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Auteur Catherine P. BRADSHAW |
Documents disponibles écrits par cet auteur (7)
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Annual Research Review: Youth firearm violence disparities in the United States and implications for prevention / Jessika H. BOTTIANI in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)
[article]
Titre : Annual Research Review: Youth firearm violence disparities in the United States and implications for prevention Type de document : Texte imprimé et/ou numérique Auteurs : Jessika H. BOTTIANI, Auteur ; Daniel A. CAMACHO, Auteur ; Sarah LINDSTROM JOHNSON, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.563-579 Langues : Anglais (eng) Mots-clés : Adolescence firearm violence prevention racial disparities socio-cultural influence structural inequality Index. décimale : PER Périodiques Résumé : OBJECTIVE: Research has identified the United States (U.S.) as a global outlier in its firearm ownership rates, with a correspondingly higher risk of youth firearm violence compared to other countries. The relative extent of disparities in youth firearm violence within the U.S. has been less clear. Little is known about factors in the social ecology driving these disparities and whether current firearm violence prevention approaches sufficiently address them. METHOD: Applying a health disparities framework, we synthesized epidemiological, sociological, and prevention science literatures, emphasizing structural inequalities in youth sociocultural positionality in life course developmental context. We also highlighted findings from national injury data and other studies regarding the magnitude and impacts of youth firearm violence disparities. RESULTS: The burden of firearm violence varied markedly at intersections of gender, race, place, developmental stage, and homicidal or suicidal intent. Firearm homicide among Black boys and young men (ages 15-24) was at outlier levels - many times greater than the rates of any other demographic group, developmental stage, or violence intent, particularly in urban settings. Recent research has operationalized structural racism and implicated historically racialized spaces as a root cause of this disparity. In contrast, elevated firearm suicide rates were found among Native and White boys and young men in rural settings; firearm-related cultural attitudes and gender socialization were points of consideration to explain these disparities. We highlighted research-based youth firearm violence preventive interventions, and emphasized gaps in efforts focused on structural and sociocultural factors. CONCLUSIONS: More explicit attention to reducing firearm homicide among Black boys and young men and firearm suicide among Native and rural White boys and young men is urgently needed and has potential to substantially lower overall rates of firearm violence in the U.S. En ligne : http://dx.doi.org/10.1111/jcpp.13392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.563-579[article] Annual Research Review: Youth firearm violence disparities in the United States and implications for prevention [Texte imprimé et/ou numérique] / Jessika H. BOTTIANI, Auteur ; Daniel A. CAMACHO, Auteur ; Sarah LINDSTROM JOHNSON, Auteur ; Catherine P. BRADSHAW, Auteur . - p.563-579.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.563-579
Mots-clés : Adolescence firearm violence prevention racial disparities socio-cultural influence structural inequality Index. décimale : PER Périodiques Résumé : OBJECTIVE: Research has identified the United States (U.S.) as a global outlier in its firearm ownership rates, with a correspondingly higher risk of youth firearm violence compared to other countries. The relative extent of disparities in youth firearm violence within the U.S. has been less clear. Little is known about factors in the social ecology driving these disparities and whether current firearm violence prevention approaches sufficiently address them. METHOD: Applying a health disparities framework, we synthesized epidemiological, sociological, and prevention science literatures, emphasizing structural inequalities in youth sociocultural positionality in life course developmental context. We also highlighted findings from national injury data and other studies regarding the magnitude and impacts of youth firearm violence disparities. RESULTS: The burden of firearm violence varied markedly at intersections of gender, race, place, developmental stage, and homicidal or suicidal intent. Firearm homicide among Black boys and young men (ages 15-24) was at outlier levels - many times greater than the rates of any other demographic group, developmental stage, or violence intent, particularly in urban settings. Recent research has operationalized structural racism and implicated historically racialized spaces as a root cause of this disparity. In contrast, elevated firearm suicide rates were found among Native and White boys and young men in rural settings; firearm-related cultural attitudes and gender socialization were points of consideration to explain these disparities. We highlighted research-based youth firearm violence preventive interventions, and emphasized gaps in efforts focused on structural and sociocultural factors. CONCLUSIONS: More explicit attention to reducing firearm homicide among Black boys and young men and firearm suicide among Native and rural White boys and young men is urgently needed and has potential to substantially lower overall rates of firearm violence in the U.S. En ligne : http://dx.doi.org/10.1111/jcpp.13392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach / Asha GOLDWEBER in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
[article]
Titre : Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach Type de document : Texte imprimé et/ou numérique Auteurs : Asha GOLDWEBER, Auteur ; Catherine P. BRADSHAW, Auteur ; Kimberly GOODMAN, Auteur ; Kathryn C. MANAHAN, Auteur ; Michele COOLEY-STRICKLAND, Auteur Année de publication : 2011 Article en page(s) : p.715-729 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability versus instability in patterns of SIP over time. Latent transition analysis was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7–13, M = 9.58; 86% African American). Latent transition analysis indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid- to late childhood. En ligne : http://dx.doi.org/10.1080/15374416.2011.597088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142
in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.715-729[article] Examining Factors Associated with (In)Stability in Social Information Processing Among Urban School Children: A Latent Transition Analytic Approach [Texte imprimé et/ou numérique] / Asha GOLDWEBER, Auteur ; Catherine P. BRADSHAW, Auteur ; Kimberly GOODMAN, Auteur ; Kathryn C. MANAHAN, Auteur ; Michele COOLEY-STRICKLAND, Auteur . - 2011 . - p.715-729.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.715-729
Index. décimale : PER Périodiques Résumé : There is compelling evidence for the role of social information processing (SIP) in aggressive behavior. However, less is known about factors that influence stability versus instability in patterns of SIP over time. Latent transition analysis was used to identify SIP patterns over one year and examine how community violence exposure, aggressive behavior, and behavior regulation relate to (in)stability in SIP. Participants were 429 urban children (ages 7–13, M = 9.58; 86% African American). Latent transition analysis indicated four SIP profiles: stable low, decreasing, increasing, and stable high. Children with consistently high aggressive SIP reported the greatest community violence exposure and aggressive behavior. Compared to children who remained high on aggressive SIP, children whose aggressive SIP declined reported greater behavior regulation, suggesting that individual differences in executive function may account for stability in aggressive SIP during mid- to late childhood. En ligne : http://dx.doi.org/10.1080/15374416.2011.597088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model / R. J. MUSCI in Development and Psychopathology, 31-5 (December 2019)
[article]
Titre : How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model Type de document : Texte imprimé et/ou numérique Auteurs : R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur Année de publication : 2019 Article en page(s) : p.1827-1835 Langues : Anglais (eng) Mots-clés : aggression multilevel structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412
in Development and Psychopathology > 31-5 (December 2019) . - p.1827-1835[article] How do collective student behavior and other classroom contextual factors relate to teachers' implementation of an evidence-based intervention? A multilevel structural equation model [Texte imprimé et/ou numérique] / R. J. MUSCI, Auteur ; Elise T. PAS, Auteur ; Amie F. BETTENCOURT, Auteur ; K. E. MASYN, Auteur ; N. S. IALONGO, Auteur ; Catherine P. BRADSHAW, Auteur . - 2019 . - p.1827-1835.
Langues : Anglais (eng)
in Development and Psychopathology > 31-5 (December 2019) . - p.1827-1835
Mots-clés : aggression multilevel structural equation modeling Index. décimale : PER Périodiques Résumé : Building on prior work regarding the potential for peer contagion or deviance training in group delivered interventions (Dishion & Dodge, 2005, 2006; Dodge, Dishion, & Lansford, 2006), we leveraged data from a randomized trial, testing the integration of two preventive interventions (Promoting Alternative THinking Strategies and PAX Good Behavior Game), to explore the extent to which classroom contextual factors served as either a barrier to or a motivator for teachers to implement the evidence-based PAX Good Behavior Game with high frequency or dosage. We included students' baseline levels of behavior, measured with regard to both positive (i.e., engagement and social emotional skills) and negative (i.e., hyperactive and aggressive-disruptive) behaviors. Data were collected from 204 teachers in 18 urban elementary schools. A series of multilevel structural equation models were fit to the data. The analyses indicated that classrooms with higher classroom levels of aggressive behavior, on average, at baseline had teachers with lower implementation dosage (i.e., played fewer games) across the school year. In addition, teachers who reported higher baseline levels of emotional exhaustion, regardless of student behavior, also reported lower implementation dosage. Taken together, the results indicated that negative, but not positive, contextual factors at baseline were related to lower implementation dosage; this, in turn, suggests that negative contextual factors may serve as a barrier, rather than a motivator, of teachers' implementation dosage of classroom-based preventive interventions. En ligne : http://dx.doi.org/10.1017/s095457941900097x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=412 Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting / Elise T. PAS in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting Type de document : Texte imprimé et/ou numérique Auteurs : Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur Article en page(s) : p.3640-3652 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Coaching Mixed-reality simulator Technology Classroom management Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652[article] Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting [Texte imprimé et/ou numérique] / Elise T. PAS, Auteur ; Stacy R. JOHNSON, Auteur ; Kristine E. LARSON, Auteur ; Linda BRANDENBURG, Auteur ; Robin CHURCH, Auteur ; Catherine P. BRADSHAW, Auteur . - p.3640-3652.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652
Mots-clés : Autism Spectrum Disorder Coaching Mixed-reality simulator Technology Classroom management Student behavior Index. décimale : PER Périodiques Résumé : Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers’ skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2898-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Risk factors for bullying among children with autism spectrum disorders / Benjamin ZABLOTSKY in Autism, 18-4 (May 2014)
[article]
Titre : Risk factors for bullying among children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie M. ANDERSON, Auteur ; Paul LAW, Auteur Article en page(s) : p.419-427 Langues : Anglais (eng) Mots-clés : autism spectrum disorder bullying schools special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.419-427[article] Risk factors for bullying among children with autism spectrum disorders [Texte imprimé et/ou numérique] / Benjamin ZABLOTSKY, Auteur ; Catherine P. BRADSHAW, Auteur ; Connie M. ANDERSON, Auteur ; Paul LAW, Auteur . - p.419-427.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.419-427
Mots-clés : autism spectrum disorder bullying schools special needs Index. décimale : PER Périodiques Résumé : Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully–victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger’s disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully–victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings. En ligne : http://dx.doi.org/10.1177/1362361313477920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Testing a developmental cascade model of adolescent substance use trajectories and young adult adjustment / Sarah D. LYNNE-LANDSMAN in Development and Psychopathology, 22-4 (November 2010)
PermalinkThe Association Between Mental Health, Stress, and Coping Supports in Mothers of Children with Autism Spectrum Disorders / Benjamin ZABLOTSKY in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
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