{"title":"The Effects of Group Counseling Program for Training of Peer Counselorson the Problem Solving Skill and Communication Skill","authors":"Yoon Mi Jeoun","doi":"10.33770/jebd.37.3.2","DOIUrl":"https://doi.org/10.33770/jebd.37.3.2","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"80 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80426406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Phenomenological Study on the Experience of Counseling Trainees in Participating in Self-Awareness Improvement Program","authors":"Kwanggi Lee, Yong Su Kim","doi":"10.33770/jebd.37.3.4","DOIUrl":"https://doi.org/10.33770/jebd.37.3.4","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"88 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87576904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Domestic Research Trends on Adopted Families","authors":"E. Lim, Geun Mae Lee","doi":"10.33770/jebd.37.3.3","DOIUrl":"https://doi.org/10.33770/jebd.37.3.3","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"44 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75674677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Trends Analysis of Domestic Research Related to Counseling Supportfor Families of Students with Disabilities","authors":"Na Kyung Kim, J. Choi, Ji Yeon Park","doi":"10.33770/jebd.37.3.1","DOIUrl":"https://doi.org/10.33770/jebd.37.3.1","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"116 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72520796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Basic Study on the Development of Human Rights Awareness Scale for Students with Disability for Prospective Special Teachers","authors":"Chun Young Lee, Jae Wook Lee","doi":"10.33770/jebd.37.3.6","DOIUrl":"https://doi.org/10.33770/jebd.37.3.6","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"62 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74383880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Study on the Influence of Middle-aged Women’s Crisison Psychosocial Maturity","authors":"\"Yoon Ju \" Jung","doi":"10.33770/jebd.37.3.5","DOIUrl":"https://doi.org/10.33770/jebd.37.3.5","url":null,"abstract":"","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"291 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79473242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01Epub Date: 2020-12-21DOI: 10.1177/1063426620980695
Alayna Schreier, Mark Horwitz, Tim Marshall, Jeana Bracey, Mary Cummins, Joy S Kaufman
Systems of care (SOCs) are comprehensive, community-based services for youth with emotional and behavioral disorders. For these youth, little is known about how trauma symptoms influence participation in SOC care coordination through the Child and Family Team (CFT) meeting. The current study assessed the extent to which exposure to potentially traumatic events (PTEs) and trauma symptoms were associated with participation in CFTs and youth and family outcomes. Participants were 464 youth (Mage = 11.02, SD = 3.72) and their caregivers. Families completed measures of youth and caregiver functioning, PTEs, and trauma symptoms at enrollment and 6-month follow-up. Care coordinators completed surveys assessing CFT characteristics following each meeting and assessments of youth functioning. Moderated multiple regression analyses tested the conditional effects of youth trauma symptoms on the relationships between CFT characteristics and youth and caregiver outcomes. Trauma symptoms moderated the relationship between the number of days to the first CFT meeting and youth impairment and the relationship between CFT meeting duration and youth impairment. Results suggest the presence of trauma and other contextual factors contributed to difficulty in initiating services and to changes in youth impairment. Implications for the provision of trauma-informed SOC services are discussed.
{"title":"Trauma Symptoms and Relationship With Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care.","authors":"Alayna Schreier, Mark Horwitz, Tim Marshall, Jeana Bracey, Mary Cummins, Joy S Kaufman","doi":"10.1177/1063426620980695","DOIUrl":"https://doi.org/10.1177/1063426620980695","url":null,"abstract":"<p><p>Systems of care (SOCs) are comprehensive, community-based services for youth with emotional and behavioral disorders. For these youth, little is known about how trauma symptoms influence participation in SOC care coordination through the Child and Family Team (CFT) meeting. The current study assessed the extent to which exposure to potentially traumatic events (PTEs) and trauma symptoms were associated with participation in CFTs and youth and family outcomes. Participants were 464 youth (<i>M</i> <sub><i>age</i></sub> = 11.02, <i>SD</i> = 3.72) and their caregivers. Families completed measures of youth and caregiver functioning, PTEs, and trauma symptoms at enrollment and 6-month follow-up. Care coordinators completed surveys assessing CFT characteristics following each meeting and assessments of youth functioning. Moderated multiple regression analyses tested the conditional effects of youth trauma symptoms on the relationships between CFT characteristics and youth and caregiver outcomes. Trauma symptoms moderated the relationship between the number of days to the first CFT meeting and youth impairment and the relationship between CFT meeting duration and youth impairment. Results suggest the presence of trauma and other contextual factors contributed to difficulty in initiating services and to changes in youth impairment. Implications for the provision of trauma-informed SOC services are discussed.</p>","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"29 3","pages":"175-186"},"PeriodicalIF":1.9,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1063426620980695","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39571783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-29DOI: 10.1177/10634266211039760
Tosha L. Owens, Ya-yu Lo
This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relationship between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.
{"title":"Function-Based Self-Advocacy Training for Students With or at Risk for Emotional and Behavioral Disorders in General Education Settings","authors":"Tosha L. Owens, Ya-yu Lo","doi":"10.1177/10634266211039760","DOIUrl":"https://doi.org/10.1177/10634266211039760","url":null,"abstract":"This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case, multiple-probe across-participants design and measured participants’ problem behaviors and replacement behaviors to determine the intervention effects. Results showed a functional relationship between FBSA and reduction of problem behaviors. There also was an increase in replacement behaviors upon implementation of the FBSA training. In addition, a descriptive analysis of students’ ability to complete steps to self-advocate needs indicated an increase in the number of responses emitted or steps completed across both intervention and generalization settings.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"125 1","pages":"185 - 198"},"PeriodicalIF":1.9,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79021259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-29DOI: 10.1177/10634266211039757
Laura V. Rhinehart, S. Iyer, Diane Haager
Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed that higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.
{"title":"Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)","authors":"Laura V. Rhinehart, S. Iyer, Diane Haager","doi":"10.1177/10634266211039757","DOIUrl":"https://doi.org/10.1177/10634266211039757","url":null,"abstract":"Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade (N = 220). Results showed that higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"32 1","pages":"3 - 15"},"PeriodicalIF":1.9,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80277338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-28DOI: 10.1177/10634266211039759
Elaina A. Zendegui, S. Bennett, P. Desai, Jennifer S. Schild, Renae Beaumont, Angela W. Chiu
This article reports on the development and initial psychometric properties of the School Interference Questionnaire (SIQ), a questionnaire designed to assess both academic functional impairment related to mental health problems and the type and frequency of school refusal behavior. Participants were 110 youth ages 13 to 18 years (M = 15.41 years, SD = 1.42) admitted to an adolescent partial hospitalization program. The majority of participants identified as female (57.3%), Caucasian (59.1%), and non-Latino (70.0%). Internal consistency of the 12 SIQ core interference items was excellent (Cronbach’s α = .91). The factor structure suggested that a single factor was appropriate for the 12 school interference items. Correlations between the SIQ and other measures in this study provided support for construct validity. The average SIQ core interference item score showed evidence of convergent validity via correlations with measures of school refusal, global disability, and internalizing symptoms. The SIQ also exhibited no significant association with timing of study enrollment, suggesting evidence for divergent validity. Results provide initial evidence supporting the psychometric properties of this novel measure.
{"title":"The School Interference Questionnaire: Examining a Novel Measure of Mental Health–Related Academic Functional Impairment in Youth","authors":"Elaina A. Zendegui, S. Bennett, P. Desai, Jennifer S. Schild, Renae Beaumont, Angela W. Chiu","doi":"10.1177/10634266211039759","DOIUrl":"https://doi.org/10.1177/10634266211039759","url":null,"abstract":"This article reports on the development and initial psychometric properties of the School Interference Questionnaire (SIQ), a questionnaire designed to assess both academic functional impairment related to mental health problems and the type and frequency of school refusal behavior. Participants were 110 youth ages 13 to 18 years (M = 15.41 years, SD = 1.42) admitted to an adolescent partial hospitalization program. The majority of participants identified as female (57.3%), Caucasian (59.1%), and non-Latino (70.0%). Internal consistency of the 12 SIQ core interference items was excellent (Cronbach’s α = .91). The factor structure suggested that a single factor was appropriate for the 12 school interference items. Correlations between the SIQ and other measures in this study provided support for construct validity. The average SIQ core interference item score showed evidence of convergent validity via correlations with measures of school refusal, global disability, and internalizing symptoms. The SIQ also exhibited no significant association with timing of study enrollment, suggesting evidence for divergent validity. Results provide initial evidence supporting the psychometric properties of this novel measure.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"1 1","pages":"210 - 220"},"PeriodicalIF":1.9,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73518591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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