strategies without requiring vocal responses. The results support the use of a verbal mediation hypothesis in the diagnostic evaluation of children with verbal deficit. Verbal mediation skills appear to be closely associated with reading ability, while the verbal reception task provided little useful diagnostic information for verbally deficient children.     

Patterns and progression of emotion experiences and regulation in the classroom

In this self-study, a teacher’s in the moment recordings of emotional episodes were analyzed with the help of a critical friend, leading to the discovery of patterns of emotional responses. Initial emotional responses often covered up deeper emotional issues that implicated the teaching self. After dialog with a critical friend, those issues were recognized and contextualized, resulting in greater understanding of self that led to change in approach to future emotional episodes, leading to better classroom environments. Acknowledging deeper emotional issues empowered the teacher to manage herself and students with more emotionally healthy methods.     

Promoting students’ social behavior in primary education through Success for All lessons

Success for All (SfA) is a comprehensive school reform program with a strong emphasis on cooperative learning that aims to improve students’ social emotional learning alongside students’ cognitive learning. In the present study it was examined whether SfA led to improved students’ social behavior in Grade 1–3 of primary education. Peer sociometric data was collected for 974 students aged 6–9. Using multivariate multilevel analysis we found no significant effect of SfA on students’ pro- and antisocial behavior over time. However, a significant interaction effect was found showing that antisocial behavior of students from disadvantaged backgrounds decreased in the intervention condition in Grade 2. This is a promising finding given that the SfA program was especially developed for schools serving large numbers of disadvantaged students. Implications of the study are described.     

Motor and coordination difficulties in children with emotional and behavioural difficulties

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities.     

Diagnosed intellectual and emotional impairment among parents who seriously mistreat their children: prevalence, type, and outcome in a court sample

A substantial body of research evidence over the past three decades has indicated that intellectual and emotional impairment among parents is a factor contributing to child abuse and neglect. This study examined the court records of 206 seriously abused or neglected children and their families in a large urban area and found that in over half the records a parent had been diagnosed as having an emotional disorder and/or low IQ, with a majority of these diagnoses indicating significant impairment. Although type of impairment (emotional, low IQ, and a subsample of substance abusers) did not predict type of mistreatment, higher predicted risk for continued mistreatment, or greater likelihood of permanent removal of the child by the court, low IQ parents revealed significantly less prior court involvement and greater acceptance of court-ordered services. Parents diagnosed with serious emotional disorders were significantly more likely than less disturbed parents to have their children permanently removed despite findings of no significant differences in risk or compliance factors.     

Knowledge sharing among Malaysian universities’ students: do personality traits,class room and technological factors matter?

Active and voluntarily sharing of knowledge is an essential element of effective and meaningful learning at university level. Recognising the role and importance of Big Five personality traits (extraversion, conscientiousness, agreeableness, emotional stability and openness) in encouraging knowledge-sharing behaviour, this paper adds the classroom (instructor support and degree of competition) and technological factors (technology availability and support) to model general knowledge-sharing patterns. Survey instrument was used to collect from six private and six public universities in Malaysia. Out of 700 surveys distributed, 474 data were used for analysis representing the response rate of 67.71%. Extraversion, conscientiousness, instructor support, degree of competition and technology support are found to have positive relationship with knowledge-sharing patterns. However, emotional stability is found to have negative relationship. A practical implication of these results is that instructors could advance knowledge sharing via personnel screening in forming assignment groups in their class as well as providing sufficient support and technology support to promote knowledge sharing among students.     

Childhood maltreatment: A predictor of mental health problems among adolescents and young adults

Child maltreatment is a risk factor for detrimental effects on mental health that may extend to adulthood. This study aimed to examine the association between exposure to childhood maltreatment, socio-demographic factors, and students’ mental health status and self-esteem. A cross-sectional study enrolled a representative sample of 1270 students from Kuwait University. An anonymous self-administered questionnaire included students’ socio-demographic characteristics, history of exposure to childhood physical and/or emotional maltreatment, DASS-21 to assess mental health status, and Rosenberg self-esteem scale was used. Chi-square test and binary logistic regression models were applied. The study found that among participants, 49.6%(95% CI: 64.8%–52.4%), 63.0%(95% CI: 60.3%–65.7%), and 43.8%(95% CI: 41.1%–46.6%) reported having depression, anxiety, and stress respectively. Moreover, 22.5%(95% CI: 20.1%–24.8%) and 18.6%(95% CI:16.5%–20.9%) reported childhood physical and emotional maltreatment, respectively; while 12.7% reported both. Multivariate analysis revealed that experiencing childhood physical and emotional maltreatment were independent contributors to reporting depression and anxiety; while exposure to only emotional maltreatment contributed to reporting stress. Gender, GPA, childhood enrollment in private/public schools, number of close friends, were other contributors to mental health problems. Participants’ median score of self-esteem was 17/30, and only childhood emotional maltreatment was a significant predictor to low self-esteem after adjustment for other confounders. Mental health problems, and experiencing childhood physical and emotional maltreatment were prevalent relatively high among university students. Childhood corporal and emotional maltreatment were independent predictors to adolescents and young adults’ mental health problems. Experiencing childhood emotional maltreatment predicted low self-esteem. Further research to assess culture factors associated with childhood maltreatment is recommended.     

Profiles and predictors of behavioral resilience among children in child welfare

Children living in out-of-home care have experienced a multitude of adversities, often resulting in compromised functioning. The current study used Ontario Looking After Children (OnLAC) project data to estimate developmental trajectories of behavioral outcomes (i.e., conduct and emotional problems) over a 4-year period (i.e., ages 6–10 to 9–13) in 313 children living in out-of-home care. Predictors measured at baseline (e.g., sex) and across the subsequent 4-year period (e.g., parenting practices) were also investigated. Findings indicated that 64.2% and 58.6% followed resilient trajectories for conduct behaviors and emotional functioning, respectively. Predictors of resilient trajectories included internal developmental assets, number of children in the home, whether the child was receiving treatment, and positive parenting. Findings need to be interpreted with an understanding that children in out-of-home care have varying levels of functioning across various domains (e.g., educational, social) other than the ones measured here. Predictors were static and dynamic and cut across various contexts, emphasizing the importance of considering child functioning within an ecological model.     

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher,program, and classroom characteristics

In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with “mid-range” patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it.     

Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.     

Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social,emotional and behavioural difficulties (SEBD)

ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.     

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.     

Patterns of coparenting and young children's social–emotional adjustment in low-income families

This study identified coparenting patterns using data collected across 2007–2010 from low-income couples (N = 2915; 26.90% non-Hispanic White; 9.41% non-Hispanic Black; 34.24% Hispanic, 29.27% other or mixed race) with young children (M = 3.65 years; SD = 1.31 years; 48% girls) and examined relations with children's social–emotional adjustment. Latent profile analysis revealed four coparenting patterns: mutual high-quality (43.4%), moderate-quality, mothers less positive (31.8%), moderate-quality, fathers less positive (15.9%), and low-quality, mothers less positive (8.9%). When parents' perspectives on coparenting were positive and congruent, children fared best. Children also fared well when coparenting quality was moderate, and mothers were less positive than fathers. When coparenting quality was moderate and fathers were less positive than mothers, children showed the poorest adjustment.     

Psychological Adjustment in Adolescents with Vision Impairment

The present study compared psychological adjustment of 158 adolescents with vision impairment and 158 sighted adolescents with a matched-pair design using the Strengths and Difficulties Questionnaire. Adolescent self-reports and teacher reports on emotional problems, peer problems, and total difficulties showed higher scores in students with vision impairment than in sighted students. However, the size of between-group differences was small, and adolescents who are blind and their peers with low vision showed similar levels of psychological adjustment. In addition, older students reported more emotional problems than younger students. Furthermore, differences between self-reported emotional problems of students with and without vision impairment were stronger in older participants. In both groups, girls showed more emotional problems and less conduct problems than boys. We conclude that most students with vision impairment are well adjusted but a minority may benefit from psychological interventions.