Identifying Patterns of Early Risk for Mental Health and Academic Problems in Adolescence: A Longitudinal Study of Urban Youth

Autor/inn/en	Valdez, Carmen R.; Lambert, Sharon F.; Ialongo, Nicholas S.
Titel	Identifying Patterns of Early Risk for Mental Health and Academic Problems in Adolescence: A Longitudinal Study of Urban Youth
Quelle	In: Child Psychiatry and Human Development, 42 (2011) 5, S.521-538 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-011-0230-9
Schlagwörter	Aggression; Mental Health; Adolescents; Peer Acceptance; Urban Youth; Depression (Psychology); At Risk Persons; Low Achievement; Longitudinal Studies; Correlation; Adjustment (to Environment); Peer Relationship; Interpersonal Competence; Health Services + Suchen Sie Ihr Suchwort? Psychohygiene; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Urban areas; Youth; Stadtregion; Stadt; Risikogruppe; Unterdurchschnittliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Peer-Beziehungen; Interpersonale Kompetenz; Health service; Gesundheitsdienst; Gesundheitswesen
Abstract	This investigation examined profiles of individual, academic, and social risks in elementary school, and their association with mental health and academic difficulties in adolescence. Latent profile analyses of data from 574 urban youth revealed three risk classes. Children with the "well-adjusted" class had assets in the academic and social domains, low aggressive behavior, and low depressive symptoms in elementary school, and low rates of academic and mental health problems in adolescence. Children in the "behavior-academic-peer risk" class, characterized by high aggressive behavior, low academic achievement, and low peer acceptance, had conduct problems, academic difficulties, and increased mental health service use in adolescence. Children with the "academic-peer risk" class also had academic and peer problems but they were less aggressive and had higher depressive symptoms than the "behavior-academic-peer risk" class in the first grade; the "academic-peer risk" class had depression, conduct problems, academic difficulties, and increased mental health service use during adolescence. No differences were found between the risk classes with respect to adolescent outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10