Top

Gepubliceerd in:

11-05-2017 | Original Paper

Examining School Attachment, Social Support, and Trauma Symptomatology Among Court-Involved, Female Students

Auteurs: Shantel D. Crosby, Cheryl L. Somers, Angelique G. Day, Meredith Zammit, Jenna M. Shier, Beverly A. Baroni

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 9/2017

Abstract

Court-involved youth (i.e., youth in the foster care and/or juvenile justice systems), and particularly those in residential placement facilities, often present with trauma histories that can impede various areas of development and functioning. These traumatic histories can negatively impact academic performance and school success, leading to poorer outcomes later in life. In particular, female youth in these systems exhibit unique responses to traumatic experiences that further complicate healthy development. This study assesses female, court-involved students (n = 141), exploring the relationship between school attachment and school involvement, school social support (from peers, teachers, and other staff), and trauma symptomatology among a sample of residential placement students exposed to a trauma-informed teaching intervention over the course of a school year. It was hypothesized that higher school attachment/involvement and social support would be associated with lower student trauma symptomatology. As expected, findings demonstrated that students in the sample had experienced high trauma exposure, as indicated by their high trauma symptomatology. Unexpectedly, they also had high school attachment. Furthermore, higher school attachment was associated with lower trauma symptoms among students. On the other hand, students reported lower levels of social support from classmates, which was associated with significantly higher trauma symptomatology. Implications for future research are addressed.

vorige artikel Predicting Parent-Child Aggression Risk in Mothers and Fathers: Role of Emotion Regulation and Frustration Tolerance

volgende artikel The Roles of Anxious Rearing, Negative Affect, and Effortful Control in a Model of Risk for Child Perfectionism

Ahrens, K. R., DuBois, D. L., Richardson, L. P., Fan, M. Y., & Lozano, P. (2008). Youth in foster care with adult mentors during adolescence have improved adult outcomes. Pediatrics, 121, 246–252.CrossRef

Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186. doi:10.1007/s00406-005-0624-4.CrossRefPubMed

Ayres, A. J. (2005). Sensory integration and the child: Understanding hidden sensory challenges. Los Angeles, CA: Western Psychological Services.

Baroni, B., Day, A., Somers, C., Crosby, S., Pennefather, M. (2016). The adoption of the Monarch Room as an alternative to suspension and expulsion in addressing school discipline issues among court-involved youth. Urban Education, 1–21. doi:10.1177/0042085916651321.

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141–170. doi:10.1007/s10648-009-9104-0.CrossRef

Bogat, G. A., Sullivan, L. A., & Grober, J. (1993). Applications of social support to preventive interventions. In D. S. Glenwick, L. A. Jason (Eds.), Promoting health and mental health in children, youth, and families (pp. 205–232). New York, NY: Springer Publishing Co.

Booth, P., & Jemberg, A. (1998). Theraplay. San Francisco, CA: Jossey-Bass Publishers.

Brandt, D. (2006). Delinquency, Development, and Social Policy. New Haven: Yale University Press.CrossRef

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon, R. M. Lerner (Eds.), Theoretical models of human development, Handbook of child psychology. 5th ed. (pp. 993–1023). New York: NY: Wiley.

Brown, et al. (2013). Trauma systems therapy in residential settings: Improving emotion regulation and the social environment of traumatized children and youth in congregate care. Journal of Family Violence, 28, 693–703.CrossRefPubMedPubMedCentral

Bruce, E., & Waelde, L. C. (2008). Relationships of ethnicity, ethnic identity, and trauma symptoms to delinquency. Journal of Loss and Trauma, 13, 395–405. doi:10.1080/15325020802171326.CrossRef

Bryan, J., Moore-Thomas, C., Gaenzle, S., Kim, J., Lin, C.-H., & Na, G. (2012). The effects of school bonding on high school seniors’ academic achievement. Journal of Counseling and Development, 90(4), 467–480. doi:10.1002/j.1556-6676.2012.00058.x.CrossRef

Burley, M. (2010). High school graduation and dropout trends for Washington state foster youth (2005–2009). Olympia, WA: Washington State Institute for Public Policy. no. 10-10-3901.

Burley, M., & Halpern, M. (2001). Educational attainment of foster youth: Achievement and graduation outcomes for children in state care. Olympia, WA: Washington State Institute for Public Policy.

Cameron, M., & Sheppard, S. M. (2006). School discipline and social work practice: Application of research and theory to intervention. Children & Schools, 28(1), 15–22. doi:10.1093/cs/28.1.15.CrossRef

Carolan, B. V., & Chesky, N. Z. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43(4), 32–39. Retrieved from http://www.jstor.org/stable/40064223.CrossRef

Christle, C., Nelson, M. C., & Jolivette, K. (2004). School characteristics related to the use of suspension. Education and Treatment of Children, 27, 509–526. Retrieved from http://www.educationandtreatmentofchildren.net/.

Cole, et al. (2005). Helping traumatized children learn: Supportive school environments for children traumatized by family violence. Boston, MA: Massachusetts Advocates for Children 1–117.

Coleman, G. (2009). Issues in education: Views from the other side of the room. USA: Information Age Publishing.

Collaborative for Academic, Social, and Emotional Learning (2015). Federal legislation to promote social and emotional learning (Web page). Retrieved from http://www.casel.org/federal-policy-and-legislation/.

Cook, et al. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.CrossRef

Courtney, M. E., Terao, S., & Bost, N. (2004). Midwest evaluation of the adult functioning of former foster youth: Conditions of youth preparing to leave state care. Chicago, IL: Chapin Hall Center for Children at the University of Chicago.

Crenshaw, K., Ocen, P., & Nanda, J. (2015). Black girls matter: Pushed out, overpoliced, and underprotected. New York, NY: African American Policy Forum and Center for Intersectionality and Social Policy Studies.

D’Imperio, R. L., Dubow, E. F., & Ippolito, M. F. (2000). Resilient and stress-affected adolescents in an urban setting. Journal of Clinical Child Psychology, 29(1), 129–142. doi:10.1207/S15374424jccp2901_13.CrossRefPubMed

Day, A., Somers, C., Baroni, B., West, S., Sanders, L., & Peterson, C. (2015). Evaluation of a trauma-informed school intervention with girls in a residential facility school: Student perceptions of school environment. Journal of Aggression, Maltreatment & Trauma, 24(7), 1086–1105. doi:10.1080/10926771.2015.1079279.CrossRef

Day, D. M., Hart, T. A., Wanklyn, S. G., McCay, E., Macpherson, A., & Burnier, N. (2013). Potential mediators between child abuse and both violence and victimization in juvenile offenders. Psychological Services, 10(1), 1–11. doi:10.1037/a0028057.CrossRefPubMed

Dorman, C., Lindsey, N. L., Woodin, M., Cohen, R. L., Schweitzer, J. A., & Tona, J. T. (2009). Using sensory tools for teens with behavioral and emotional problems. Bethesda, MD: The American Occupational Therapy Association, Inc.

Editorial Projects in Education Research Center (2004). Issues A-Z: Student mobility. Education Week. Retrieved from http://www.edweek.org/ew/issues/student-mobility/.

Emerson, J., & Lovitt, T. (2003). The educational plight of foster children in schools and what can be done about it. Remedial and Special Education, 24(4), 199–203.CrossRef

Greene, R., & Ablon, S. (2006). Treating Explosive Kids: The Collaborative Problem-Solving Approach. New York, NY: Gilford Press.

Greenwald, R., & Rubin, A. (1999). Assessment of posttraumatic symptoms in children: Development and preliminary validation of parent and child scales. Research on Social Work Practice, 9, 61–75. doi:10.1177/104973159900900105.CrossRef

Greeson, K. P., Briggs, E. C., Kisiel, C. L., Layne, C. M., Ake, G. S., Ko, S. J.,….Fairbank, J. A. (2011). Complex trauma and mental health in children and adolescents placed in foster care: Findings from the National Child Traumatic Stress Network. Child Welfare, Retrieved from 90(6), 91-108. http://www.cwla.org/pubs/periodicals.htm.

Griffin, G. (2011). Public systems: Responding to students affected by trauma [PDF Document Lecture Notes]. Child and Family Policy Forum. University of Chicago. Retrieved from http://www.chapinhall.org/events/policy/child-family-pilicy-forum.

Harder, A., Knorth, E., & Kalverboer, M. (2012). A secure base? The adolescent-staff relationship in residential youth care. Child and Family Social Work, 18(3), 305–317. doi:10.1111/j.1365-2206.2012.00846.x.CrossRef

Lawrence, R., & Hesse, M. (2010). Juvenile justice: The essentials. Los Angeles: Sage Publications, Inc.

Learner, D., & Kruger, L. (1997). Attachment, self-concept, and academic motivation in high-school students. The American Journal of Orthopsychiatry, 67(3), 485–492. doi:10.1037/h0080249.CrossRefPubMed

Liljeberg, J. F., Eklund, J. M., Fritz, M. V., & Klinteberg, B. (2011). Poor school bonding and delinquency over time: Bidirectional effects and sex differences. Journal of Adolescence, 34, 1–9. doi:10.1016/j.adolescence.2010.03.008.CrossRef

Luke, N., & Coyne, S. M. (2008). Fostering self-esteem: Exploring adult recollections on the influence of foster parents. Child & Family Social Work, 13, 402–410.CrossRef

Macomber, J. (2009). Intentions and results: A look back at the Adoption and Safe Families Act. Washington D.C.: Urban Institute.

Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support scale. DeKalb, IL: Northern Illinois University.

Manning, E. (2008). Attachment representations and life functioning of young adults “aging out” of foster care: Identifying factors involved in risk and resilience. New York: New School University.

McMahon, S. D., Coker, C., & Parnes, A. L. (2013). Environmental stressors, social support, and internalizing symptoms among African American youth. Journal of Community Psychology, 41(5), 615–630.CrossRef

Munson, M. R., & McMillen, J. C. (2009). Natural mentoring and psychosocial outcomes among older youth transitioning from foster care. Children and Youth Services Review, 31, 104–111.CrossRefPubMedPubMedCentral

Nichols, A. (2011). An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings (Doctoral dissertation). Retreived from ProQuest. 3491510.

Osterling, K. L., & Hines, A. M. (2006). Mentoring adolescent foster youth: Promoting resilience during developmental transitions. Child and Family Social Work, 11, 242–253.CrossRef

Pecora, P. J., Kessler, R. C., Williams, J., O’Brien, K., Downs, A. C., English, D., & Wiggins, T. (2005). Improving family foster care: Findings from the northwest foster care alumni study. Seattle, WA: Casey Family Programs.

Postlethwait, A. W., Barth, R. P., & Guo, S. (2010). Gender variation in delinquent behavior changes of child welfare-involved youth. Children and Youth Services Review, 32, 318–324. doi:10.1016/j.childyouth.2009.09.012.CrossRef

Rudasill, K. M., Gonshak, A. B., Pössel, P., Nichols, A., & Stipanovic, N. (2013). Assessments of student-teacher relationships in residential treatment center schools. Journal of Education for Students Placed at Risk, 18, 193–211. doi: 10.1080110824669.2013.817932.CrossRef

Rumberger, R. W., & Larson, K. A. (1998). Student mobility and the increased risk of high school dropout. American Journal of Education, 107(1), 1–35. Retrieved from http://www.jstor.org/stable/1085729.CrossRef

Rushton, A., Mayes, D., Dance, C., & Quinton, D. (2003). Parenting late-placed children: The development of new relationships and the challenge of behavioural problems. Clinical Child Psychology and Psychiatry, 8, 389–400. doi:10.1177/1359104503008003008.CrossRef

Ryan, B., Bashant, C., & Brooks, D. (2006). Protecting and supporting children in the child welfare system and the juvenile court. Juvenile and Family Court Journal, 57(1), 61–69. doi:10.1111/j.1755-6988.2006.tb00115.x.CrossRef

Salazar, A. M., Keller, T. E., Gowen, L. K., & Courtney, M. E. (2012). Trauma exposure and PTSD among older adolescents in foster care. Social Psychiatry and Psychiatric Epidemiology, 48(4), 545–551. doi:10.1007/s00127-012-0563-0.CrossRefPubMedPubMedCentral

Salzinger, S., Rosario, M., Feldman, R. S., & Ng-Mak, D. S. (2011). Role of parent and peer relationships and individual characteristics in middle school children’s behavioral outcomes in the face of community violence. Journal of Research on Adolescence, 21(2), 395–407. doi:10.1111/j.1532-7795.2010.00677.x.CrossRefPubMedPubMedCentral

Shin, H., & Poertner, J. (2002). The well-being of older youth in out-of-home care who are headed to independence. Urbana, IL: Children and Family Research Center, University of Illinois Champain-Urbana, School of Social Work.

Smithgall, C., Gladden, R. M., Howard, E., Goerge, R., & Courtney, M. (2004). Educational experiences of children in out-of-home care. Chicago, IL: Chapin Hall Center for Children at the University of Chicago.

Somers, C. L., & Gizzi, T. J. (2001). Predicting adolescents’ risky behaviors: The influence of future orientation, school involvement, and school attachment. Adolescent & Family Health, 2(1), 3–11. Retrieved from http://scholar.utc.edu/jafh/.

South, S. J., Haynie, D. L., & Bose, S. (2007). Student mobility and school dropout. Social Science Research, 36(1), 68–94.CrossRef

Stewart, E. A. (2003). School social bonds, school climate, and school misbehavior: A multilevel analysis. Justice Quarterly, 20(3), 575–604. doi:10.1080/07418820300095621.CrossRef

Substance Abuse and Mental Health Services Administration (2012). SAMHSA trauma definition. Retrieved from http://www.samhsa.gov/samhsaNewsLetter/Volume_22_Number_2/trauma_tip/key_terms.html.

Ungar, M., Ghazinour, M., & Richter, J. (2013). Annual research review: What is resilience within the social ecology of human development? The Journal of Child Psychology and Psychiatry, 54(4), 348–366.CrossRefPubMed

United States Department of Education, Office for Civil Rights (2014). Civil rights data collection data snapshot: School discipline (Issue Brief No. 1, March 2014). Retrieved from http://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf.

United States Department of Health and Human Services, Administration for Children and Families (2013). Data brief 2013-1: Recent demographic trends in foster care. http://www.acf.hhs.gov/sites/default/files/cb/data_brief_foster_care_trends1.pdf

Voelkl, K. (1996). Measuring students’ identification with school. Education and Psychological Measurement, 56(5), 760–770. doi:10.1177/0013164496056005003.CrossRef

Wasserman, G. A., & McReynolds, L. S. (2011). Contributors to traumatic exposure and posttraumatic stress disorder in juvenile justice youths. Journal of Traumatic Stress, 24(4), 422–429. doi:10.1002/jts.20664.CrossRefPubMed

Wentzel, K. (1998). Social relationships and motivation in middle school: The role of the parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. doi:10.1037/0022-0663.90.2.202.CrossRef

West, S., Day, A., Somers, C., & Baroni, B. (2014). Student perspectives on how trauma manifests in the classroom: Engaging court-involved youth in the development of a trauma-informed teaching curriculum. Child and Youth Services Review, 38, 58–65. doi:10.1016/j.childyouth.2014.01.013.CrossRef

Zelechoski, A., Sharma, R., Beserra, K., Miguel, J., DeMarco, M., & Spinazzola, J. (2013). Traumatized youth in residential treatment settings: Prevalence, clinical presentation, treatment, and policy implications. Journal of Family Violence, 28(6), 535–634.CrossRef

Titel: Examining School Attachment, Social Support, and Trauma Symptomatology Among Court-Involved, Female Students
Auteurs: Shantel D. Crosby
Cheryl L. Somers
Angelique G. Day
Meredith Zammit
Jenna M. Shier
Beverly A. Baroni
Publicatiedatum: 11-05-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 9/2017
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-017-0766-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2017

Parental Autonomy Support and College Student Academic Outcomes

A Genetically Informed Study of the Covariation Between Childhood Anxiety Dimensions and Social Competence

Erratum to: Assessing Coparenting Relationships in Daily Life: The Daily Coparenting Scale (D-Cop)

Prolonged Separation and Reunification among Chinese Immigrant Children and Families: An Exploratory Study

Effects of Maternal Depression Symptoms and Alcohol Use Problems on Child Internalizing and Externalizing Behavior Problems

A Pilot Study of Mindfulness Skills to Reduce Stress among a Diverse Paraprofessional Workforce