Similar Journals
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School Mental Health
Journal Prestige (SJR): 0.898  Citation Impact (citeScore): 2 Number of Followers: 10  Hybrid journal (It can contain Open Access articles)ISSN (Print) 1866-2633 - ISSN (Online) 1866-2625 Published by Springer-Verlag  [2468 journals]
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- Understanding Factors that Moderate the Relationship Between Student ADHD
Behaviors and Teacher Stress-
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Abstract: Abstract Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. Aims of this study were to (1) assess the replicability of a previous finding that teachers rate their students with elevated ADHD symptoms to be more stressful to teach than students without these symptoms and (2) explore the extent to which key factors (i.e., overall work-related stress and student–teacher relationship quality) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed an online survey about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these symptoms (d = 1.52). Additionally, overall work-related stress and conflict in the student–teacher relationship exacerbated the relationship between student ADHD symptom severity and related teacher stress, whereas closeness in the student–teacher relationship mitigated this association. Implications of these findings and directions for future research are discussed.
PubDate: 2023-09-01
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- Characteristics and Outcomes of School Social Work Services: A Scoping
Review of Published Evidence 2000–June 2022-
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Abstract: Abstract School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents’ wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.
PubDate: 2023-09-01
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- Development of an Online Training Platform and Implementation Strategy for
School-Based Mental Health Professionals in Rural Elementary Schools: A
Mixed-Methods Study-
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Abstract: Abstract Children in rural settings are less likely to receive mental health services than their urban and suburban counterparts and even less likely to receive evidence-based care. Rural schools could address the need for mental health interventions by using evidence-based practices within a tiered system of supports such as positive behavioral interventions and supports. However, very few school professionals, with or without mental health training, have received training on evidence-based practices. Rural schools need implementation strategies focused on training to prepare school personnel for the implementation of interventions with fidelity. Little is known about training strategies that are feasible and appropriate for the rural school context. User-centered design is an appropriate framework for the development of training strategies for professionals in rural schools because of its participatory approach and the development of products that fit the context where they are going to be used. The purpose of the study was to develop and assess components of an online training platform and implementation strategy based on the user-centered design. Quantitative and qualitative data from 25 participants from an equal number of schools in rural areas of Pennsylvania were used in the study. A mixed-methods design utilizing complementary descriptive statistics and theme analyses indicated that the training platform and implementation strategy were perceived as highly acceptable, appropriate, feasible and usable by school professionals. The resulting training platform and implementation strategy will fill a void in the training literature in rural schools.
PubDate: 2023-09-01
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- Lessons Learned from Implementing Sources of Strength: A Qualitative
Examination of a Peer-Led Suicide Prevention Program-
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Abstract: Abstract Schools are ideal locations for youth to receive mental health and social-emotional programming. Despite the well-established need for school-based mental health programs, many schools do not offer these programs, and those that do often face implementation challenges that hinder the effectiveness of the programs. Peer-led programs may be an effective way to implement school-based mental health prevention efforts. Peer-led programs employ influential student leaders trained to deliver prevention content and serve as role models to their peers. Understanding potential barriers to the implementation of school-based programs is critical to ensure these programs have a meaningful impact on students and schools. The current qualitative phenomenological study examines the lessons learned from implementing the Sources of Strength (Sources) prevention program in 11 high schools in a western US state. Sources is an evidence-based peer-led suicide prevention program focused on developing protective factors and promoting resilience in schools. Implementing the Sources program was successful in many ways, including facilitating positive student–staff interactions, cultivating a welcoming and inclusive environment in the school community, and encouraging community outreach. Barriers to implementation were also found, including time constraints, low peer leader engagement, inefficient communication between peer leaders, need for additional guidance from program staff, and school buy-in. The findings provide program developers and schools with strategies to help strengthen program implementation and highlight challenges that Sources and similar peer-led programs face.
PubDate: 2023-09-01
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- Expanding School-Based Motivational Interviewing Through Delivery by
Paraprofessional Providers: A Preliminary Scoping Review-
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Abstract: Abstract The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding Motivational Interviewing (MI) interventions, as MI can be molded to target a number of academic and behavioral outcomes important to schools. However, no review of training exclusively paraprofessional samples in MI has yet been conducted. The current paper provides a scoping review of 19 studies of training paraprofessional providers to use MI to evaluate trainee characteristics, training content and format, and outcomes. Of these 19 studies, 15 reported that paraprofessionals improved in using MI following training. Nine studies reported that task-shifting MI was positively received by clients and/or providers. Six studies examined task-shifting MI in youth-serving contexts, and four examined the practice in traditional school contexts, suggesting its potential for use in SMH. Other findings and implications, such as client behavior change and provider fidelity, are shared, along with ideas for advancing research, practice, and policy in this subfield.
PubDate: 2023-09-01
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- A Rose by any Other Name' Using Core Components to Categorize Social and
Emotional Learning Provision-
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Abstract: Abstract Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting ‘core components’ of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited ‘five core competency’ model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL’s core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of ‘core components’ is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.
PubDate: 2023-09-01
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- Do Externalizing Problems Impact Change in Post-Traumatic Stress Symptoms
for Youth in a School-Based Group Intervention'-
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Abstract: Abstract Trauma exposure places youth at an increased risk for post-traumatic stress symptoms (PTSS) and externalizing problems. Trauma-focused therapies help treat these symptoms, but many youth with these symptoms are still unable to receive treatment. Offering trauma-focused therapies in a group format is one way to extend therapeutic services to more youth who need them. Providing group interventions to youth in the school setting can further minimize barriers for youth who need therapeutic services. Despite the relationship between trauma exposure and externalizing behavior problems, and the disruptive nature of externalizing problems, the impact of externalizing problems on outcomes in group treatment for PTSS has yet to be examined. This study uses multilevel modeling to examine whether PTSS symptom change during group therapy for youth with PTSS differs as a function of youth’s self-reported externalizing problems or as a function of youth’s exposure to other youth’s externalizing problems within their therapy group. Results show that youth’s own level of externalizing problems at baseline did not yield a significant effect on PTSS symptom change from pre- to post-treatment; however, youth who were part of groups with higher levels of externalizing problems experienced less change in PTSS from baseline to post-intervention. While youth with higher levels of externalizing problems themselves still report experiencing reductions in PTSS from group therapy, the presence of these youth in group sessions may impede therapeutic progress of other groups members. The clinical implications of these findings for treatment of PTSS in youth with externalizing behavior problems will be discussed.
PubDate: 2023-09-01
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- Navigators and Negotiators: An Ecologically Informed Qualitative Study of
Providers’ Perspectives on Their Roles in School-Based Mental Health
Services-
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Abstract: Abstract School-based mental health services (SMHS) offer a unique opportunity to embed support within a key developmental context, yet little research has examined SMHS providers’ fit within schools’ complex ecologies. Using a social-ecological framework, this qualitative study draws on focus groups with 67 SMHS providers from two large mental health systems to examine how school setting characteristics and interactions with school actors influenced their experiences providing SMHS. Thematic analysis revealed the importance of feeling valued by and connected to school staff, which facilitated strong ongoing communication and more effective collaboration. Providers described a flexible approach to communication and collaboration, including leveraging opportunities for informal conversation (e.g., in hallways or classrooms) to overcome barriers and boost their perceived value and connectedness. Opportunities for communication and connectedness were enhanced when providers worked in fewer schools, held roles on interdisciplinary teams, spent time in common spaces, when school staff shared providers’ understanding of mental health and SMHS, and when school policies and structural features facilitated their inclusion. Providers also discussed the variety of factors, including their place in the school ecology, that informed student wellbeing (e.g., disciplinary versus supportive responses to challenging student behaviors). This study suggests potential mechanisms on individual, school, and district levels to strengthen SMHS providers’ value and connectedness within the school ecology, and the importance of these factors to maintain strong communication and collaboration and effectively support youth and families.
PubDate: 2023-08-16
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- Exploring the Relationship Between Parent Mental Health and
Children’s Academic Coping-
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Abstract: Abstract Academic stress can impede children’s social, behavioral, and academic functioning, but how children cope with that stress can moderate its effects. As a primary influence on children’s development, parents represent a critical entry point for intervention to enhance children’s coping. Despite the importance of parenting on children’s ability to adaptively cope with academic stress, little is known about the relationship between parent mental health and children’s academic coping. This study builds upon earlier work in which we used Latent Profile Analysis to empirically derive three parent mental health profiles (flourishing, resilient, and surviving) reflecting parents’ typical response and adaptation to stressful life events. In this study, we utilized structural equation mixture modeling to explore how parent mental health (as reflected by profile membership) is associated with the ways children cope with academic stress. Participants were 115 adult parents with typically developing children between the ages of 5 and 15 in the mid-western United States. Data were collected using the parent report form of the Response to Academic Stress Questionnaire, as well as three brief measures of parent stress and life satisfaction. As hypothesized, parent profile membership was significantly associated with ways their children cope with academic stress. Specifically, children of flourishing parents with higher wellbeing and lower distress used more primary control coping (e.g., changing their environment) and less disengagement coping (e.g., withdrawal from stressor). This study is novel in the way mixture modeling analytic approaches were used to explore how microsystemic factors (i.e., parent mental health) relate to children’s functioning in school. This study provides a foundation for applied research seeking to identify optimal ways of enhancing children’s academic coping by further highlighting the critical role that parent mental health may play.
PubDate: 2023-08-08
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- School Principals’ Perceived Barriers and Facilitators to the
Normalization of School-Based Mental Health Services: A Multimethod
Investigation-
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Abstract: Abstract Schools have become primary providers of mental health services for children and adolescents (Kern et al. in School Mental Health 9:205–217, 2017). Within schools, school principals play a significant role in the implementation of school-based mental health (SBMH; Langley et al. in School Mental Health 2:105–113, 2010). This multimethod study aimed to investigate school principals’ perceptions of SBMH, specifically in how they view SBMH and what barriers and facilitators they identify to successful implementation. School principals from 244 public schools in the United States completed a survey, and 19 principals also participated in semi-structured interviews. Data from a quantitative measure based on Normalization Process Theory (NPT; Finch et al. in BMC Med Res Methodol 18(1):1–13, 2018) indicated that while principals strongly believe SBMH will become a normal part of their work in the future, their responses to whether they are familiar with SBMH and see it as a normal part of the current work were less robust. Results from a framework analysis of the qualitative results identified barriers and facilitators to the implementation of SBMH within and outside of schools, thus aligning with implementation science frameworks such as the Exploration, Preparation, Implementation, and Sustainment (EPIS; Moullin et al. in Implement Sci 14:1–1, 10.1186/s13012-018-0842-6, 2019) framework. The findings may inform SBMH policy in light of the increasing number of children and adolescents with mental health needs (Hoover and Bostic in Psychiatr Serv 72(1):37–48, 2021).
PubDate: 2023-07-27
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- Project SOLVE: Randomized, School-Based Trial of a Single-Session Digital
Problem-Solving Intervention for Adolescent Internalizing Symptoms During
the Coronavirus Era-
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Abstract: Abstract Adolescent internalizing problems (e.g., depression, anxiety) are common, but fewer than half of affected adolescents access treatment. This need-to-access gap may have been exacerbated during the coronavirus pandemic. To help address this challenge, we evaluated the potential mental health benefits of a digital single-session intervention using an evidence-based approach (problem-solving) and delivered in school-based health classes. In total, 357 US students (Mage = 12.01; 59.10% female; 11.00% Asian, 12.20% Black, 29.30% Latinx, 0.60% Indigenous, 44.20% White) were randomized to a 30-min, online, self-guided program intended to empower adolescents to solve everyday problems (Project SOLVE), or a matched control program targeting study skills (Project Success). Pre-registered primary outcomes were internalizing symptoms from baseline to three months, and hopelessness and goal-planning confidence from pre- to post-intervention for the full sample. Pre-registered secondary outcomes were internalizing symptoms from baseline to three months among youths with elevated symptoms at baseline (N = 69) and program acceptability. In the full sample, there were significant reductions in internalizing symptoms from baseline to three months for both groups, with greater reductions for SOLVE than Success (p = 0.040; d = 0.17). The elevated-symptom subsample also showed significant reductions in internalizing symptoms for both groups, with greater reductions for SOLVE (p = 0.048; d = 0.40). Both groups reported significantly improved hopelessness and goal-planning confidence, plus high program acceptability. Project SOLVE, a 30-min digital mental health intervention that is easily delivered during class, appears to ameliorate adolescent internalizing symptoms. The brevity, ease of implementation in class, and high ratings for acceptability, enjoyability, and helpfulness suggest potential for dissemination in schools. ClinicalTrials.gov Preregistration. NCT04806321.
PubDate: 2023-07-26
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- Student-Identified Practices for Improving Belonging in Australian
Secondary Schools: Moving Beyond COVID-19-
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Abstract: Abstract Despite a strong body of evidence demonstrating the importance of school belonging across multiple measures of wellbeing and academic outcomes, many students still do not feel a sense of belonging to their school. Moreover, school closures caused by COVID-19 lockdowns have exacerbated challenges for developing a student’s sense of school belonging. The current study used closed- and open-ended survey questions to explore student perspectives of practices influencing belonging in a sample of 184 Australian secondary school students. Thematic analysis of student responses to open-ended survey questions yielded four themes related to teacher-level practices influencing student belonging: emotional support, support for learning, social connection, and respect, inclusion and diversity. The implications of these findings are discussed, and strategies are suggested for implementing these student-identified practices.
PubDate: 2023-07-25
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- Perception of Friendship Quality and Mental Health: School Goal Structures
as Moderators-
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Abstract: Abstract Perception of friendship quality has been shown to be a key ingredient for children’s mental health, however, less is known about how the learning environment might impact these relations. This study investigated how children’s perceptions of friendship quality are related to their mental health (i.e., satisfaction with life and depressive symptoms) and whether school goal structures are potential moderators for these relations in a sample of elementary school children. A sample of 423 fourth-grade students (Mage = 10.85, 46.33% boys) and their teachers (N = 24) participated in the study. Children filled out questionnaires assessing friendship quality, satisfaction with life, and depressive symptoms. Teachers completed a scale evaluating their perception of the school goal structures. Results indicated that children who reported high positive friendship quality were more satisfied with their lives, whereas children who reported high levels of negative friendship quality experienced lower levels of life satisfaction and higher levels of depressive symptoms. School mastery goal structures reported by teachers moderated the relation between children’s perception of friendship quality and their depressive symptoms and life satisfaction. Further, school performance goal structures reported by teachers moderated the relation between children’s perception of negative friendship quality and their depressive symptoms. The results seem to suggest that the effects of mastery goal structure are not always positive, whereas a performance goal structure might sometimes be beneficial for students’ mental health.
PubDate: 2023-07-25
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- PurposeFull People SEL and Character Education Program: A Cluster
Randomized Trial in Schools Implementing Tier 1 PBIS with Fidelity-
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Abstract: Abstract Social–emotional learning (SEL), character education, and positive behavior intervention and supports (PBIS) are common approaches to Tier 1 universal social, emotional, and behavioral (SEB) supports in schools. There has been emerging evidence supporting the superior effect of integrated prevention that combines approaches to Tier 1 universal SEB programming compared to the traditional fragmented piecemeal approach. We conducted a cluster randomized trial to examine the additive effect of PurposeFull People (PfP; an SEL and character education program) in the context of schools implementing Tier 1 PBIS with fidelity. This study took place in five elementary schools implementing Tier 1 PBIS with fidelity. Twenty teachers/classrooms were randomly assigned to treatment (PfP combined with Tier 1 PBIS; ntreatment = 10) or control condition (Tier 1 PBIS only). An average of eight students were randomly recruited from each teacher’s classrooms (nstudent = 161; ntreatment student = 81). Four student SEB outcomes (behavior expectations, behavior discipline, character, and academic engaged time) were assessed at baseline and 4-month post-test. Multilevel ANCOVAs and generalized linear mixed models were used to assess the effectiveness of PfP and the effect variation across subgroups (i.e., student demographics and baseline status). Compared to PBIS alone, PfP combined with PBIS led to significantly larger improvements in students’ behavior expectations, behavior discipline, character, and academic engaged time. Cross-level interaction results indicated that the effectiveness of PurposeFull People on students’ SEB outcomes varied based on their baseline status, where students struggling most at baseline demonstrated the largest improvement. Limitations and implications for future research and practice are discussed.
PubDate: 2023-07-23
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- Burnout Among School Staff: A Longitudinal Analysis of Leadership,
Connectedness, and Psychological Safety-
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Abstract: Abstract Burnout is an increasingly prevalent issue among school staff throughout the USA and is associated with a range of negative personal and professional outcomes. School communities are also affected, as teacher burnout has been shown to be associated with worse student outcomes and teacher retention. Prior research has identified several risk factors for burnout, including low connectedness, poor psychological safety, and unsupportive administrative leadership. The present study examines the relative salience of each for their impact on burnout over a 4-year period. Survey data come from staff (n = 769) from 20 rural Idaho schools, with data collected annually each spring from 2019 to 2022. Measures included the burnout dimension of emotional exhaustion, as well as connectedness, psychological safety, and transformational leadership from validated scales. Latent growth models assessed changes in burnout over time, with demographic characteristics as time-invariant covariates and hypothesized risk factors as time-varying covariates. The results showed a significant increase in burnout over the study period, with the fully adjusted model indicating that burnout was predicted by connectedness in all four waves, as well as by psychological safety and leadership in selected single waves. The results suggest that fostering integration and positive relationships among school members may be more effective than other approaches for reducing staff burnout over time, and that the COVID-19 pandemic likely made psychological safety and leadership more salient for reducing risk of burnout among educators.
PubDate: 2023-07-19
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- Non-Positive Experiences Encountered by Pupils During Participation in a
Mindfulness-Informed School-Based Intervention-
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Abstract: Abstract Mindfulness-informed school-based mental health curricula show much promise in cultivating a positive school climate which supports the well-being and mental health of pupils and staff. However, non-positive pupil outcomes and experiences of school-based mental health interventions are often under-recognised and under-reported. This study sought to capture non-positive pupil experiences of a popular mindfulness-informed curriculum. Some pupils across all schools in the study described non-positive experiences, including having troubling thoughts and emotions, and not finding the programme effective. Contexts surrounding these experiences are explored and linked to existing literature, and subsequent recommendations for improvements are made, including the importance of having clear programme structure, definitions and aims, acknowledging and accommodating fidelity issues as best as possible, and better highlighting the potential for non-positive experiences and how they may be reduced.
PubDate: 2023-07-02
DOI: 10.1007/s12310-023-09591-0
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- Building School-Based Capacity to Support Parenting: Challenges and
Lessons Learned-
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Abstract: Abstract Both schools and caregivers play an important role in supporting children’s mental health, but there are few mechanisms for caregivers and school-based mental health providers to work collaboratively to address children’s needs. Closures of schools during the first wave of the COVID-19 pandemic left gaps in mental health support services to children and increased the burden on caregivers to ensure their children’s well-being. In this study, investigators explored the feasibility and acceptability of a motivational interviewing-based program in which school-based mental health providers were trained to connect directly to caregivers to assist them in supporting key aspects of their children’s well-being, including sleep, coping, and academic behavior. Results indicated a high degree of satisfaction with the program and a perception that it was helpful to caregivers and children. However, major challenges in recruitment of providers, as well as qualitative interviews with those providers who participated, indicated that the feasibility of implementing such a program is limited without significant additional implementation infrastructure. Findings suggest that structured support of caregivers, accessed through their children’s schools, has high potential for improving child outcomes and family well-being. Future research should explore what implementation infrastructure is needed for schools to effectively offer these types of supports.
PubDate: 2023-06-25
DOI: 10.1007/s12310-023-09593-y
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- Variables Associated with Medication Use Among High School Students with
Emotional and Behavioral Problems-
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Abstract: Abstract Students with emotional and behavioral problems have poor academic and behavioral outcomes, both short- and long-term. Psychotropic medications are commonly used as an intervention with this population and their use has increased significantly. This study investigated adolescent and family variables associated with medication use among high school students with elevated emotional and behavioral problems, including those with a label of emotional and behavioral disorders. Participants included 548 adolescents from a larger randomized controlled trial, 184 (33.6%) of whom were receiving medication. Hierarchical linear modeling revealed that special education status, externalizing and internalizing behavior symptoms and participant race were significant student predictors of medication use. Parenting stress, family structure, positive parenting, and poor monitoring were significant family predictors of participants’ medication use. These findings have implications for current practices in schools pertaining to screening and access to interventions as well as future research focused on the parent and student decision making process for choice of interventions.
PubDate: 2023-06-14
DOI: 10.1007/s12310-023-09592-z
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- Developing a Multi-Tiered System of Support-Based Plan for Bullying
Prevention Among Students with Disabilities: Perspectives from General and
Special Education Teachers During Professional Development-
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Abstract: Abstract Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers (n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke’s six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status.
PubDate: 2023-06-11
DOI: 10.1007/s12310-023-09589-8
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- Patterns of Distinct Forms of Peer and Dating Aggression Perpetration in
Adolescence-
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Abstract: Abstract Perpetration of peer-targeted and dating aggression tends to co-occur in adolescence. However, few studies have examined relations among distinct forms of peer-targeted (physical, relational, cyber) and dating (physical, psychological, cyber) aggression. The purpose of this study was to explore the extent to which youth were distinguishable based on the form of aggression they perpetrated (physical, relational or psychological, or cyber) or by the relational context of the perpetration (dating partners or peers). Participants were 185 ninth-grade students (Mage = 14.3 years, SD = 0.56) in the southeastern United States who participated in surveys collected in the fall of 2019 and were currently dating. The sample was predominantly African American (92%) and was evenly divided by gender (52% female). Three profiles emerged through latent profile analysis: (a) low frequency aggression (84.6%), (b) high frequency peer-targeted aggression (8.9%), and (c) high frequency dating aggression (6.5%). Youth are distinguishable by the relationship contexts in which they perpetrate aggression rather than by forms of aggression. This suggests that youth may selectively choose to use aggression in specific contexts and do not always generalize aggression to other relationship contexts. Prevention and intervention efforts should address the relational contexts of aggression perpetration.
PubDate: 2023-06-06
DOI: 10.1007/s12310-023-09590-1
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