Protective Factors for Adolescent Violence against Authority

2013 ◽  
Vol 16 ◽  
Author(s):  
Izaskun Ibabe ◽  
Joana Jaureguizar ◽  
Peter M. Bentler
Keyword(s):  
Protective Factors ◽  
Antisocial Behavior ◽  
Family Environment ◽  
Family Cohesion ◽  
Mediating Effect ◽  
Classroom Environments ◽  
Adolescent Violence ◽  
Parent Abuse ◽  
Environment Scale ◽  
The Family

AbstractBoth the family and school environments influence adolescents’ violence, but there is little research focusing simultaneously on the two contexts. This study analyzed the role of positive family and classroom environments as protective factors for adolescents’ violence against authority (parent abuse and teacher abuse) and the relations between antisocial behavior and child-to-parent violence or student-to-teacher violence. The sample comprised 687 Spanish students aged 12-16 years, who responded to the Family Environment Scale (FES) and the Classroom Environment Scale (CES). Structural Equation Modeling was used to test our model of violent behavior towards authority based on Catalano and Hawkins’ Social Developmental Model (1996). Perceived family cohesion and organization showed an inverse association with parent abuse, suggesting that a positive family environment was a protective factor for the development of violence against parents. Family and classroom environments had direct effects on adolescents’ violence against authority, and antisocial behavior showed a mediating effect in this relationship. The model accounted for 81% of the variance in violence against authority. As family environment was a better predictor of violence against authority than school environment, intervention efforts to reduce rates of adolescent violence should focus on helping parents to increase family cohesion and to manage conflictive relationships with their children.

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

2021 ◽  
pp. 51-65
Author(s):  
Nishta Rana ◽  
Shivani Kapoor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Environment ◽  
Sampling Technique ◽  
Female Students ◽  
College Level ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
High Level

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

Compare “family atmosphere” in informal caregivers of patients with psychotic symptoms compared to their inclusion or not in self-help associations

2017 ◽  
Vol 41 (S1) ◽  
pp. S381-S381
Author(s):  
M. Mentis ◽  
M. Gouva ◽  
E. Kotrsotsiou ◽  
N.V. Angelopoulos ◽  
E. Dardiotis
Keyword(s):  
Family Environment ◽  
Expressed Emotion ◽  
Informal Caregivers ◽  
Psychotic Symptoms ◽  
Family Environment Scale ◽  
Self Help ◽  
Environment Scale ◽  
The Family ◽  
Competing Interest ◽  
Self Help Groups

IntroductionThe participation of informal caregivers in the café of patients with psychotic symptoms in coordination with self-help groups have been found to reduce the expressed emotion in combination with psychoeducations interventions help create a supportive environment.ObjectivesThis study investigates the differences in the family atmosphere of informal caregivers of patients with psychotic symptoms.AimsTo compare whether or not the participation of informal caregivers of patients with psychotic symptoms in self-organized associations helps to foster a supportive family environment, hence reducing the risk of relapse.MethodsSnowballing sampling consisting of 510 informal caregivers of patients with psychotic symptoms was used in the current study. The Family Environment Scale of Moos and Moos and socio-demographic questions were implemented to collect the data. Control Cronbach's Alpha reliability of scale gave value a = 0.795.ResultsThe comparison showed that informal caregivers of patients with psychotic symptoms irrespective of their participation or not in self-help associations do not show significant differences in Family Environment Scale. Significant statistical difference between the two groups (P < 0.05) only occurred in the subcategory “organization”, as the first group (m = 4.68, df = ± 2.233) were found to have lower values compared to the other group (m = 5.21, df = ± 2.233).DiscussionsThe study demonstrated that informal caregivers of patients with psychotic symptoms involved in self-help groups do not show to have a particular difference in the family atmosphere than families who do not participate in self-help associations.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Family functioning and environmental resources offered by families of children with mental disorders

Salud Mental ◽  
2019 ◽  
Vol 42 (5) ◽  
pp. 235-242
Author(s):  
Eduarda Souza Dilleggi ◽  
Ana Paula Rosa ◽  
Patricia Leila dos Santos
Keyword(s):  
Mental Disorders ◽  
Family Functioning ◽  
Family Environment ◽  
Family Cohesion ◽  
Autism Spectrum ◽  
Environmental Resources ◽  
Mean Values ◽  
Faces Iv ◽  
The Family ◽  
Spearman Correlation Test

Introduction. The presence of mental disorders in a family may cause various losses in its functioning and characteristics. Objective. To determine which environmental resources are offered to children with mental disorders by their families and how they correlated with the family functioning. Method. The study included a total of 33 persons responsible for children with mental disorders. The subjects responded to two questionnaires to characterize family functioning (FACES IV) and the availability of resources in the family environment (RAF). Data were analyzed in a descriptively and the Spearman correlation test was used to identify associations between variables. Results. Most of the children were male and attended school, and the most frequent psychiatric diagnoses were attention deficit and hyperactivity disorder and autism spectrum disorder. Most families were considered to have good family functioning (87.9%), with only 12.1% being considered dysfunctional. Regarding environmental resources, the highest mean values were assigned to the presence of toys (6.9 ± 2.0) and to family gatherings for routine activities (6.6 ± 2.3). Family cohesion, flexibility, communication, and satisfaction (functional) were positively correlated with the offer of activities and resources and negatively correlated with unbalanced (dysfunctional) subscales. Discussion and conclusion. Children’s mental disorders do not appear to affect family dynamics in a significant manner. However, family functioning interferes with the types of activities and resources it offers to the child and that may have an impact on his/her development.

An examination of the factor structure of the family environment scale

1990 ◽  
Vol 18 (3) ◽  
pp. 257-272 ◽  
Author(s):  
Rebecca J. Waldron ◽  
Ronald M. Sabatelli ◽  
Stephen A. Anderson
Keyword(s):  
Factor Structure ◽  
Family Environment ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family
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