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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.563-579 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 [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

Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior / Lissette M. SAAVEDRA ; John E. LOCHMAN ; Antonio A. MORGAN-LOPEZ ; Heather L. McDaniel ; Catherine P. BRADSHAW ; Nicole P. Powell ; Lixin Qu ; Alexa Budavari ; Anna C. Yaros in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.94-106 Titre : Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior : Development and Psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Lissette M. SAAVEDRA, Auteur ; John E. LOCHMAN, Auteur ; Antonio A. MORGAN-LOPEZ, Auteur ; Heather L. McDaniel, Auteur ; Catherine P. BRADSHAW, Auteur ; Nicole P. Powell, Auteur ; Lixin Qu, Auteur ; Alexa Budavari, Auteur ; Anna C. Yaros, Auteur Article en page(s) : p.94-106 Langues : Anglais (eng) Mots-clés : Coping Power Program  caregiver depression  disruptive behavior problems Index. décimale : PER Périodiques Résumé : A large body of research demonstrates positive impacts of the Coping Power Program as a preventive intervention for youth behavioral outcomes, but potential collateral effects for caregivers is less known. The current study examined whether the youth-focused Coping Power Program can have a secondary impact on caregiver self-reported symptoms of depression and in turn result in longer-term impacts on child disruptive behavior problems including aggression, conduct problems and hyperactivity. Data from 360 youth/caregiver pairs across 8 waves of data (grades 4 through 10) were analyzed. We used two methodological approaches to (a) assess indirect effects in the presence of potential bidirectionality using timepoint-to-timepoint dynamic effects under Autoregressive Latent Trajectory modeling and (b) estimate scale scores in the presence of measurement non-invariance. Results showed that individually delivered Coping Power (ICP) produced greater direct effects on conduct problems and indirect effects on general externalizing and hyperactivity (through reductions in caregiver self-reported symptoms of depression), compared to group Coping Power (GCP). In comparison to GCP, ICP produced similar direct effects on reductions in caregiver depression. Child-focused prevention interventions can have an indirect impact on caregiver depression, which later shows improvements in longer-term reductions for child disruptive problems. En ligne : https://dx.doi.org/10.1017/S095457942300144X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Collateral effects of Coping Power on caregiver symptoms of depression and long-term changes in child behavior : Development and Psychopathology [Texte imprimé et/ou numérique] / Lissette M. SAAVEDRA, Auteur ; John E. LOCHMAN, Auteur ; Antonio A. MORGAN-LOPEZ, Auteur ; Heather L. McDaniel, Auteur ; Catherine P. BRADSHAW, Auteur ; Nicole P. Powell, Auteur ; Lixin Qu, Auteur ; Alexa Budavari, Auteur ; Anna C. Yaros, Auteur . - p.94-106. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.94-106 Mots-clés : Coping Power Program  caregiver depression  disruptive behavior problems Index. décimale : PER Périodiques Résumé : A large body of research demonstrates positive impacts of the Coping Power Program as a preventive intervention for youth behavioral outcomes, but potential collateral effects for caregivers is less known. The current study examined whether the youth-focused Coping Power Program can have a secondary impact on caregiver self-reported symptoms of depression and in turn result in longer-term impacts on child disruptive behavior problems including aggression, conduct problems and hyperactivity. Data from 360 youth/caregiver pairs across 8 waves of data (grades 4 through 10) were analyzed. We used two methodological approaches to (a) assess indirect effects in the presence of potential bidirectionality using timepoint-to-timepoint dynamic effects under Autoregressive Latent Trajectory modeling and (b) estimate scale scores in the presence of measurement non-invariance. Results showed that individually delivered Coping Power (ICP) produced greater direct effects on conduct problems and indirect effects on general externalizing and hyperactivity (through reductions in caregiver self-reported symptoms of depression), compared to group Coping Power (GCP). In comparison to GCP, ICP produced similar direct effects on reductions in caregiver depression. Child-focused prevention interventions can have an indirect impact on caregiver depression, which later shows improvements in longer-term reductions for child disruptive problems. En ligne : https://dx.doi.org/10.1017/S095457942300144X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

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)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.715-729 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 [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)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-5 (December 2019) . - p.1827-1835 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 [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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3640-3652 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 [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)  

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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)  

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The 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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