51 recherche sur le mot-clé 'school'

School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder / Paul TURCOTTE in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Titre : School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Paul TURCOTTE, Auteur ; Lindsay L. SHEA, Auteur ; David S. MANDELL, Auteur Année de publication : 2018 Article en page(s) : p.883-891 Langues : Anglais (eng) Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder [texte imprimé] / Paul TURCOTTE, Auteur ; Lindsay L. SHEA, Auteur ; David S. MANDELL, Auteur . - 2018 . - p.883-891. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.883-891 Mots-clés : Hospital  Police  School Index. décimale : PER Périodiques Résumé : The objective was to examine the frequency, correlates, and overlap of school disciplinary actions, psychiatric hospitalizations, and police contact among children and adolescents with autism. Survey results from 2525 caregivers of individuals with autism in elementary through high school were examined. Logistic regression was used to examine predictors of each outcome. Youth with autism most frequently experienced school disciplinary action (15.0%), followed by police contact (7.9%) and hospitalization (7.8%). Experiencing any one of the three events increased risk of experiencing either of the other events. Strong associations between traumatic experiences such as police contact and hospitalizations (OR 9.2), need to be explored to determine risk factors for potential intervention. Further research is needed to determine the temporal ordering of these outcomes. En ligne : https://doi.org/10.1007/s10803-017-3359-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities / Graham MOORE in Journal of Child Psychology and Psychiatry, 67-4 (April 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.566-587 Titre : Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities Type de document : texte imprimé Auteurs : Graham MOORE, Auteur Année de publication : 2026 Article en page(s) : p.566-587 Langues : Anglais (eng) Mots-clés : School  intervention  mental health Index. décimale : PER Périodiques Résumé : Schools are important settings for intervention to improve mental health. Much school mental health research has focused on schools as an avenue to reach large numbers of young people with new interventions, added on top of what schools currently do. However, research is increasingly focused on changing the school system itself to improve mental health, with a growing emphasis on improving school climate. This article begins by exploring wider debates on the benefits and harms of school-based interventions, before focusing on school climate as a target for intervention. It reviews evidence from intervention studies and systematic reviews to understand effectiveness, how interventions reduce or amplify inequalities, and real-world impacts. School climate research has grown rapidly since the turn of the century. It remains difficult to define. Definitions vary in whether they include focus on physical environments and educational instruction. However, they converge on focus on positive relationships among a school community and safety. Several large trials of interventions to improve mental health, by improving school climate, have been conducted in a range of international contexts. While many have not been effective, recent trials provide evidence that interventions can improve school climate and mental health, as well as a range of risk behaviours. Few studies examine effects on inequalities in mental health, with tentative evidence that school climate interventions have been more effective for some groups than others (e.g., bigger effects for boys than for girls). Evidence on scalability and sustainability indicates that typically small effects from trials may not fully translate into real-world change. There is growing evidence that improving school climate interventions can improve child and adolescent mental health. More research is needed on how such interventions can contribute to reducing inequalities. Further work is needed to understand how effects translate into real-world public health impact. En ligne : https://doi.org/10.1111/jcpp.70061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities [texte imprimé] / Graham MOORE, Auteur . - 2026 . - p.566-587. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.566-587 Mots-clés : School  intervention  mental health Index. décimale : PER Périodiques Résumé : Schools are important settings for intervention to improve mental health. Much school mental health research has focused on schools as an avenue to reach large numbers of young people with new interventions, added on top of what schools currently do. However, research is increasingly focused on changing the school system itself to improve mental health, with a growing emphasis on improving school climate. This article begins by exploring wider debates on the benefits and harms of school-based interventions, before focusing on school climate as a target for intervention. It reviews evidence from intervention studies and systematic reviews to understand effectiveness, how interventions reduce or amplify inequalities, and real-world impacts. School climate research has grown rapidly since the turn of the century. It remains difficult to define. Definitions vary in whether they include focus on physical environments and educational instruction. However, they converge on focus on positive relationships among a school community and safety. Several large trials of interventions to improve mental health, by improving school climate, have been conducted in a range of international contexts. While many have not been effective, recent trials provide evidence that interventions can improve school climate and mental health, as well as a range of risk behaviours. Few studies examine effects on inequalities in mental health, with tentative evidence that school climate interventions have been more effective for some groups than others (e.g., bigger effects for boys than for girls). Evidence on scalability and sustainability indicates that typically small effects from trials may not fully translate into real-world change. There is growing evidence that improving school climate interventions can improve child and adolescent mental health. More research is needed on how such interventions can contribute to reducing inequalities. Further work is needed to understand how effects translate into real-world public health impact. En ligne : https://doi.org/10.1111/jcpp.70061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children / Sandra K. LOO in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Titre : Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children Type de document : texte imprimé Auteurs : Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur Année de publication : 1998 Article en page(s) : p.567-575 Langues : Anglais (eng) Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Ethnic Variations in Children's Problem Behaviors: A Cross-sectional, Developmental Study of Hawaii School Children [texte imprimé] / Sandra K. LOO, Auteur ; Mark D. RAPPORT, Auteur . - 1998 . - p.567-575. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.567-575 Mots-clés : Behavior problems  cross-cultural  epidemiology  ethnicity  school  school children Index. décimale : PER Périodiques Résumé : Variations in children's problem behaviors associated with ethnicity and other demographic variables were examined in 6–18-year-old children (N= 804) residing in a multicultural environment. The Child Behavior Checklist-Teacher's Report Form was used to compare the frequency of behavior problems among clinic-referred and nonreferred children of Hawaiian, Asian, and Caucasian ethnicities. Children who were male, clinic-referred, or of Caucasian or Hawaiian ancestry experienced greater levels of behavioral problems. Explanations concerning ethnic variations in children's problem behaviors include: teacher's perceptual bias, differences in teacher threshold to report problem behaviors, and/or true variations in children's behavior. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

Practitioner Review: School-based interventions in child mental health / Frank W. PAULUS in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359 Titre : Practitioner Review: School-based interventions in child mental health Type de document : texte imprimé Auteurs : Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur Article en page(s) : p.1337-1359 Langues : Anglais (eng) Mots-clés : Schoolchildren  school  intervention  prevention  behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Practitioner Review: School-based interventions in child mental health [texte imprimé] / Frank W. PAULUS, Auteur ; Susanne OHMANN, Auteur ; Christian POPOW, Auteur . - p.1337-1359. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1337-1359 Mots-clés : Schoolchildren  school  intervention  prevention  behaviour therapy Index. décimale : PER Périodiques Résumé : Background School-based interventions (SBIs) are well-established and effective treatments for improving child mental health. Specific school-based topics include prevention (Tier I–III) and interventions (e.g. cognitive–behavioural programmes and daily report cards). Methods We performed a systematic literature search in five commonly used online databases (ERIC, MEDLINE, PsycARTICLES, PsycINFO and PSYNDEX) for English-language articles published between 1993 and 2015. Additional sources included reference lists of relevant articles and book chapters. Results We identified a number of successful behavioural or cognitive–behavioural programmes yielding moderate to strong effects for a range of emotional and behavioural problems. The implementation of these programmes and the collaboration of the involved settings (school and home) and persons are important factors for their effectiveness under real-life conditions. Conclusions Effective SBIs are valuable tools for students with mental health problems if evidence-based cognitive–behavioural interventions are applied and rules of translational algorithms and implementation science are respected. En ligne : http://dx.doi.org/10.1111/jcpp.12584 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Sociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Titre : Sociometric Classification Methods in School Peer Groups: A Comparative Investigation Type de document : texte imprimé Auteurs : Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur Année de publication : 1998 Article en page(s) : p.921-933 Langues : Anglais (eng) Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 [article] Sociometric Classification Methods in School Peer Groups: A Comparative Investigation [texte imprimé] / Norah FREDERICKSON, Auteur ; Adrian F. FURNHAM, Auteur . - 1998 . - p.921-933. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-6 (September 1998) . - p.921-933 Mots-clés : School children  peer relationships  assessment  classification  school  sociometrics Index. décimale : PER Périodiques Résumé : The categorical consequences and psychometric properties of different sociometric classification methods were evaluated. Children aged 9 to 12 years (N=254) completed three sociometric questionnaires and a peer assessment measure on two occasions 5 weeks apart. The sociometric data were analysed using 13 different methods. Analysis of kappa values indicated relatively poor agreement across methods on subject classification. Temporal stability of the classifications was also poor. Assessment of construct validity involved analysis of the peer assessment items, using MANOVA to test hypotheses based on ideas from social exchange theory. Cross-sex rating biases and difficulties with the neglected and controversial classifications are discussed as indicating a need for the application of theoretically based approaches which consider features of the peer group social system and a need for caution in selecting methods for clinical use. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / Michelle DEAN in Autism, 25-7 (October 2021)  

Permalink

A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / Michelle DEAN in Autism, 26-7 (October 2022)  

Permalink

Autistic young people’s psychological well-being in school / Hazel GREER in Autism, 30-4 (April 2026)  

Permalink

Bilingualism, School Achievement, and Mental Wellbeing: A Follow-up Study of Return Migrant Children / Lauri VUORENKOSKI in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)

Permalink

Challenges and Successful Pedagogical Strategies: Experiences from Six Swedish Students with Blindness and Autism in Different School Settings / Kim DE VERDIER in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

Permalink