AN EXAMINATION OF CAREGIVER INCARCERATION, POSITIVE CHILDHOOD EXPERIENCES, AND SCHOOL SUCCESS

Fragestellung: Validierung der deutschen Übersetzung eines Fragebogens und des korrespondierenden Interviews zur Erhebung belastender Kindheitserlebnisse im familiären Rahmen sowie Untersuchung eines Zusammenhangs dieser Erfahrungen mit suizidalen Verhaltensweisen. Methodik: Der Fragebogen wurde anhand einer konsekutiv rekrutierten klinischen Stichprobe von 125 stationären, psychiatrischen Patienten (13–25 Jahre) am Universitätsklinikum Heidelberg getestet. Zusätzlich wurden Testwiederholungen und das korrespondierende Interview durchgeführt. Suizidale Verhaltensweisen wurden mit der Paykel Suizid Skala erhoben. Ergebnisse: Der Fragebogen zeigte eine sehr gute interne Konsistenz und Retest-Reliabilität. Die Interrater-Reliabilität des Interviews war gut. Auch zeigte sich eine signifikante Korrelation der Ergebnisse von Fragebogen und Interview. Suizidale Verhaltensweisen waren signifikant mit allen negativen Kindheitserlebnissen assoziiert, jedoch waren mütterliche Vernachlässigung und Antipathie die besten Prädiktoren für suizidales Verhalten. Schlussfolgerungen: Fragebogen und Interview stellen reliable und valide Instrumente zur Erhebung von belastenden Kindheitserlebnissen dar. Sie erheben ein breites Spektrum an negativen Kindheitserlebnissen inklusive negativer Bindungserfahrungen. Der Zusammenhang dieser negativen Kindheitserlebnisse mit suizidalen Verhaltensweisen zeigt deutlich die Notwendigkeit der Erhebung solcher Erlebnisse in Forschung und Therapie.

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Adolescent Suicidality as Seen in Rural Northeastern Uganda

Crisis ◽

10.1027/0227-5910/a000059 ◽

2011 ◽

Vol 32 (1) ◽

pp. 43-51 ◽

Cited By ~ 17

Author(s):

Eugene Kinyanda ◽

Ruth Kizza ◽

Jonathan Levin ◽

Sheila Ndyanabangi ◽

Catherine Abbo

Keyword(s):

Low Socioeconomic Status ◽

Sub Saharan Africa ◽

Psychosocial Risk ◽

Psychiatric Nurses ◽

Health Concern ◽

Cross Sectional ◽

Childhood Experiences ◽

Low Socioeconomic ◽

Dsm Iv ◽

Sub Saharan

Background: Suicidal behavior in adolescence is a public health concern and has serious consequences for adolescents and their families. There is, however, a paucity of data on this subject from sub-Saharan Africa, hence the need for this study. Aims: A cross-sectional multistage survey to investigate adolescent suicidality among other things was undertaken in rural northeastern Uganda. Methods: A structured protocol administered by trained psychiatric nurses collected information on sociodemographics, mental disorders (DSM-IV criteria), and psychological and psychosocial risk factors for children aged 3–19 years (N = 1492). For the purposes of this paper, an analysis of a subsample of adolescents (aged 10–19 years; n = 897) was undertaken. Results: Lifetime suicidality in this study was 6.1% (95% CI, 4.6%–7.9%). Conclusions: Factors significantly associated with suicidality included mental disorder, the ecological factor district of residence, factors suggestive of low socioeconomic status, and disadvantaged childhood experiences.

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Call for Papers: “School Success”

European Psychologist ◽

10.1027/1016-9040/a000072 ◽

2010 ◽

Vol 15 (4) ◽

pp. 313-313

Author(s):

Katariina Salmela-Aro ◽

Ulrich Trautwein

Keyword(s):

School Success

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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