Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools.

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2023-12-01 Epub Date: 2023-09-27 DOI:10.1177/08295735231198747
Michèle Déry, Caroline E Temcheff, Martine Poirier, Stéphanie Boutin, Mélanie Lapalme, Annie Lemieux
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Abstract

Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.

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小学接受心理教育服务的男孩和女孩行为问题的发展轨迹。
公立小学仍然是解决儿童严重行为问题的最常见场所。然而,很少有纵向研究调查因学校行为问题接受心理教育服务与随后行为问题严重程度之间的关系。这项研究对434名存在严重行为问题的小学年龄男孩和女孩进行了抽样调查,探讨了心理教育服务的接受是否有助于减少行为问题。该研究采用了重复测量设计,间隔12个月 年。家长和教师提供了有关儿童行为问题严重程度的信息和服务。潜在增长模型用于确定行为问题的平均轨迹。结果显示,随着时间的推移,心理教育服务与行为问题的减少有关,但这种联系只在男孩身上观察到。研究开始时的服务接受与女孩行为问题的轨迹之间没有关联。这些结果表明,心理教育服务非常适合有行为问题的男孩的困难;然而,他们可能会要求对学校为女孩提供的服务进行审查,既要从发现年轻女孩行为问题的角度,也要从她们的治疗选择的角度。
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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