Search

There is a need to delineate best practices for referring, assessing, and retaining students suspected of posttraumatic stress (PTS) and maladaptive grief (MG) in school-based treatment. Evidence-based risk-screening procedures should accurately include students who are appropriate for group treatment and exclude students who do not require treatment or who are better served by other forms of intervention and support. We described and evaluated the sequence of steps used to screen 7th- and 8th-grade students (N = 89) referred by school staff as candidates for an open trial of group-based Trauma and Grief Component Therapy for Adolescents (TGCTA; Saltzman et al., in press). We used t tests to compare included versus excluded students on PTS symptom and MG reaction scores (University of California at Los Angeles Posttraumatic Stress Disorder Reaction Index; Grief Screening Scale) during the group screen, individual interview, and treatment-implementation phases. Logistic regressions tested the incremental utility of including measures of both trauma exposure and related emotional and conduct problems (Strengths and Difficulties Questionnaire) in the screening battery. Results suggest that the group screen helped to detect mental health needs and that the individual interview further identified students with PTS and emotional problems. Conduct problems and trauma exposure predicted attrition among students who qualified for treatment. MG incrementally predicted students who advanced from the group screening to the individual interview, and trauma exposure incrementally predicted attrition from treatment. Findings yield implications for improving research and practice, including procedures for enhancing school-based referral, screening, assessment, and selection procedures. (PsycINFO Database Record

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student--teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student--teacher interactions and, ultimately, children's adaptive development.

Introduction: Lesbian, gay, bisexual, and questioning (LGBQ) adolescents are particularly at risk for suicidal ideation; however, little clinical research is focused on treating this population. Attachment‐based family therapy (ABFT) is among the few empirically supported youth suicide treatments adapted for LGBQ adolescents. The purpose of this exploratory study is to determine the differential treatment effects and rates of change for LGBQ and heterosexual adolescents with depression and suicidal ideation receiving either ABFT or family enhanced nondirective supportive therapy (FE‐NST). Method: The sample included 129 adolescents (31% LGBQ), ages 12–18 randomized to the two treatment groups. Multilevel modeling was used to examine individual changes in depression and suicidal ideation over the 16‐week treatment. Results: Results revealed that LGBQ adolescents in the ABFT condition showed a greater rate of reduction in depressive symptoms over treatment, slope = −0.94, p < 0.001, than did LGBQ adolescents in the NST condition, slope = −0.41, p = 0.12. Heterosexual adolescents showed symptom reduction in both treatment conditions (ABFT slope = −0.47, p < 0.001; NST slope = −0.79, t (113) = −7.48, p < 0.001). Changes in suicidal ideation were found across time, but not across conditions. Conclusion: LGBQ adolescents in the ABFT condition had a sharper decrease in depressive symptoms and better outcomes at week 16. [ABSTRACT FROM AUTHOR]

This study examines the association between classroom order in 4th and 5th grades and student achievement growth over a school year. A three level transactional model tested the effects of classroom order on students' rates of growth in math and reading during the school year controlling for starting achievement levels, student risk factors, and classroom poverty. Classroom order influenced students' rates of math and reading growth and accounted for a significant portion of variance in student achievement trajectories above and beyond student-level risk factors. Cross-level analyses identified the moderating effects of classroom order on achievement growth for at-risk students with higher levels of classroom order predicting greater rates of math achievement growth among disadvantaged minority students. (Contains 5 tables and 1 figure.)

Adolescents' attachment hierarchies were assessed in a sample of 212 high school and 198 college students. The Important People Interview (IPI) differentiated attachment bonds from other supportive or affiliative relationships and indicated that adolescents show a hierarchical ordering of preferences for multiple attachment figures. Differences in the composition and structure of adolescents' attachment hierarchies were found between the early high school (9th and 10th grades), later high school (11th and 12th grades), and college samples. In the college sample, romantic partners were placed in higher positions in adolescents' hierarchies, fathers were placed in lower positions, and the structure of adolescents' hierarchies were less differentiated than in the high school samples. Individual differences in the composition of adolescents' hierarchies were associated with adjustment outcomes. Friends' placement in higher positions and fathers' exclusion from or placement in quaternary positions was associated with increased behavior problems. Findings demonstrate that the IPI provides a measure of adolescents' attachment hierarchies that is sensitive to developmental stage and individual differences.

This study of economically disadvantaged 13-year-olds examined the relations between serious reading difficulties and clinical levels of externalizing behaviors in school. The variable-centered results showed that family variables, adolescent verbal ability, and negative emotion patterns differed in uniquely predicting reading achievement and externalizing behaviors. The person-centered analyses established robust groups of adolescents showing problems in a single domain, both domains, or neither domain, and that family and adolescent variables distinguished the adolescent groups in predictable ways. Longitudinal results available for a subsample showed that high problem levels for the groups were stable across elementary school and associated with first-grade characteristics. The results provide evidence for relatively independent pathways of reading and externalizing difficulties for young disadvantaged adolescents.

Puberty alters the interplay of attachment, sexual, and affiliative systems; initiates the search for a peer attachment; and begins the reorganization of adolescents' attachment hierarchies.

In a sample of suicidal adolescents (N = 117), we sought to identify how adolescents' attachment to their parents related to a key mechanism of suicide from the Interpersonal Theory of Suicide (IPTS). We tested both attachment‐anxiety and attachment‐avoidance, to both mother‐ and father‐figures as correlates of the IPTS construct, perceived burdensomeness (PB). In addition, we tested PB as a mediator between these attachment variables and adolescent suicide ideation in a path analysis. Our path analysis indicated both mother‐ and father‐related attachment anxiety were associated with PB and PB was related to suicide ideation. We also found an indirect effect of father‐related attachment anxiety on suicide ideation. This study provides empirical support for earlier systemic work that proposes how family relationships may influence an adolescent's suicidal ideation. Finally, we provide practical clinical suggestions for how therapists may implement a systemic framework to address a suicidal adolescent and their family relationships. [ABSTRACT FROM AUTHOR]

This article examines the dynamics of close dating relationships of college students. The authors, measuring levels of attachment and commitment, maintain attachment security increases with the duration of the relationship, and males' security and commitment levels are associated with their family relationships.

Copyright of Family Process is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study employs a daily diary design to assess self-esteem reactivity and its association with children's aggressive behavior. We test the hypothesis that the self-esteem of aggressive children will be more reactive to negative interpersonal events than the self-esteem of nonaggressive children. Results provide partial support for the aggression/reactivity hypothesis. Aggressive children's self-esteem was more reactive to negative peer events but less reactive to negative adult events than the self-esteem of less aggressive children. These findings are discussed in relation to the experimental literature relating self-esteem instability and ego-threat to aggression and in relation to the extensive body of research on childhood aggression. Intervention implications are also considered.

Insecure attachment styles have consistently been identified as risk factors for adolescent psychopathology and, more specifically, suicidal ideation. However, much less is known about the mechanisms that account for the relationship between attachment styles and severity of suicidal ideation within clinical samples. In the current study, adolescents’ expectancies for caregiver availability and responsiveness were coded from transcripts of the Suicide Narrative Interview in a clinical sample of 129 depressed and suicidal adolescents. Results indicated that negative expectancies for caregiver availability in the Suicide Narrative Interview were associated both with attachment insecurity and with the intensity of adolescents’ suicidal ideation. The implications of adolescents’ expectancies for caregiver availability as targets for clinical intervention are discussed. [ABSTRACT FROM AUTHOR]

The Goal-Corrected Partnership Adolescent Coding System (GPACS) has shown promise in assessing a secure as well as three atypical patterns of parent–adolescent interaction during a conflict discussion. The current study of 186 economically disadvantaged families examines the degree to which four GPACS patterns: secure/collaborative, hostile/punitive, role confused, and disoriented, prospectively predict adolescents’ social competence and maladaptive behavior (internalizing, externalizing, and risk behaviors) at age 15 years after controlling for these social behaviors at age 13 years and contemporaneous GPACS scores. Adolescents from secure/collaborative dyads at age 13 were more likely to have a secure state of mind in the Adult Attachment Interview at age 15 and showed higher levels of teachers’ ratings of empathy and lower levels of teachers’ ratings of externalizing behaviors at age 15 years. Adolescents in disoriented dyads showed higher levels of teacher-rated internalizing problems, while male adolescents in role confused dyads reported higher levels of involvement in risk behaviors, including unprotected sexual activity and substance use problems. [ABSTRACT FROM PUBLISHER]