A conceptual pathways model to promote positive youth development in children raised by their grandparents.

The numbers of children raised by their grandparents are increasing. These alternate families often emerge following negative life events that result in high risk for adverse child outcomes. Modifications in the traditional roles and relationships of grandparent and child may exacerbate stressors experienced by both parties. The phenomenon has implications for professionals working with these children because these families are increasing in prevalence and research suggests students’ success in school depends on both the home and school environments. Preventing problem behaviors associated with these families and promoting the children’s positive developmental trajectories entail understanding the family members’ unique needs and risks and identifying and accentuating their strengths, supports, and resources. In this paper, (a) the phenomenon of children raised by grandparents is reviewed, (b) positive youth development is advanced as a viable theoretical and applied developmental science framework to understand the children, and (c) a conceptual pathways model is described that can be used to promote their favorable school and life outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A social-cognitive-behavioral model of academic predictors of adolescents' life satisfaction.

The current study provided a comprehensive examination of factors related to school that are implicated in students' life satisfaction. A theoretical model is put forth that hypothesizes that behavior experiences (classroom conduct, school grades) and social experiences (perceived school climate) at school influence students' cognitions relative to their global academic beliefs and attitudes toward their current school. These cognitive contexts of schooling are hypothesized to constitute students' judgments of their satisfaction with school, an important predictor of global life satisfaction. Self-report measures assessing adolescents' perceptions of these constructs were administered to a pilot sample of 321 high school students in a southeastern city. Simultaneous regression and correlational analyses clarified which aspects of school climate and other school-related factors were significantly associated with students' life satisfaction. Results of a revised path model provided preliminary support for the model. Findings support the relevance of considering students' quality of life in addition to the current focus on monitoring academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School functioning in early adolescence: Gender-linked responses to peer victimization.

Research indicates that peer victimization contributes to poor school functioning in childhood and adolescence, yet the processes by which victimization interferes with school functioning are unclear. This study examined internalizing and externalizing problems as domain-specific mediators of the association between subtypes of peer victimization (relational, physical) and school functioning (engagement, achievement) with a cross-sectional sample of 337 early adolescents. School engagement was examined further as a proximal process that intervenes in the associations between internalizing and externalizing problems and achievement. Gender differences in these associations were assessed. As expected, internalizing problems showed stronger links with relational than with physical victimization and partially mediated the influence of both on engagement for girls but not boys. Externalizing problems partially mediated the influence of both subtypes of victimization on school functioning for girls and physical victimization for boys. Notably, engagement was a robust mediator of the contributions of internalizing problems and physical victimization to achievement for girls and externalizing problems to achievement for girls and boys. Findings also suggest that physical (but not relational) victimization partially mediates the link between internalizing and externalizing problems and school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attachment at Early School Age and Developmental Risk: Examining Family Contexts and Behavior Problems of Controlling-Caregiving, Controlling-Punitive, and Behaviorally Disorganized Children.

Preschool to school-age trajectories of 242 children, including 37 with insecure-disorganized and 66 with insecure-organized attachment patterns, were examined. Child attachment and stressful life events (the latter retrospectively) were measured at ages 5-7, and mother-child interactive quality, parenting stress, marital satisfaction, and teacher-reported behavior problems were evaluated concurrently and 2 years earlier. Results indicated that all three disorganized subgroups had poorer mother-child interactive patterns and more difficult family climates than secure or insecure-organized children. The controlling-punitive group showed significant increases in maternal reports of child-related stress between preschool and school age. The controlling-caregiving group showed greater likelihood of loss of a close family member, and mothers of the insecure-other group reported lower marital satisfaction and greater likelihood of their own or a spouse's hospitalization. Controlling-punitive children had higher externalizing scores, and controlling-caregiving children higher internalizing scores, than secure children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of attachment on school completion.

The likelihood that children will complete school is enhanced by their healthy attachment to others and to key institutions. School completion and dropping out of school are developmental processes with strong social and emotional antecedents. The early development of attachment bonds, and subsequent positive and negative behaviors and relationships set an early path toward school completion or drop out. Emotional bonds to parents broaden to peer and teacher relationships and the school setting, affecting academic progress. Ways to enhance emotional bonds before and during the school years are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

To grandmother's house we go ... and stay. Children raised in intergenerational families

An increased incidence in child abuse and neglect has resulted in a dramatic rise in the number of grandparents raising grandchildren and great-grandchildren. Grandchildren raised by grandparents often suffer from emotional and behavioral problems due to prior abuse, neglect, and abandonment. Grandparent caregivers experience increased health problems, psychological distress, and social isolation related to their roles as primary caregivers of children. Grandparents who become caregivers of grandchildren face increased financial responsibilities at a time in their lives, close to or at retirement, when income is dramatically decreased.     

Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother–child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Efficacy Beliefs as Determinants of Teachers' Job Satisfaction.

Self- and collective-efficacy beliefs were examined as main determinants of teachers' job satisfaction. In 103 Italian junior high schools, 2,688 teachers filled out self-reports to assess self-efficacy beliefs, their perceptions of the extent to which other school constituencies, namely, the principal, colleagues, staff, students, and families, were behaving in accordance with their obligations toward school well-functioning, their collective-efficacy beliefs, and their job satisfaction. Multilevel structural equation functioning, modeling analyses corroborated a conceptual model in which individual and collective-efficacy beliefs represent, respectively, the distal and proximal determinants of teachers' job satisfaction. The perceptions that teachers have of other constituencies' behavior largely mediated the links between self- and collective-efficacy beliefs. Collective-efficacy beliefs, in turn, partially mediated the influence that teachers' perceptions of other school constituencies' behavior exerts on their own job satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The chronically ill child in the school.

Focuses on the school attendance and performance problems encountered by chronically ill children (CIC), from the point of their re-entry after diagnosis or treatment. CIC exhibit school related problems, reflected in psychological well being, interaction with peers, academic performance, and higher absenteeism. Inability to attend school may lead to decreased self esteem and hopelessness about the future. Specific aspects of the illness or its treatment, the child's emotional response to the illness, prolonged absence, and learning problems may influence school functioning. Attitudes of parents, teachers, other school personnel and the health care team, and inability of the school to provide necessary daily health care services seriously affect successful school re-entry. School psychologists play an important role in maximizing CIC's success in school, as they prospectively monitor their educational functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cancer chemotherapy in patients of advanced age (over 75)

The changes occurring within Korean society provide an opportunity for studying the influence of family structure on children's emotional and behavioural problems. Children aged 7-13 years from two Korean cities were assessed for emotional and behavioural problems in school by their teachers, using the Children's Behaviour Questionnaire. In Study 1, 326 children from extended families were compared with demographically matched nuclear family children in the same school classes. In Study 2, a further sample of 204 extended family children was compared with pair-matched nuclear family children, in order to replicate the findings. Children from Study 1 were followed up 2.5 years later. Children from extended families had lower behaviour problems scores and the prevalence of serious problems was lower in extended family children. These differences were most marked in relation to externalising behaviour problems and were stable over the studies and time. Grandparents in extended families may increase children's resiliency by providing sources of attachment, affection, and knowledge, as well as having indirect effects through their support of parents. Consistent with recent ideas about the cognitive bases for behaviour problems, it may be that rules for behaviour derived from traditional cultural beliefs and values are internalised by children from extended families and generalise to prevent behaviour problems in school.     

Job satisfaction among school psychologists: A meta-analysis.

Meta-analytic techniques were used to analyze data from a collection of school psychologist job satisfaction studies that were conducted between 1982 and 1999. Eight studies, all of which used the Modified Minnesota Satisfaction Questionnaire (m-MSQ) to measure job satisfaction among school psychologists, were included in the analysis. Two national studies and six state studies totaling 2,116 participants were analyzed. Results indicated that nearly 85% of school psychologists were satisfied or very satisfied with their jobs. School psychologists were most satisfied with their relationships with coworkers, the opportunity to stay busy on the job, the opportunity to work independently, and the opportunity to be of service to others. School psychologists were least satisfied with compensation, school policies and practices, and advancement. Findings were generally consistent between state and national studies, and between 1980s and 1990s studies. Results offered some evidence that overall job satisfaction may be related to state school psychology organization membership and to the opportunity to expand and influence the role of the school psychologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Social skills training for primary school children: a 1-year follow-up study

OBJECTIVE: To evaluate the effectiveness of the Rochester Social Problem Solving Program to reduce emotional and behavioural problems amongst primary school children. METHODOLOGY: Children in years 3 and 4 at primary school were assessed prior to receiving the program, immediately after the program and 1 year after the program. At each assessment, the functioning of the children who received the program was compared to the functioning of children enrolled in years 3 and 4 at a comparable school who did not receive the program. RESULTS: The program improved the ability of children to cope with potentially difficult social situations. However, the program did not reduce the prevalence of teacher-reported or mother-reported childhood emotional and behavioural problems. CONCLUSIONS: School-based social skills programs may be more effective in reducing childhood emotional and behavioural problems if they include components which focus specifically on childhood behaviour problems as well as components focusing on social skills and peer relationships.     

Positive and negative emotionality: Trajectories across six years and relations with social competence.

The goals of the present study were to examine (1) the mean-level stability and differential stability of children's positive emotional intensity, negative emotional intensity, expressivity, and social competence from early elementary school-aged to early adolescence, and (2) the associations between the trajectories of children's emotionality and social functioning. Using four waves of longitudinal data (with assessments 2 years apart), parents and teachers of children (199 kindergarten through third grade children at the first assessment) rated children's emotion-related responding and social competence. For all constructs, there was evidence of mean-level decline with age and stability in individual differences in rank ordering. Based on age-centered growth-to-growth curve analyses, the results indicated that children who had a higher initial status on positive emotional intensity, negative emotional intensity, and expressivity had a steeper decline in their social skills across time. These findings provide insight into the stability and association of emotion-related constructs to social competence across the elementary and middle school years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult attachment and the transition to parenthood.

This study examined how a major life stressor—the transition to parenthood—affects marital satisfaction and functioning among persons with different attachment orientations. As hypothesized, the interaction between women's degree of attachment ambivalence and their perceptions of spousal support (assessed 6 weeks prior to childbirth) predicted systematic changes in men's and women's marital satisfaction and related factors over time (6 months postpartum). Specifically, if highly ambivalent (preoccupied) women entered parenthood perceiving lower levels of support from their husbands, they experienced declines in marital satisfaction. Women's ambivalence also predicted their own as well as their husbands' marital satisfaction and functioning concurrently. The degree of attachment avoidance did not significantly predict marital changes, although women's avoidance did correlate with some of the concurrent marital measures. These findings are discussed in terms of attachment theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and school psychology practice.

Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. This article reviews that research with an emphasis on how sleep parameters are related to school adjustment and achievement. Five areas of sleep research are reviewed to discern implications for practice with children using an evaluation rubric of strong, moderate, and weak evidence. The research has implications for assessment of sleep and sleepiness in the schools, for primary and secondary prevention activities, and for interventions by school psychologists targeting children and adolescents with sleep problems that affect their school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Victimization, social support, and psychosocial functioning among children of same-sex and opposite-sex couples in the United Kingdom.

To further develop an understanding of psychological and social functioning of children raised by lesbian couples, the authors compared 18 students ages 12-16 raised in families led by female same-sex couples, who were identified from a large school-based survey, with 18 matched students raised by opposite-sex couples and the general student sample. Comparisons were made on factors including victimization, social support, and psychological functioning. Results indicate that those students raised by female same-sex couples did not differ significantly from those raised by opposite-sex couples or the general student sample in terms of reports of victimization, psychological functioning, experience of common adolescent concerns, or prospective use of support outlets provided by family and peers. However, children of same-sex couples reported significantly less likelihood of using school-based support than did children of opposite-sex couples or the general student sample. Findings indicate the need for school administrators, teachers, and psychologists to be knowledgeable of and provide appropriate support and resources for these children. Additional implications for research and application are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings.

A total of 1533 regular education and special education teachers from eight school districts in four states rated their knowledge of and satisfaction with school psychological services. Perceived helpfulness of psychological services to teachers and children was also assessed. Finally, both groups rated their perceptions of school psychologists' roles versus school counselor roles. Regular education teachers, compared to special education teachers, reported less knowledge of school psychology, perceived school psychologists as less helpful to teachers, and reported lower satisfaction with school psychology services. These reports may have been influenced by the amount of contact each teacher had with school psychologists. Both teacher groups had a limited understanding of the broad roles and functions of school psychologists, and both groups viewed school counselors as delivering more services than school psychologists. Implications of these findings with regard to school psychology reform efforts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A review of life satisfaction research with children and adolescents.

An important construct in positive psychology is life satisfaction (LS). Although its importance has been recognized by some school psychologists, research findings have remained unsynthesized. In this article, theory, measurement, and correlates of LS among children and youth are reviewed. Following this review, interrelationships among LS research, positive psychology, and school psychology are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

When “negative” behaviors are positive: A contextual analysis of the long-term effects of problem-solving behaviors on changes in relationship satisfaction.

How should partners discuss the problems that arise over the course of their intimate relationships? Prior studies have provided inconsistent answers to this question, with some suggesting that partners benefit by avoiding negative behaviors and others suggesting that partners benefit by engaging in negative behaviors. The 2 longitudinal studies of newlyweds described here reconcile these inconsistent findings by revealing that direct negative problem-solving behaviors interact with the severity of the problems couples face in their relationships to account for changes in relationship satisfaction. Whereas spouses’ tendencies to blame, command, and reject their partners predicted steeper declines in their own marital satisfaction when exhibited in the context of relationships facing only minor problems, those same behaviors predicted more stable satisfaction in relationships facing more severe problems. Subsequent analyses revealed that changes in the severity of the problems themselves mediated these effects. By contrast, indirect negative communications were associated with stably lower levels of satisfaction regardless of problem severity. The current findings join others in highlighting the theoretical importance of accounting for the relational context when examining the implications of various interpersonal processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent and Child Psychological Factors in Pediatric Syncope and Other Somatic Symptoms.

The authors examined associations among parental and child adjustment, child syncope, somatic, and school problems. Participants were children (N = 56) ages 7-18 years with syncope. Measures included syncope severity, parental distress, and children's internalizing symptoms. For children diagnosed negative for neurocardiogenic syncope (NCS), their fathers' and their own psychological symptoms were positively associated with the severity of syncope, whereas their mothers' functioning was negatively associated with the severity of syncope. Also, for the negative NCS group, fathers' psychological functioning was associated with children's nonsyncope somatic complaints but not with their school problems. For the positive NCS group, few significant father-child associations were found, but several significant positive associations were revealed between mothers' psychological symptoms and their children's syncope as well as somatic and school problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)