56 – Exploration of risk and protective factors of schizophrenia symptoms using data mining

2008 ◽  
Vol 98 ◽  
pp. 56
Author(s):  
S.H. Lee ◽  
S.M. Bae ◽  
S.H. Kim ◽  
Y.M. Park ◽  
J.I. Lee
Keyword(s):  
Data Mining ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
Using Data

scholarly journals Risk and protective factors for mental health and wellbeing in childhood and adolescence

2021 ◽  
Author(s):  
Anne Nolan ◽  
◽  
Emer Smyth ◽  
Keyword(s):  
Mental Health ◽  
Life Satisfaction ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
Emotional Difficulties ◽  
Childhood And Adolescence ◽  
Growing Up ◽  
Children And Young People ◽  
Health And Wellbeing ◽  
Using Data

New ESRI research, based on Growing Up in Ireland, shows that strong relationships with parents, peers and teachers enhance child and adolescent wellbeing New ESRI research funded by HSE Health and Wellbeing, examines the risk and protective factors for mental health and wellbeing of children and young people. Using data from the Growing Up in Ireland ’08 Cohort at 9 years of age and the ’98 Cohort at 17 years of age, the research examined both positive (life satisfaction) and negative (socio-emotional difficulties) aspects of mental health and wellbeing. Socio-emotional difficulties refer to difficulties of an emotional nature (e.g., feeling unhappy, downhearted or tearful) or with peers (e.g., picked on or bullied).

Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

2019 ◽  
Vol 46 (1) ◽  
pp. 29-41
Author(s):  
Abigail Novak ◽  
Daniel Poling ◽  
Rebecca Muller ◽  
David Peyton
Keyword(s):  
Protective Factors ◽  
Risk And Protective Factors ◽  
Behavioral Skills ◽  
Post Secondary ◽  
Factors Associated ◽  
Self Reports ◽  
Teacher Reports ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.

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