Pub Date : 2023-02-26DOI: 10.1177/10634266231154209
Şeyma Uluköylü, Patty Leijten, M. Assink
Negative cognitions play a key role in the development and maintenance of depression. To reduce depressive symptoms, most interventions either encourage adolescents to change negative cognitions, theorizing that the presence of negative cognitions underlies depression, or to acknowledge negative cognitions, theorizing that one’s reaction to negative cognitions underlies depression. We compared these two therapeutic strategies in a multilevel meta-analysis of the effects of changing versus acknowledging cognitions on adolescent depression. We searched three databases in June 2022 and identified 104 randomized controlled trials (335 effect sizes). The sample comprised 27,978 adolescents (sample mean age 14−18 years) with all levels of depressive symptoms ( Mage = 15.6 years; 63% female; 65% ethnic majority). The overall effect of interventions on depression was small ( d = 0.21, p < .001). We found no evidence that either strategy was superior to the other. Strategies to acknowledge ( d = 0.23, p = .016) or change cognitions ( d = 0.20, p < .001) both reduced adolescent depression. Our findings suggest, though based on self-reported outcomes, that both strategies are effective in reducing adolescent depression, which allows for flexibility for clinicians and patients. The next step to further understand these strategies is to scrutinize the relative effects of single versus combined approaches to change and acknowledge negative cognitions.
消极认知在抑郁症的发展和维持中起着关键作用。为了减轻抑郁症状，大多数干预措施要么鼓励青少年改变消极认知，从理论上认为消极认知的存在是抑郁的基础，要么承认消极认知，从理论上认为一个人对消极认知的反应是抑郁的基础。我们对改变认知与承认认知对青少年抑郁症的影响进行了多层次荟萃分析，比较了这两种治疗策略。我们于2022年6月检索了三个数据库，确定了104个随机对照试验(335个效应量)。样本包括27,978名青少年(样本平均年龄14 - 18岁)，有不同程度的抑郁症状(年龄= 15.6岁;63%的女性;占65%的少数民族)。干预措施对抑郁症的总体影响较小(d = 0.21, p < 0.001)。我们没有发现任何证据表明哪一种策略优于另一种策略。承认策略(d = 0.23, p = 0.016)和改变认知策略(d = 0.20, p < 0.001)均可降低青少年抑郁。我们的研究结果表明，尽管基于自我报告的结果，但这两种策略在减少青少年抑郁症方面都是有效的，这给临床医生和患者提供了灵活性。进一步了解这些策略的下一步是仔细检查改变和承认消极认知的单一方法和联合方法的相对效果。
{"title":"Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence","authors":"Şeyma Uluköylü, Patty Leijten, M. Assink","doi":"10.1177/10634266231154209","DOIUrl":"https://doi.org/10.1177/10634266231154209","url":null,"abstract":"Negative cognitions play a key role in the development and maintenance of depression. To reduce depressive symptoms, most interventions either encourage adolescents to change negative cognitions, theorizing that the presence of negative cognitions underlies depression, or to acknowledge negative cognitions, theorizing that one’s reaction to negative cognitions underlies depression. We compared these two therapeutic strategies in a multilevel meta-analysis of the effects of changing versus acknowledging cognitions on adolescent depression. We searched three databases in June 2022 and identified 104 randomized controlled trials (335 effect sizes). The sample comprised 27,978 adolescents (sample mean age 14−18 years) with all levels of depressive symptoms ( Mage = 15.6 years; 63% female; 65% ethnic majority). The overall effect of interventions on depression was small ( d = 0.21, p < .001). We found no evidence that either strategy was superior to the other. Strategies to acknowledge ( d = 0.23, p = .016) or change cognitions ( d = 0.20, p < .001) both reduced adolescent depression. Our findings suggest, though based on self-reported outcomes, that both strategies are effective in reducing adolescent depression, which allows for flexibility for clinicians and patients. The next step to further understand these strategies is to scrutinize the relative effects of single versus combined approaches to change and acknowledge negative cognitions.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"70 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81457954","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 : 2023-02-21DOI: 10.1177/10634266231151903
Christina M. C. E. de Groot, D. Heyne, A. Boon
There has been little attention to personality in research on school refusal (SR). This study examined personality traits among 41 adolescents receiving cognitive–behavioral therapy (CBT) during participation in a School Refusal Program. Traits were examined via clinical scales and 2-point code types derived from the Minnesota Multiphasic Personality Inventory—Adolescent. The influence of personality traits on treatment outcome was examined at post-treatment and 1-year follow-up. At pretreatment, eight of the 10 clinical scales were disproportionately skewed toward the “high to very high” range relative to a norm group. Social introversion and depressive symptomatology were significantly increased relative to the norm group, and nearly one-half of the adolescents were characterized by code type 2-3/3-2 (depression/hysteria) or 2-0/0-2 (depression/social introversion). Adolescents characterized by a 2-0/0-2 code type were almost twice as likely (odds ratio = 1.78) to be treatment responders at post-treatment. There was no relation between personality traits and treatment outcome at follow-up. The small sample size limits generalization of the study’s findings. If the results are replicated, personality traits may provide useful indications for personalizing treatment when employing interventions recommended in CBT manuals for SR.
{"title":"School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome","authors":"Christina M. C. E. de Groot, D. Heyne, A. Boon","doi":"10.1177/10634266231151903","DOIUrl":"https://doi.org/10.1177/10634266231151903","url":null,"abstract":"There has been little attention to personality in research on school refusal (SR). This study examined personality traits among 41 adolescents receiving cognitive–behavioral therapy (CBT) during participation in a School Refusal Program. Traits were examined via clinical scales and 2-point code types derived from the Minnesota Multiphasic Personality Inventory—Adolescent. The influence of personality traits on treatment outcome was examined at post-treatment and 1-year follow-up. At pretreatment, eight of the 10 clinical scales were disproportionately skewed toward the “high to very high” range relative to a norm group. Social introversion and depressive symptomatology were significantly increased relative to the norm group, and nearly one-half of the adolescents were characterized by code type 2-3/3-2 (depression/hysteria) or 2-0/0-2 (depression/social introversion). Adolescents characterized by a 2-0/0-2 code type were almost twice as likely (odds ratio = 1.78) to be treatment responders at post-treatment. There was no relation between personality traits and treatment outcome at follow-up. The small sample size limits generalization of the study’s findings. If the results are replicated, personality traits may provide useful indications for personalizing treatment when employing interventions recommended in CBT manuals for SR.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"72 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86258380","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 : 2023-02-18DOI: 10.1177/10634266231155856
Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer
Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.
{"title":"There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts","authors":"Margaret P. Weiss, D. Rowe, Pamela J. Mims, Thomas W. Farmer","doi":"10.1177/10634266231155856","DOIUrl":"https://doi.org/10.1177/10634266231155856","url":null,"abstract":"Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term “rural” is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical mass of students with distinct disabilities, and have relatively few resources to provide differential support for students. In this context, special educators may find themselves in circumstances where they operate as general specialists who are responsible for addressing a broad range of student needs without the support of other related service providers (e.g., school psychologists, curriculum specialists, school counselors, speech and language pathologists). Garwood’s article provides a catalyst to consider ecological system factors that affect burnout, attrition, and, as a consequence, instruction, particularly for students with disabilities. In this response, we view this issue from a perspective of rural schools, where the system contexts are varied and directly impact teacher-level variables, such as the ability to implement evidence-based practices (EBPs) with fidelity. Taking a developmental systems approach, we describe what makes rural settings unique and how these characteristics interact with the critical features of EBPs, as well as suggest how preparation and induction programs might better prepare and sustain teachers to adapt instruction to these rural contexts. We conclude with implications for practice and policy.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"294 1","pages":"154 - 167"},"PeriodicalIF":1.9,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88674979","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 : 2023-02-09DOI: 10.1177/10634266231154205
Austen McGuire, Katie Kriegshauser, J. Blossom
Anxiety and externalizing concerns create notable challenges for families. One factor that has been widely studied in relation to anxiety concerns, which may also be influenced by externalizing symptoms, is parental accommodation. Most research on parental accommodation has tended to focus on behaviors, while not accounting for accommodation beliefs. The current study sought to examine the relation between both parental accommodation beliefs and behaviors and also determine to what extent externalizing symptoms may influence this relation in youth. Treatment-seeking youth ( N = 260; Mage = 13.48, range: 8–17) and their caregivers completed measures on anxiety symptoms, externalizing symptoms, and parental accommodation. Results indicated that parental accommodation behaviors had a direct influence on anxiety-related family impairment and avoidance but not anxiety symptom severity. There were no direct associations for parental accommodation beliefs. Externalizing symptoms moderated the relation between accommodation behaviors and family impairment, suggesting that the influence of parental accommodation on reported family impairment is attenuated at greater levels of externalizing symptoms. These findings highlight the importance of considering externalizing symptoms when examining the relation between parental accommodation and anxiety presentations, as well as further researching how accommodation-specific beliefs may influence accommodation behaviors and anxiety in youth.
{"title":"What Parents Think Versus What Parents Do: Examining Parental Accommodation Beliefs and Behaviors in Relation to Youth Anxiety in the Presence of Externalizing Concerns","authors":"Austen McGuire, Katie Kriegshauser, J. Blossom","doi":"10.1177/10634266231154205","DOIUrl":"https://doi.org/10.1177/10634266231154205","url":null,"abstract":"Anxiety and externalizing concerns create notable challenges for families. One factor that has been widely studied in relation to anxiety concerns, which may also be influenced by externalizing symptoms, is parental accommodation. Most research on parental accommodation has tended to focus on behaviors, while not accounting for accommodation beliefs. The current study sought to examine the relation between both parental accommodation beliefs and behaviors and also determine to what extent externalizing symptoms may influence this relation in youth. Treatment-seeking youth ( N = 260; Mage = 13.48, range: 8–17) and their caregivers completed measures on anxiety symptoms, externalizing symptoms, and parental accommodation. Results indicated that parental accommodation behaviors had a direct influence on anxiety-related family impairment and avoidance but not anxiety symptom severity. There were no direct associations for parental accommodation beliefs. Externalizing symptoms moderated the relation between accommodation behaviors and family impairment, suggesting that the influence of parental accommodation on reported family impairment is attenuated at greater levels of externalizing symptoms. These findings highlight the importance of considering externalizing symptoms when examining the relation between parental accommodation and anxiety presentations, as well as further researching how accommodation-specific beliefs may influence accommodation behaviors and anxiety in youth.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"118 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77602011","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 : 2023-02-01DOI: 10.1177/10634266221148974
K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke
Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity.
{"title":"School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles","authors":"K. Herman, James Sebastian, Colleen L. Eddy, W. Reinke","doi":"10.1177/10634266221148974","DOIUrl":"https://doi.org/10.1177/10634266221148974","url":null,"abstract":"Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers (N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"18 1","pages":"120 - 131"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74393614","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 : 2023-02-01DOI: 10.1177/10634266221149970
K. Granger, K. Sutherland, M. Conroy, Emma Dear, Ashley Morse
This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher’s use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood’s call to action and implications for future research.
本文将简要回顾Garwood对特殊教育教师职业倦怠和基于证据的行为干预实施忠实度的研究总结。随后，我们通过BEST in CLASS(一种二级干预，支持教师对患有或有患EBD风险的学生使用循证实践)的视角，对支持患有情绪和行为障碍(EBD)学生的教师的关键问题进行了概念和实证总结。本摘要将(a)概述支持BEST in CLASS如何改善师生关系和减少教师倦怠的理论结构，(b)在小学教师样本中展示BEST in CLASS对教师倦怠的影响，并讨论研究结果，(c)建议研究人员在动态课堂系统的背景下考虑倦怠，(d)将这些建议与理论框架联系起来。最后，我们讨论了加伍德的行动呼吁和对未来研究的影响。
{"title":"Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders","authors":"K. Granger, K. Sutherland, M. Conroy, Emma Dear, Ashley Morse","doi":"10.1177/10634266221149970","DOIUrl":"https://doi.org/10.1177/10634266221149970","url":null,"abstract":"This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher’s use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood’s call to action and implications for future research.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"195 1","pages":"144 - 153"},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76591894","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 : 2023-01-29DOI: 10.1177/10634266221149933
Allison F. Gilmour, Lia E. Sandilos
School administrators make decisions that directly affect the educational context in which teachers work and students learn. In this commentary, we argue that addressing the burnout of individual special educators without attending to school working conditions may do little to improve teachers’ burnout and the outcomes of students with emotional/behavioral disorders (EBD). We review the literature regarding the importance of working conditions, specifically collegial supports, workload and time pressure, professional development and in-service training, and safety, for teachers’ affect and career decisions, and literature showing how administrators’ choices are related to working conditions. Students with EBD are served within schools, not just by special educators acting independently and alone. Improving implementation of evidence-based practices for students with EBD through addressing teacher burnout requires attention to the broader school system and the ways in which administrators make choices that support or constrain the abilities of the teachers within their schools.
{"title":"The Crucial Role of Administrators in Shaping Working Conditions for Teachers of Students With EBD","authors":"Allison F. Gilmour, Lia E. Sandilos","doi":"10.1177/10634266221149933","DOIUrl":"https://doi.org/10.1177/10634266221149933","url":null,"abstract":"School administrators make decisions that directly affect the educational context in which teachers work and students learn. In this commentary, we argue that addressing the burnout of individual special educators without attending to school working conditions may do little to improve teachers’ burnout and the outcomes of students with emotional/behavioral disorders (EBD). We review the literature regarding the importance of working conditions, specifically collegial supports, workload and time pressure, professional development and in-service training, and safety, for teachers’ affect and career decisions, and literature showing how administrators’ choices are related to working conditions. Students with EBD are served within schools, not just by special educators acting independently and alone. Improving implementation of evidence-based practices for students with EBD through addressing teacher burnout requires attention to the broader school system and the ways in which administrators make choices that support or constrain the abilities of the teachers within their schools.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"28 3","pages":"109 - 119"},"PeriodicalIF":1.9,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72479346","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 : 2023-01-14DOI: 10.1177/10634266221149361
J. Busch, Clara Bleckmann, Lisa Schettgen, E. Krey, G. Siefen
Children’s ego-resilience (within-person capacities that facilitate psychological resistance) and irritability (increased proneness to experience negative affective states following environmental stressors) are critical determinants of their mental health. Here, we investigated how ego-resilience engages with irritability when linked to symptoms of anxiety and depression. We analyzed cross-sectional survey data from a combined clinical and nonclinical sample. Overall, 228 children ( Mage = 12.52, SDage = 2.69; 41.7% female) reported on symptoms of depression/anxiety, ego-resilience, and irritability. Moderated hierarchical regression analyses showed that ego-resilience was negatively associated with symptoms of anxiety and depression and that irritability was positively related to heightened symptom levels. Ego-resilience and irritability had overall stronger associations with symptoms of depression than anxiety. Irritability moderated the association between ego-resilience and depression, such that the effects of ego-resilience were stronger among highly irritable children. We discuss our findings within environmental and biological sensitivity frameworks. Future research must substantiate our findings and determine whether sensitivity frameworks help better understand the potentially interrelated impact of ego-resilience with irritability on children’s mental health.
{"title":"A Cross-Sectional Study of Children’s Irritability Determining the Links Between Their Ego-Resilience and Symptoms of Anxiety and Depression","authors":"J. Busch, Clara Bleckmann, Lisa Schettgen, E. Krey, G. Siefen","doi":"10.1177/10634266221149361","DOIUrl":"https://doi.org/10.1177/10634266221149361","url":null,"abstract":"Children’s ego-resilience (within-person capacities that facilitate psychological resistance) and irritability (increased proneness to experience negative affective states following environmental stressors) are critical determinants of their mental health. Here, we investigated how ego-resilience engages with irritability when linked to symptoms of anxiety and depression. We analyzed cross-sectional survey data from a combined clinical and nonclinical sample. Overall, 228 children ( Mage = 12.52, SDage = 2.69; 41.7% female) reported on symptoms of depression/anxiety, ego-resilience, and irritability. Moderated hierarchical regression analyses showed that ego-resilience was negatively associated with symptoms of anxiety and depression and that irritability was positively related to heightened symptom levels. Ego-resilience and irritability had overall stronger associations with symptoms of depression than anxiety. Irritability moderated the association between ego-resilience and depression, such that the effects of ego-resilience were stronger among highly irritable children. We discuss our findings within environmental and biological sensitivity frameworks. Future research must substantiate our findings and determine whether sensitivity frameworks help better understand the potentially interrelated impact of ego-resilience with irritability on children’s mental health.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"9 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84808293","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 : 2023-01-14DOI: 10.1177/10634266221149357
Emma Fisher, Minyi Shih Dennis
The purpose of this study was to examine the effects of a number line intervention with supported self-explanation on student understanding of fraction magnitude and quality of explanation. Participants were three middle school students with significant behavior problems. Participants were given eight lessons containing explicit instruction for fraction number line placement and self-explanation. A multiple-probe design was used to evaluate the effects of the intervention. Visual analysis and Tau- U showed the intervention was very effective for improving student placement of fractions on the number line and increasing the quality of student explanations for their answers. Discussion of results and implications for future research and practitioners are included.
{"title":"Supporting the Fraction Magnitude Understanding of Students With Significant Behavior Problems","authors":"Emma Fisher, Minyi Shih Dennis","doi":"10.1177/10634266221149357","DOIUrl":"https://doi.org/10.1177/10634266221149357","url":null,"abstract":"The purpose of this study was to examine the effects of a number line intervention with supported self-explanation on student understanding of fraction magnitude and quality of explanation. Participants were three middle school students with significant behavior problems. Participants were given eight lessons containing explicit instruction for fraction number line placement and self-explanation. A multiple-probe design was used to evaluate the effects of the intervention. Visual analysis and Tau- U showed the intervention was very effective for improving student placement of fractions on the number line and increasing the quality of student explanations for their answers. Discussion of results and implications for future research and practitioners are included.","PeriodicalId":47557,"journal":{"name":"Journal of Emotional and Behavioral Disorders","volume":"6 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74474635","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 : 2023-01-12DOI: 10.1177/10634266221146495
LaRon A. Scott, Elizabeth F. Bettini, Nelson C. Brunsting
This article is in direct response to Garwood’s call to action about burnout and the special education teacher workforce. While Garwood’s call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers’ working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field—retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed.
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