Developmental Trajectory of Conduct Problems among Boys and Girls Receiving Psychoeducational Services at Elementary Schools

Autor/inn/en	Déry, Michèle; Temcheff, Caroline E.; Poirier, Martine; Boutin, Stéphanie; Lapalme, Mélanie; Lemieux, Annie
Titel	Developmental Trajectory of Conduct Problems among Boys and Girls Receiving Psychoeducational Services at Elementary Schools
Quelle	In: Canadian Journal of School Psychology, 38 (2023) 4, S.287-301 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Temcheff, Caroline E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735231198747
Schlagwörter	Elementary School Students; Behavior Problems; Psychoeducational Methods; School Psychology; School Counseling; Program Effectiveness; Gender Differences; Public Schools; Foreign Countries; Behavior Disorders; Severity (of Disability); Canada + Suchen Sie Ihr Suchwort? Schulpsychologie; School counselling; Pädagogische Beratung; Geschlechterkonflikt; Public school; Öffentliche Schule; Ausland; Schweregrad; Kanada
Abstract	Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01