Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

Novak, Abigail; Poling, Daniel V.; Muller, Rebecca; Peyton, David

doi:10.1177/0198742919894288

Cited by 8 publications

(7 citation statements)

References 69 publications

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“…The working definition of resilience is to be successful even with the presence of high risk and the knack to overcome adversity (Novak et al 2019). As mentioned in the introductory part of this study, COVID-19 is accompanied by misinformation, causing psychological disturbances; the current outbreak is directly coupled with severe health problems.…”

Section: Resilience Theorymentioning

confidence: 88%

Is COVID-19 Immune to Misinformation? A Brief Overview

Ali

Khalid

Zahid

2021

ABR

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During the current COVID-19 pandemic, misinformation is a major challenge, raising several social and psychological concerns. This article highlights the prevailing misinformation as an outbreak containing hoaxes, myths, and rumours. In comparison to traditional media, online media platforms facilitate misinformation even more widely. To further affirm this ethical concern, the researchers cite relevant studies demonstrating the role of new media in misinformation and its potential consequences. Besides other significant psychosocial impacts, such as xenophobia, psychological distress, LGBT rights violation, gender-based violence, misinformation is undermining healthcare workers' psychological health and their efforts to mitigate the impact of COVID-19. In view of the adverse consequences of misinformation, this article addresses it as a massive ethical challenge during the current outbreak. Thus, the researchers make relevant suggestions to evaluate misinformation sources and mitigate the psychosocial impacts attributed to misinformation during crises. They include forming mental health teams comprising of psychologists, psychiatrists, and trained paramedical staff; rapid dissemination of authentic and updated COVID-19 situation reports regularly; establishing helpline services; and recognizing a broader range of personal needs. All health authorities should make clear that they are listening and responding to public concerns. Much effort is needed to counteract COVID-19 misinformation.

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Section: Resilience Theorymentioning

confidence: 88%

Is COVID-19 Immune to Misinformation? A Brief Overview

Ali

Khalid

Zahid

2021

ABR

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“…We also hypothesized students with EBD with more social competence and school engagement would be more likely to participate in ECA because social competence is important for remaining in ECA and feeling connected to the school may increase a student’s interest in school-based ECA (Bedard et al, 2020). We examined different moderators of the relation between social competence, school engagement, and ECA because we hypothesized females would have more social competence than males (Novak et al, 2020), White students would be more connected to school (Joyce & Early, 2014), and students receiving special education services with EBD would have lower social competence and school engagement (Kauffman & Landrum, 2018; Marsh et al, 2019). Last, we hypothesized increased participation in ECA can increase students’ social competence and school engagement through opportunities to be part of a team and work together toward common goals, among other noted benefits of ECA (Bedard et al, 2020).…”

Section: Present Study and Research Questionsmentioning

confidence: 99%

Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders

Wachsmuth

Lewis

Gage

2023

Behavioral Disorders

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A large body of research has reported a positive relation between participation in extracurricular activities (ECAs) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD’s social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students’ social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed.

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“…Finally, girls’ initial performance levels and growth rates have been shown to exceed those of boys (McMaster et al, 2017). Although all of these are important considerations, boys are more frequently identified with EBD (Novak et al, 2020). As such, this will be a particularly important consideration when setting goals for this population of students.…”

Section: Progress-monitoring Stepsmentioning

confidence: 99%

I Wrote Well Today: Practical Progress-Monitoring Approaches for Teachers of Students With Emotional and Behavioral Disorders

Filderman,

Austin

2023

Beyond Behavior

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Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their student’s unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD.

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Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

Cited by 8 publications

References 69 publications

Is COVID-19 Immune to Misinformation? A Brief Overview

Is COVID-19 Immune to Misinformation? A Brief Overview

Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders

I Wrote Well Today: Practical Progress-Monitoring Approaches for Teachers of Students With Emotional and Behavioral Disorders

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