Patterns of Social-Emotional Needs and Trajectories of Aggression and Substance Use Among Middle School Boys

2018 ◽  
Vol 39 (9) ◽  
pp. 1217-1243 ◽  
Author(s):  
Kevin Tan ◽  
Deborah Gorman-Smith ◽  
Michael Schoeny ◽  
Yoonsun Choi

Co-occurring social-emotional problems are associated with increased risk of aggression and substance use. However, few studies examine their configurational patterns. This study identifies patterns of co-occurring social skills, anxiety, learning, and conduct problems among 2,632 urban boys at entry into sixth grade, and their related aggression and substance use trajectories through eighth grade. Latent class analysis revealed four patterns at school entry: “low-all,” “poor social skills,” “positive social skills,” and “high all.” Findings point to important variation in risk. Problem behaviors increased the least through middle school for the “low-all” pattern. The “positive social skills” pattern had an average increase, while the “poor social skills” pattern had higher levels of problem behaviors in sixth and seventh grade. The “high all” showed the fastest increase in problem behaviors and the highest levels in eighth grade. Discussion focuses on implications for a multi-tiered school-based system of supports for behavioral risk management.

2016 ◽  
Vol 37 (6) ◽  
pp. 825-851 ◽  
Author(s):  
Gordon Emmett Hall ◽  
James Clyde DiPerna

The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study–Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade and academic achievement or teacher-rated academic skills in eighth grade. However, consistent with previous studies, fifth-grade approaches to learning were found to be positive predictors of both academic achievement and teacher-rated academic skills in eighth grade. In addition, these results suggest that socioeconomic status plays a significant and potentially unexplored avenue for understanding these outcomes. These results further illuminate the way behaviors in elementary school relate to academic adjustment to middle school.


PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252690
Author(s):  
Jennifer L. Smith ◽  
Davis Mumbengegwi ◽  
Erastus Haindongo ◽  
Carmen Cueto ◽  
Kathryn W. Roberts ◽  
...  

In areas of low and unstable transmission, malaria cases occur in populations with lower access to malaria services and interventions, and in groups with specific malaria risk exposures often away from the household. In support of the Namibian National Vector Borne Disease Program’s drive to better target interventions based upon risk, we implemented a health facility-based case control study aimed to identify risk factors for symptomatic malaria in Zambezi Region, northern Namibia. A total of 770 febrile individuals reporting to 6 health facilities and testing positive by rapid diagnostic test (RDT) between February 2015 and April 2016 were recruited as cases; 641 febrile individuals testing negative by RDT at the same health facilities through June 2016 were recruited as controls. Data on socio-demographics, housing construction, overnight travel, use of malaria prevention and outdoor behaviors at night were collected through interview and recorded on a tablet-based questionnaire. Remotely-sensed environmental data were extracted for geo-located village residence locations. Multivariable logistic regression was conducted to identify risk factors and latent class analyses (LCA) used to identify and characterize high-risk subgroups. The majority of participants (87% of cases and 69% of controls) were recruited during the 2016 transmission season, an outbreak year in Southern Africa. After adjustment, cases were more likely to be cattle herders (Adjusted Odds Ratio (aOR): 4.46 95%CI 1.05–18.96), members of the police or other security personnel (aOR: 4.60 95%CI: 1.16–18.16), and pensioners/unemployed persons (aOR: 2.25 95%CI 1.24–4.08), compared to agricultural workers (most common category). Children (aOR 2.28 95%CI 1.13–4.59) and self-identified students were at higher risk of malaria (aOR: 4.32 95%CI 2.31–8.10). Other actionable risk factors for malaria included housing and behavioral characteristics, including traditional home construction and sleeping in an open structure (versus modern structure: aOR: 2.01 95%CI 1.45–2.79 and aOR: 4.76 95%CI: 2.14–10.57); cross border travel in the prior 30 days (aOR: 10.55 95%CI 2.94–37.84); and outdoor agricultural work at night (aOR: 2.09 95%CI 1.12–3.87). Malaria preventive activities were all protective and included personal use of an insecticide treated net (ITN) (aOR: 0.61 95%CI 0.42–0.87), adequate household ITN coverage (aOR: 0.63 95%CI 0.42–0.94), and household indoor residual spraying (IRS) in the past year (versus never sprayed: (aOR: 0.63 95%CI 0.44–0.90). A number of environmental factors were associated with increased risk of malaria, including lower temperatures, higher rainfall and increased vegetation for the 30 days prior to diagnosis and residing more than 5 minutes from a health facility. LCA identified six classes of cases, with class membership strongly correlated with occupation, age and select behavioral risk factors. Use of ITNs and IRS coverage was similarly low across classes. For malaria elimination these high-risk groups will need targeted and tailored intervention strategies, for example, by implementing alternative delivery methods of interventions through schools and worksites, as well as the use of specific interventions that address outdoor transmission.


PEDIATRICS ◽  
1990 ◽  
Vol 86 (6) ◽  
pp. 896-901
Author(s):  
Roberta A. Hibbard ◽  
Gary M. Ingersoll ◽  
Donald P. Orr

In this replication study of adolescents in a nonclinical setting, the prevalence of reported problem behaviors, emotions, and abuse is evaluated, and the impact of abuse on multivariate emotional and behavioral risk is assessed. A total of 3998 students (69%) in a rural midwestern community in grades 7 to 12 participated in the study. Almost 20% of the students reported some form of physical and/or sexual abuse, with more girls than boys reporting sexual abuse (χ2 = 48.5, P < .001). Some problem behaviors (alcohol use) and emotions (trouble sleeping, difficulty with anger) were common among all adolescents and some were strongly associated with a history of abuse (especially, considering or attempting suicide, running away, laxative use, and vomiting to lose weight). Higher emotional and behavioral risk scores among abused students were confirmed. The effects of physical and sexual abuse on risk scores were independent and additive; no interaction was observed. An interaction of gender and sexual abuse on problem behavior was observed, with problem behavior being significantly greater among sexually abused bosultss. The reults confirm increased risk of problem behaviors and negative feelings among abused adolescents when compared with nonabused peers, and better define influences of gender and abuse type on emotional and behavioral risks.


Author(s):  
Frank M. Gresham ◽  
Shelby Byrd ◽  
Kaitlin Cassidy

Social skills, or social-emotional skills, are interchangeable terms used to describe an individual’s ability to perform social behaviors, as well as regulate and express emotions appropriately. Substantial correlational and longitudinal research evidence indicates that children and youth’s social-emotional competencies are related to positive adjustment outcomes and inversely related to a number of problem behaviors. Although social skills training is frequently implemented as a preventive measure at Tier I and a targeted intervention at Tier II, some students may require more targeted and individualized social skills instruction in order to improve target skills. The chapter describes evidence-based practices for addressing small group social skill needs, as well as the adaptation of various evidence-based social skills curricula.


2017 ◽  
Vol 51 (3) ◽  
pp. 339-357
Author(s):  
Kevin Tan ◽  
Ryan D. Heath ◽  
Aditi Das ◽  
Yoonsun Choi

Victimization and problem behaviors during middle school detrimentally influence student learning. However, less is known about how they may cooccur and collectively affect high school graduation and whether the interrelationships vary by gender. Using data from a nationally representative cohort of seventh-grade students from the National Longitudinal Survey of Youth (1997; N = 1,009), latent class analyses identified three groups among boys and two among girls. Results indicated that 50% of boys in the high-risk group (high victimization and problem behaviors) did not graduate from high school on time. Furthermore, boys in the moderate-risk group (high victimization, low problem behaviors) graduated from high school on time at a rate comparable with the low-risk boys. Two groups emerged for girls (i.e., low vs. high risk) in which each corresponds to graduation in an expected direction. Findings from this study underscore the importance of gender differences in intervention efforts, especially during middle school.


2004 ◽  
Vol 47 (3) ◽  
pp. 595-609 ◽  
Author(s):  
Cathy Huaqing Qi ◽  
Ann P. Kaiser

Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2–5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.


2020 ◽  
Author(s):  
Nicholas J. Parr

Purpose. To examine the co-occurrence of mental health (depression, anxiety, nonsuicidal self-injury, suicide ideation) and substance use outcomes among female, male, and transgender–gender nonbinary (TNB) college students exposed to sexual assault (SA).Methods. Data were drawn from a 2018 U.S. national survey of college student wellbeing (N = 50,438). Inverse propensity-weighted three-step latent class analysis was used to examine co-occurrence of outcomes while adjusting for 31 potential confounders of the relation between SA exposure and outcomes.Results. Four latent classes were identified for female and male participants, and two for TNB participants, reflecting a range from low to high outcome risk. Exposure to SA was associated with significantly and substantially increased odds (ORs: 2.03–3.64) of membership to the highest-risk outcome class compared to the lowest risk class.Conclusions. Exposure to SA in the college setting is associated with substantially increased risk of co-occurrence of depression, anxiety, non-suicidal self-injury, and suicide ideation regardless of gender identity.


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