Carrie W. Rishel, Jiyoung K. Tabone, H. Hartnett, Kathy F. Szafran
Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.
{"title":"Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children","authors":"Carrie W. Rishel, Jiyoung K. Tabone, H. Hartnett, Kathy F. Szafran","doi":"10.1093/cs/cdz017","DOIUrl":"https://doi.org/10.1093/cs/cdz017","url":null,"abstract":"\u0000 Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46983152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.
{"title":"Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program","authors":"Anna L. Ball, Candra Skrzypek","doi":"10.1093/cs/cdz015","DOIUrl":"https://doi.org/10.1093/cs/cdz015","url":null,"abstract":"\u0000 This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share their impressions of the program. Results showed that affective engagement and academic motivation decreased for all students, with no differences between the intervention and comparison groups. Parents in the intervention group reported greater perceptions of school support but no significant differences or changes in empowerment or overall school experiences. Students, parents, and teachers all reported positive experiences with the program. Findings point to the ways varying contexts may influence engagement in school.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
United Nations human rights chief Michelle Bachelet took an unusually direct approach on July 8, 2019, when she condemned the U.S. government’s treatment of migrant children (Cumming-Bruce, 2019). Bachelet stated that migrant children should not be placed in detention facilities and never be separated from their families. She also expressed her shock at the conditions in those facilities including severe overcrowding, little access to health care or food, poor sanitation, and children sleeping on floors in cold cages referred to as “ice boxes” by migrants (Bochenek, 2018). Bachelet warned that detaining children has serious consequences for their development and is causing damage every day. The Office of the Inspector General (2019) recently released a report noting that the situation in detention facilities is an “immediate risk to health and safety” and called for the Department of Homeland Security to take immediate steps to address the conditions and prolonged detention of children and adults. This current policy context affects not only those children in detention, but also Latinx U.S. citizens, and those children living in mixed-status families.Latinx youth make up approximately onefourth of the public school population, and more than half of Latinx youth live in immigrant families (Foxen, 2019). The anti-immigrant context challenges school social workers to expand and consider the ways in which we serve immigrant children and families, and subsequent generations. As Zayas (2015) pointed out, the lived experiences of U.S. citizen children are shaped by the constant threat of their parents’ deportation and are the “collateral damage”of those policies.The antiimmigrant climate can be considered a form of state violence (Solis, 2003) and contributes to the feeling of marginalization among Latinx youth as they are challenged to construct their social identities in the midst of this social context (Villarreal Sosa, 2011). Immigration policy and the various ways in which the current policies have a negative effect on children is complex. For example, Palmary (2019) states that the real danger to children is not in the migration process, but rather the view of foreigners as “threats” and the treatment of migration as a security threat.The view of immigrants as “threats” and “criminals” shapes current policy responses to migration and allows for the use of extreme and illegal practices such as the extended period of time in detention, the inhumane conditions, and other human rights violations. As Palmary (2019) states,
{"title":"Advocating for Latinx Children’s Rights and Supporting Their Healing from Trauma: School Social Workers as Nepantleras","authors":"L. V. Sosa","doi":"10.1093/cs/cdz021","DOIUrl":"https://doi.org/10.1093/cs/cdz021","url":null,"abstract":"United Nations human rights chief Michelle Bachelet took an unusually direct approach on July 8, 2019, when she condemned the U.S. government’s treatment of migrant children (Cumming-Bruce, 2019). Bachelet stated that migrant children should not be placed in detention facilities and never be separated from their families. She also expressed her shock at the conditions in those facilities including severe overcrowding, little access to health care or food, poor sanitation, and children sleeping on floors in cold cages referred to as “ice boxes” by migrants (Bochenek, 2018). Bachelet warned that detaining children has serious consequences for their development and is causing damage every day. The Office of the Inspector General (2019) recently released a report noting that the situation in detention facilities is an “immediate risk to health and safety” and called for the Department of Homeland Security to take immediate steps to address the conditions and prolonged detention of children and adults. This current policy context affects not only those children in detention, but also Latinx U.S. citizens, and those children living in mixed-status families.Latinx youth make up approximately onefourth of the public school population, and more than half of Latinx youth live in immigrant families (Foxen, 2019). The anti-immigrant context challenges school social workers to expand and consider the ways in which we serve immigrant children and families, and subsequent generations. As Zayas (2015) pointed out, the lived experiences of U.S. citizen children are shaped by the constant threat of their parents’ deportation and are the “collateral damage”of those policies.The antiimmigrant climate can be considered a form of state violence (Solis, 2003) and contributes to the feeling of marginalization among Latinx youth as they are challenged to construct their social identities in the midst of this social context (Villarreal Sosa, 2011). Immigration policy and the various ways in which the current policies have a negative effect on children is complex. For example, Palmary (2019) states that the real danger to children is not in the migration process, but rather the view of foreigners as “threats” and the treatment of migration as a security threat.The view of immigrants as “threats” and “criminals” shapes current policy responses to migration and allows for the use of extreme and illegal practices such as the extended period of time in detention, the inhumane conditions, and other human rights violations. As Palmary (2019) states,","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47594340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Kindergarten Academic and Behavior Readiness Scale: Matching Screening Data with Instructional Support Needs","authors":"M. Stormont, K. Herman, W. Reinke","doi":"10.1093/cs/cdz018","DOIUrl":"https://doi.org/10.1093/cs/cdz018","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60982199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engaging in ethical decision making is foundational to the social work profession. However, ethical responsibilities become unclear with the variety, speed, and exposure that electronically shared information brings to users. This study sought to explore school social workers’ perceptions of the kinds of ethical dilemmas related to electronic media use encountered in practice and whether ethical dilemmas differed by population served (for example elementary, middle, or high school students). Data for this study came from a survey of school social workers (N = 379) who were associated with state chapter affiliates of the School Social Work Association of America. Results indicate that the majority of elementary school social workers experience ethical dilemmas related to electronic media use by students. The article concludes with a discussion of the practice implications for school social work.
{"title":"School Social Workers’ Perceptions of Ethical Dilemmas Associated with Electronic Media Use in School Settings","authors":"A. Keeney","doi":"10.1093/cs/cdz019","DOIUrl":"https://doi.org/10.1093/cs/cdz019","url":null,"abstract":"\u0000 Engaging in ethical decision making is foundational to the social work profession. However, ethical responsibilities become unclear with the variety, speed, and exposure that electronically shared information brings to users. This study sought to explore school social workers’ perceptions of the kinds of ethical dilemmas related to electronic media use encountered in practice and whether ethical dilemmas differed by population served (for example elementary, middle, or high school students). Data for this study came from a survey of school social workers (N = 379) who were associated with state chapter affiliates of the School Social Work Association of America. Results indicate that the majority of elementary school social workers experience ethical dilemmas related to electronic media use by students. The article concludes with a discussion of the practice implications for school social work.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42598092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Knight, Amanda Haboush-Deloye, Pamela M Goldberg, Kelly E. Grob
Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.
{"title":"Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students","authors":"M. Knight, Amanda Haboush-Deloye, Pamela M Goldberg, Kelly E. Grob","doi":"10.1093/cs/cdz020","DOIUrl":"https://doi.org/10.1093/cs/cdz020","url":null,"abstract":"\u0000 Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41859942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Frey, J. Small, Jon Lee, Shantel D. Crosby, J. Seeley, S. Forness, H. Walker
This article examines the participation, engagement, alliance, and social validity of homeBase—a parent management intervention developed specifically to address parent engagement of elementary-level students. The intervention infuses motivational interviewing (MI) into its implementation procedures and trains behavioral coaches to use this approach as their primary interactive vehicle with parents. Process data from participants (N = 120) assigned to one of the two homeBase intervention conditions were examined to better understand the following dimensions: parental participation and engagement, coach–parent alliance, and the satisfaction of the homeBase intervention. Results indicate that parental participation was challenging in that 21 percent of the parents seemed unable to engage at all in the intervention. However, those who did participate were highly engaged and developed effective relationships with their coach. Parents perceived the homeBase intervention to be socially valid. There were also several interesting correlations among these measures that might potentially guide further research and practice. The authors recommend that school social work preparation programs and school districts consider including MI in curriculum and professional development efforts as a strategy for parental engagement.
{"title":"homeBase: Participation, Engagement, Alliance, and Social Validity of a Motivational Parenting Intervention","authors":"A. Frey, J. Small, Jon Lee, Shantel D. Crosby, J. Seeley, S. Forness, H. Walker","doi":"10.1093/cs/cdz016","DOIUrl":"https://doi.org/10.1093/cs/cdz016","url":null,"abstract":"\u0000 This article examines the participation, engagement, alliance, and social validity of homeBase—a parent management intervention developed specifically to address parent engagement of elementary-level students. The intervention infuses motivational interviewing (MI) into its implementation procedures and trains behavioral coaches to use this approach as their primary interactive vehicle with parents. Process data from participants (N = 120) assigned to one of the two homeBase intervention conditions were examined to better understand the following dimensions: parental participation and engagement, coach–parent alliance, and the satisfaction of the homeBase intervention. Results indicate that parental participation was challenging in that 21 percent of the parents seemed unable to engage at all in the intervention. However, those who did participate were highly engaged and developed effective relationships with their coach. Parents perceived the homeBase intervention to be socially valid. There were also several interesting correlations among these measures that might potentially guide further research and practice. The authors recommend that school social work preparation programs and school districts consider including MI in curriculum and professional development efforts as a strategy for parental engagement.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45741762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Marsh, Kyle Higgins, J. Morgan, Therese M. Cumming, M. R. Brown, M. McCreery
School connectedness is the extent to which a student feels that adults and peers at school care about his or her overall well-being. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors. The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them with their general education peers. A questionnaire was created for this study with participants attending elementary, middle, and high schools. The results of the analysis indicated that of the four factors of school connectedness (that is, school bonding, school attachment, school engagement, and school climate), the students with EBD reported significantly lower levels of school bonding than did their general education peers. The results indicate that students with EBD experience school differently than their general education peers, particularly in terms of school bonding.
{"title":"Evaluating School Connectedness of Students with Emotional and Behavioral Disorders","authors":"R. Marsh, Kyle Higgins, J. Morgan, Therese M. Cumming, M. R. Brown, M. McCreery","doi":"10.1093/CS/CDZ013","DOIUrl":"https://doi.org/10.1093/CS/CDZ013","url":null,"abstract":"\u0000 School connectedness is the extent to which a student feels that adults and peers at school care about his or her overall well-being. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors. The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them with their general education peers. A questionnaire was created for this study with participants attending elementary, middle, and high schools. The results of the analysis indicated that of the four factors of school connectedness (that is, school bonding, school attachment, school engagement, and school climate), the students with EBD reported significantly lower levels of school bonding than did their general education peers. The results indicate that students with EBD experience school differently than their general education peers, particularly in terms of school bonding.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/CS/CDZ013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43576884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although a large body of research demonstrates a positive relationship between bicultural identity integration (BII) (that is, having a harmonious and blended bicultural identity) and psychosocial functioning, much less research focuses on approaches to promote this integration, particularly among early adolescents. This study describes the Positive Bicultural Identity Development Curriculum developed for middle school students ranging in age from 12 through 14 and presents results of a pilot evaluation. Between pre- and post-curriculum, the seven participants reported increased BII, and facilitator ratings showed increases in bicultural identity certainty. Post-curriculum facilitator ratings also indicated bicultural identity growth. Parents or guardians and teachers perceived similar changes in participants. This study provides initial support for the utility of the intervention and its promise for more rigorous evaluation.
{"title":"Positive Bicultural Identity Development Curriculum: A Pilot Evaluation","authors":"M. Bishop, Galina Melamed, S. Stone","doi":"10.1093/CS/CDZ010","DOIUrl":"https://doi.org/10.1093/CS/CDZ010","url":null,"abstract":"\u0000 Although a large body of research demonstrates a positive relationship between bicultural identity integration (BII) (that is, having a harmonious and blended bicultural identity) and psychosocial functioning, much less research focuses on approaches to promote this integration, particularly among early adolescents. This study describes the Positive Bicultural Identity Development Curriculum developed for middle school students ranging in age from 12 through 14 and presents results of a pilot evaluation. Between pre- and post-curriculum, the seven participants reported increased BII, and facilitator ratings showed increases in bicultural identity certainty. Post-curriculum facilitator ratings also indicated bicultural identity growth. Parents or guardians and teachers perceived similar changes in participants. This study provides initial support for the utility of the intervention and its promise for more rigorous evaluation.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/CS/CDZ010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42308912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adolescent Traumatic and Disenfranchised Grief: Adapting an Evidence-Based Intervention for Black and Latinx Youths in Schools","authors":"Stacey Dutil","doi":"10.1093/CS/CDZ009","DOIUrl":"https://doi.org/10.1093/CS/CDZ009","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/CS/CDZ009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48482970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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