scholarly journals Effect of Abuse and Neglect on Academic Performance of children in Canada

2021 ◽  
Vol 4 (8) ◽  
pp. 1-10
Author(s):  
Foster Perlman Herrenkohl ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 199-216 ◽  
Author(s):  
Elisa Romano ◽  
Jessie Moorman ◽  
Véronique Bonneville ◽  
Carl Newton ◽  
Robert Flynn

Adolescent males comprise a significant number of youth in out-of-home care, yet our understanding of their past adverse experiences and current functioning remains relatively limited. The current study relied on data from the Assessment and Action Record—second Canadian version for a representative sample of 508 12- to 17-year-olds in out-of-home care across the province of Ontario (Canada). Findings indicated high rates of maltreatment (especially emotional abuse) as the primary reason for child welfare entry, with an elevated occurrence of multiple exposure to different types of maltreatment (71.6% of youth). Once in care, male youth appeared vulnerable to continuing adverse experiences, with 23.8% experiencing maltreatment (emotional abuse and neglect) and non-maltreatment adversity primarily in the form of school changes and suspensions. Results on current functioning suggested some relative strengths (e.g., developmental assets) but also challenges in the areas of substance use, mental health, caregiver relationship, and academic performance. Past emotional abuse and neglect, as well as greater maltreatment exposure, significantly predicted greater substance use, while greater past-year individual adversities (e.g., school changes and suspensions) predicted poorer academic performance. Findings point to the importance of child welfare’s continued monitoring of adolescent males’ safety and well-being across home and school settings, as well as the reliance on trauma-informed practices to address the multiple needs of male youth in out-of-home care. Our findings also highlight the importance of using data in child welfare practice to regularly assess the well-being of youth in out-of-home care for purposes of service planning and delivery.


1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.


1988 ◽  
Vol 33 (12) ◽  
pp. 1093-1093
Author(s):  
Paul M. Retish
Keyword(s):  

2016 ◽  
Vol 63 (6) ◽  
pp. 685-692 ◽  
Author(s):  
Majel R. Baker ◽  
Patricia A. Frazier ◽  
Christiaan Greer ◽  
Jacob A. Paulsen ◽  
Kelli Howard ◽  
...  

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