Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

Autor/inn/en	Jaffee, Sara R.; Gallop, Robert
Titel	Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates
Quelle	In: Journal of the American Academy of Child & Adolescent Psychiatry, 46 (2007) 6, S.757 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-8567
Schlagwörter	Interpersonal Competence; Incidence; Caregivers; National Norms; Mental Health; Academic Achievement; Adolescents; Emotional Development; Child Abuse; Surveys; Well Being; Behavior Problems; Personality Traits; Social Services + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Vorkommen; Caregiver; Carer; Betreuungsperson; Pfleger; Psychohygiene; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gefühlsbildung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Survey; Umfrage; Befragung; Well-being; Wellness; Wohlbefinden; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were assessed at baseline and at 18 and 36 months post baseline. Caregivers, teachers, and youths provided information about children's problem behaviors, school achievement, and social competence. Children were considered resilient in a domain if they met or exceeded national norms. Results: Thirty-seven percent to 49% of children demonstrated resilience in mental health, academic, or social domains at any time point. Eleven percent to 14% of children were resilient across domains at any time point, and only 14% to 22% of children were consistently resilient within a given domain across all three time points. Conclusions: Resilience, as defined by competence in mental health, academic, and social domains, was demonstrated by relatively few children. The conditions that promote stable resilience may be difficult to achieve among allegedly maltreated children who are likely to face residential and caretaker instability. Future research should identify processes that promote stability in resilience overtime. (Contains 4 tables.) (Author).
Anmerkungen	Lippincott Williams & Wilkins. P.O. Box 1600, Hagerstown, MD 21741. Tel: 800-638-3030; Tel: 301-223-2300; Fax: 301-223-2400; Web site: http://www.lww.com/product/?0890-8567
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10