The validity of Protective Factors for Predicting Behavioral Concerns of Preschoolers Across the School Year

2010 ◽  
Author(s):  
Paul LeBuffe ◽  
Christopher Hughes ◽  
Rachel Sperry
Keyword(s):  
Protective Factors ◽  
School Year ◽  
Behavioral Concerns

The Predictability of Routine Activity Theory for Cyberbullying Victimization Among Children and Youth: Risk and Protective Factors

2021 ◽  
pp. 088626052199743
Author(s):  
Dana Aizenkot
Keyword(s):  
Protective Factors ◽  
Activity Theory ◽  
Educational Institution ◽  
Risk And Protective Factors ◽  
Routine Activity Theory ◽  
Children And Youth ◽  
Routine Activity ◽  
Effective Prevention ◽  
School Year ◽  
Cyberbullying Victimization

Cyberbullying has been pervading worldwide with negative implications for victims. Therefore, there is an urgent need to better understand this phenomenon and the factors that predict it, as the basis for effective prevention and intervention efforts. The current research aims to examine routine activity theory (RAT) as a theoretical framework predictive of cyberbullying victimization (CV) among children and youth. It was hypothesized that each of the RAT measures and the convergence of all measures predict CV. Data were collected from 5,719 primary, middle, and high school Israeli students (51.9% females) during the 2019–2020 school year via online questionnaires. Regression and moderation analyses were conducted to assess the predictability of CV from RAT measures, separately and converged. All RAT measures, separately and converged, predict CV. While off-line trust negatively predicts CV, other control variables, that is, online trust, educational institution phase, and gender, do not. Implications for school programs and guidelines for parents address the risk and protective factors of CV found. This study provides support for the predictability of CV from RAT and expands the knowledge of risk and protective factors predictive of CV.

scholarly journals Promoting Healthy Development among Adolescent Girls: A Mixed-Methods Evaluation of the HERstory Program

2013 ◽  
Vol 8 (1) ◽  
pp. 57-64
Author(s):  
Emily MacFarlane ◽  
Lisa M. Chauveron ◽  
Amanda C. Thompkins
Keyword(s):  
Public Schools ◽  
Mixed Methods ◽  
Protective Factors ◽  
Youth Development ◽  
Adolescent Girls ◽  
Program Effectiveness ◽  
Future Orientation ◽  
Writing Workshop ◽  
Group Development ◽  
School Year

The Leadership Program’s HERstory is a school-based, universal, preventative intervention designed to promote healthy youth development among adolescent girls by increasing their connections to pro-social peers and to school and community while developing social-emotional skills that serve as protective factors. In this school-year-long program, a facilitator implements three program phases: group development activities in Community Building, self-reflective Writing Workshop exercises, and a final Creative Output project, an ethnographic theater production or literary journal developed from participants’ Writing Workshop responses. The current mixed-methods study presents early evidence of program effectiveness based on focus groups and school record data review at two NYC public schools during the 2010-2011 school year. Participants reported improvements in key areas targeted by HERstory, including peer connectedness, academic achievement, and a range of protective factors including future orientation and goal setting. Results suggest this program approach may be suitable promoting healthy adolescent development for girls.

scholarly journals Developing protective factor scale for classroom teachers: A validity and reliability study

2018 ◽  
Vol 8 (1) ◽  
pp. 83-110
Author(s):  
Nurtaç Üstündağ ◽  
Didem Aydoğan ◽  
Ruken Akar Vural
Keyword(s):  
Factor Analysis ◽  
Protective Factors ◽  
Primary School ◽  
Primary Schools ◽  
Protective Factor ◽  
Measurement Scale ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year

The purpose of this study is to develop a valid and reliable assessment scale in order to determine protective factors that teachers have. The study was conducted with 348 primary school teachers teaching at primary schools in Aydın city Efeler district at 2017-2018 school year, fall semester. In the study, exploratory factor analysis and confirmatory factor analysis techniques were used for construct validity of the study. Within the context of results obtained, the measurement scale developed could be defined as a valid and reliable measurement scale to be used to determine protective factors which primary school teachers have.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Heads Up New School Year: Here I Come!

ASHA Leader ◽  
2018 ◽  
Vol 23 (8) ◽  
pp. 36-37
Author(s):  
Stacey Ellison Glasgow
Keyword(s):  
New School ◽  
School Year

A Model for Analyzing Suicide Prevention

Crisis ◽  
2000 ◽  
Vol 21 (2) ◽  
pp. 80-89 ◽  
Author(s):  
Maila Upanne
Keyword(s):  
Risk Factors ◽  
Theoretical Model ◽  
Protective Factors ◽  
Suicide Prevention ◽  
Suicide Risk ◽  
Practical Work ◽  
Individual Risk ◽  
Self Assessment ◽  
Prevention Project ◽  
Individual Risk Factors

This study monitored the evolution of psychologists' (n = 31) conceptions of suicide prevention over the 9-year course of the National Suicide Prevention Project in Finland and assessed the feasibility of the theoretical model for analyzing suicide prevention developed in earlier studies [ Upanne, 1999a , b ]. The study was formulated as a retrospective self-assessment where participants compared their earlier descriptions of suicide prevention with their current views. The changes in conceptions were analyzed and interpreted using both the model and the explanations given by the subjects themselves. The analysis proved the model to be a useful framework for revealing the essential features of prevention. The results showed that the freely-formulated ideas on prevention were more comprehensive than those evolved in practical work. Compared to the earlier findings, the conceptions among the group had shifted toward emphasizing a curative approach and the significance of individual risk factors. In particular, greater priority was focused on the acute suicide risk phase as a preventive target. Nonetheless, the overall structure of prevention ideology remained comprehensive and multifactorial, stressing multistage influencing. Promotive aims (protective factors) also remained part of the prevention paradigm. Practical working experiences enhanced the psychologists' sense of the difficulties of suicide prevention as well as their criticism and feeling of powerlessness.

Protective Factors and Suicidality in Members of Arab Kindred

Crisis ◽  
2012 ◽  
Vol 33 (2) ◽  
pp. 80-86 ◽  
Author(s):  
Sami Hamdan ◽  
Nadine Melhem ◽  
Israel Orbach ◽  
Ilana Farbstein ◽  
Mohammad El-Haib ◽  
...  
Keyword(s):  
Risk Factors ◽  
Protective Factors ◽  
Suicidal Behavior ◽  
Composite International Diagnostic Interview ◽  
Diagnostic Interview ◽  
Suicidal Risk ◽  
Arab Population ◽  
Psychiatric Interview ◽  
History Of

Background: Relatively little is known about the role of protective factors in an Arab population in the presence of suicidal risk factors. Aims: To examine the role of protective factors in a subsample of in large Arab Kindred participants in the presence of suicidal risk factors. Methods: We assessed protective and risk factors in a sample of 64 participants (16 suicidal and 48 nonsuicidal) between 15 and 55 years of age, using a comprehensive structured psychiatric interview, the Composite International Diagnostic Interview (CIDI), self-reported depression, anxiety, hopelessness, impulsivity, hostility, and suicidal behavior in first-degree and second-relatives. We also used the Religiosity Questionnaire and suicide attitude (SUIATT) and multidimensional perceived support scale. Results: Suicidal as opposed to nonsuicidal participants were more likely to have a lifetime history of major depressive disorder (MDD) (68.8% vs. 22.9% χ2 = 11.17, p = .001), an anxiety disorder (87.5% vs. 22.9, χ2 = 21.02, p < .001), or posttraumatic stress disorder (PTSD) (25% vs. 0.0%, Fisher’s, p = .003). Individuals who are otherwise at high risk for suicidality have a much lower risk when they experience higher perceived social support (3.31 ± 1.36 vs. 4.96 ± 1.40, t = 4.10, df = 62, p < .001), and they have the view that suicide is somehow unacceptable (1.83 ± .10 vs. 1.89 ± .07, t = 2.76, df = 60, p = .008). Conclusions: Taken together with other studies, these data suggest that the augmentation of protective factors could play a very important role in the prevention of incidental and recurrent suicidal behavior in Arab populations, where suicidal behavior in increasing rapidly.

Suicide Attempters, Suicide Ideators, and Non-Ideators

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 294-297 ◽  
Author(s):  
Tobias Teismann ◽  
Laura Paashaus ◽  
Paula Siegmann ◽  
Peter Nyhuis ◽  
Marcus Wolter ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Protective Factors ◽  
Suicide Ideation ◽  
Suicide Attempts ◽  
Self Esteem ◽  
Positive Mental Health ◽  
Cross Sectional ◽  
Reasons For Living ◽  
Suicide Attempters

Abstract. Background: Suicide ideation is a prerequisite for suicide attempts. However, the majority of ideators will never act on their thoughts. It is therefore crucial to understand factors that differentiate those who consider suicide from those who make suicide attempts. Aim: Our aim was to investigate the role of protective factors in differentiating non-ideators, suicide ideators, and suicide attempters. Method: Inpatients without suicide ideation ( n = 32) were compared with inpatients with current suicide ideation ( n = 37) and with inpatients with current suicide ideation and a lifetime history of suicide attempts ( n = 26) regarding positive mental health, self-esteem, trust in higher guidance, social support, and reasons for living. Results: Non-ideators reported more positive mental health, social support, reasons for living, and self-esteem than suicide ideators and suicide attempters did. No group differences were found regarding trust in higher guidance. Suicide ideators and suicide attempters did not differ regarding any of the study variables. Limitations: Results stem from a cross-sectional study of suicide attempts; thus, neither directionality nor generalizability to fatal suicide attempts can be determined. Conclusion: Various protective factors are best characterized to distinguish ideators from nonsuicidal inpatients. However, the same variables seem to offer no information about the difference between ideators and attempters.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

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