Child & Youth Care Forum最新文献

Background

Seeking help is an essential step for victims of bullying to cope with and possibly stop bullying and thus prevent and reduce the consequences of bullying. Focusing on the group of bullied adolescents, however, shows that many of them do not seek help.

Objectives

This study aimed to (1) describe the prevalence of help-seeking for bullying victimization, (2) analyze the relationship between help-seeking and associated individual factors, (3) describe the prevalence of formal help-seeking, and (4) investigate associations between formal help-seeking and the factors above.

Method

A subsample of a nationally representative survey of n = 453 12- to 17-year-old adolescents who reported being bullied in the last couple of months was analyzed. Bivariate analyses and multivariate logistic regression analyses were used to investigate factors associated with help-seeking and formal help-seeking.

Results

Of the bullied adolescents, 60% sought help after experiencing victimization. Among these, 32% sought formal help, for example, from social workers. Most (63%) also sought help from family and friends. Family cohesion and self-efficacy were positively and well-being was negatively associated with help-seeking. Among adolescents who sought help, age was positively and self-efficacy was negatively associated with formal help-seeking.

Conclusion

A trustful and supportive environment, especially within families, is essential to facilitate adolescents' help-seeking. Within formal settings, specific procedures for identifying and addressing bullied adolescents are necessary for younger adolescents and adolescents with lower self-efficacy.

Background

Fear of missing out (FoMO) and homesickness have been associated with a variety of negative psychosocial outcomes; however, they have rarely been studied together or with adolescents in residential settings.

Objective

This study examined the potential associations of FoMO and homesickness with program outcomes in a sample of adolescents attending a military-style residential program. The residential treatment context inherently involves removal and isolation from an individual’s typical living arrangements.

Methods

Data were collected from 185 participants (aged 16–18) at three time points (i.e., 2 weeks after entry into the 19-week program; 9 weeks into the program; at week 18 of the program). RESULTS: Overall, FoMO and homesickness declined from initial assessment to midway through the program but rebounded just prior to exit from the program. FoMO and homesickness showed no direct correlations with participant outcomes, although both showed patterns of correlation demonstrating poor adjustment (e.g., low emotion regulation, high loneliness). Decreases in FoMO and homesickness during the program were positively correlated with distress tolerance.

Conclusions

Given the negative implications of experiencing FoMO and homesickness, adolescents at risk for emotional distress tolerance may need additional support when initiating participation in residential programs.

Abstract

Background

Although the Depression Anxiety Stress Scales, Short Form (DASS-21) was developed for adults, its authors noted no compelling reasons to not use the measure with youth as young as 12 years. Despite increasingly widespread use with youth, psychometric evidence in support of its use with this population needs to be investigated to fully understand its utility.

Objective

The goal of this paper was to conduct a systematic review to identify and appraise evidence for the psychometric properties of the Depression Anxiety Stress Scales, Short Form (DASS-21) when used with youth populations.

Methods

Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this systematic review identified 18 studies that reported relevant information on the psychometrics of the DASS-21 with youth samples. Each article was coded for evidence of three indicators of particular importance to progress monitoring: reliability, validity, and sensitivity to change.

Results

Studies have found varied factor structures (i.e., 1–4 factors) for the DASS-21 and validity evidence based on relations to other variables has been limited. As such, further research is needed to understand the utility of the depression, anxiety, and stress subscales. Furthermore, no information is currently available about the sensitivity to change of the measure.

Conclusions

Most studies reporting psychometric properties in this review utilized the DASS-21 with mixed-gender groups of secondary school students, thus supporting its use with similar populations. Pending additional inquiry, however, both researchers and practitioners are encouraged to utilize the total score, for which stronger evidence of reliability and validity exist.

Background

Verbal bullying is often reported by students. However, little is known about the exact things that bullies say to students or the immediate emotional reactions elicited by verbal bullying.

Objective

This study examined verbal bullying to determine what specific taunts are used in bullying, how students feel when they hear these taunts, if there is a relationship between particular taunts and feelings, and gender differences among these variables.

Method

Participants in this field study included a sample of middle school students, grades 6–8, with data collected over three years (N = 339) from a large school district in the United States. Using an open-ended format, students wrote things they thought bullies might say and how they would feel if they heard these taunts.

Results

Individual taunts such as “ugly” and “fat” and those falling into the categories of Stupid, Name Calling, and Personal Insults were most common. Frequent emotional responses were Sad, Angry/Hatred, and Depressed. Gender differences in both taunts and feelings were few, but females were more likely than males to be sensitive to issues of appearance, sexual propriety, and genuineness.

Conclusions

These data expand the literature by specifying the content of verbal bullying and immediate emotional reactions to it. They identify appearance as well as competence and warmth, key factors in the Stereotype Content Model, as underlying much of the content of verbal bullying.

Background

Parent engagement in child-focused interventions is increasingly recognised as an important aspect of effective intervention delivery. While several fields have an emerging literature around parent engagement, no reviews currently exist which combine findings across allied health literatures.

Objective

This review aimed to explore factors relevant to understanding parent engagement in child-focused interventions, as described in qualitative literature across allied health disciplines, toward informing the clinical practice of helping professionals in effectively engaging parents.

Methods

A systematised qualitative literature review was carried out, with a comprehensive search of five online databases (CINAHL, Embase, MEDLINE, PsycINFO, Scopus) for allied health literature (specifically: behaviour analysis, occupational therapy, psychology, and speech-language therapy) using parent engagement key words. Reference searching and citation tracking steps supported the search. Thematic synthesis was used as the overarching framework and analysis approach.

Results

8824 unique studies were generated in the search. Of the 71 studies which met inclusion criteria, 38 reported qualitative findings and were included in the analysis. Five themes were identified including: societal context, interpersonal context, clinician features, family features, and relationship as engagement.

Conclusions

Findings support conceptual explanations of parent engagement as a complex and dynamic process, emphasising the joint contributions of parents and clinicians in developing therapeutic relationships which promote engagement. Across allied health research there are consistency of understandings around parent engagement, supporting the conclusion that clinicians can look to literatures from various helping fields to inform clinical practice around engaging parents in interventions.

Background

School engagement is a positive, malleable aspect of youth functioning that may be influenced by familial factors. Both risk and protective factors may affect youth’s school engagement.

Objective

Utilizing an intergenerational transmission of risk framework, the current study examined how maternal factors (i.e., maternal psychopathology, maternal trauma history, maternal education) and youth factors (i.e., social support) relate to school engagement.

Methods

Participants were 117 youth of color aged 8–13 years (M_age = 9.96, SD = 1.40), 51% female, 89% Black or African American and their female primary caregivers; all families had experienced adversity. Using a single-group, cross-sectional design, hierarchical linear regression models examined direct and interactive effects. The first block included maternal psychopathology (i.e., anxiety or depression), maternal trauma history, maternal education, and child social support. The second block added the interaction between maternal psychopathology and child social support.

Results

Results revealed a direct, positive relation between child social support and school engagement. Social support also moderated the association between maternal anxiety and school engagement; for individuals with extremely low social support, higher maternal anxiety was related to lower school engagement.

Conclusions

Results illustrate the value of an intergenerational approach to exploring how maternal factors have implications for youth functioning. Findings also highlight the importance of social support among families of color exposed to adversity. Limitations include the cross-sectional design; thus, future research would benefit from longitudinal examination of maternal and child factors related to school engagement to assess temporal and directional effects.

Background

Labeling theory underscores the sequential process that unfolds within an individual, influenced by those in his or her immediate surroundings. Nevertheless, research into the developmental characteristics of labeling theory remains limited. Furthermore, prior studies investigating the impact of informal labeling have predominantly occurred within a Western cultural context.

Objective

This study explores two fundamental aspects of within-individual dynamics in the influence of perceived informal labeling on deviant self-concept, utilizing a sample of Korean youth: (1) the evolution of a labeled youth’s deviant self-concept over time and (2) variations in the development of the deviant self-concept among individuals.

Methods

Using HLM 8.0, A series of random-effects models were estimated using six-wave panel data from Korean youth.

Results

The findings reveal that (1) the immediate within-individual effect of perceived informal labeling on deviant self-concept was significantly positive. However, when one- and two-year time intervals between variables were considered, the effects showed a reverse significance. (2) The increase in deviant self-concept over a six-year span was less pronounced for those with a higher level of perceived informal labeling in the first wave, suggesting that these youths attempted to mitigate the adverse effects of labeling.

Conclusions

The impact of perceived informal labeling is not consistent over time. Moreover, labeling effects may be shaped by an individual’s cultural background. This study is significant as it offers empirical testing of the developmental aspects of labeling theory within a unique cultural context.

Background

As autistic children are being diagnosed at a younger age, the need to identify appropriate early supports has increased. Therapist-delivered and parent-mediated autism intervention may benefit children and parents.

Objective

This pilot study examined developmental outcomes for autistic pre-schoolers and mental health and wellbeing outcomes for their parents (n = 53) following a 10-month intervention period.

Methods

All families were accessing therapist-delivered interventions—the Early Start Denver Model (ESDM) or usual community services—and some families also received additional parent-coaching ESDM (P-ESDM). Families were assessed at 3 timepoints.

Results

Overall children made significant gains in cognitive skills and adaptive behaviour, with no differences between groups. Parents overall reported increased parenting stress over time. P-ESDM conferred no added benefit for child outcomes, and similarly, no clear benefit for parent outcomes.

Conclusions

Our findings suggest that children receiving early intervention make developmental gains, regardless of type of intervention, and challenges assumptions that, as an adjunct to other intervention programs, P-ESDM improves child or parent outcomes. Further research is needed to explore the effects of parent-mediated programs.

Background

Both child temperament (specifically high shyness and fear) and environmental stressors like the COVID-19 pandemic are known to confer risk for elevated anxiety symptoms in children. However, few studies have examined the long-term impact of the pandemic on young children’s anxiety.

Objective

We examined the moderating effects of disruptions experienced during the early months of the pandemic on the longitudinal association between shy and fearful temperament at age 2 pre-pandemic and anxiety symptoms in the year following the start of the pandemic.

Methods

Participants were 125 parents of toddlers (M_age = 26 months, 54% girls, 80% White) who were participating in an ongoing anxiety screening study when the pandemic started in 2020. Shy and fearful temperament were assessed pre-pandemic at age 2 years using the Early Childhood Behavior Questionnaire and anxiety symptoms were assessed within the first post-pandemic year (at ages 3 or 4) using the Spence Preschool Anxiety Scale. Parents completed the Epidemic-Pandemic Impacts Inventory at the start of the pandemic to assess types of disruptions experienced.

Results

Shyness predicted higher anxiety symptoms among children whose parents experienced more work-related disruptions. Fear was associated with higher anxiety symptoms at lower levels of social activities disruption but was unrelated to anxiety symptoms at high levels of these disruptions.

Conclusions

Results suggest that anxious temperament may serve as a meaningful screening target for identifying the children most in need of support during times of major stress.