Positive school climate as a resilience factor in armed conflict zones.

Yablon, Yaacov B.

doi:10.1037/a0039600

Cited by 22 publications

(21 citation statements)

References 49 publications

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“…Inconsistent with our hypothesis, we found that the one-step (via feelings of safety) and two-step (through feelings of safety via cognitive reappraisal) indirect effects of parental attachment on PTG were nonsignificant. This could be attributable to the nonsignificant direct relationship of feelings of safety to PTG and cognitive reappraisal in this study; findings inconsistent with previous studies (Najavits, Weiss, Shaw, & Muenz, 2010;Tavakol, Chen, Zook, & Bethea, 2015;Yablon, 2015). A possible explanation is that perceived safety induces individuals' cognitive activity and, in turn, leads to post-traumatic reactions (e.g.…”

Section: Discussioncontrasting

confidence: 98%

How does parental attachment contribute to post-traumatic growth among adolescents following an earthquake? Testing a multiple mediation model

Zhou

2019

European Journal of Psychotraumatology

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This study aimed to elucidate the mechanism underlying the effect of parental attachment on post-traumatic growth (PTG) among adolescents. Nine and a half years after the Wenchuan earthquake, 872 adolescents in China were assessed using self-reported questionnaires. The results showed that parental attachment had a direct association with PTG, two significant one-step indirect associations with PTG (through justice beliefs and cognitive reappraisal), two significant two-step indirect associations (through feelings of safety via justice beliefs and justice beliefs via cognitive reappraisal), and one significant three-step indirect association (through feelings of safety via justice beliefs by cognitive reappraisal). The results indicated that feelings of safety, justice beliefs, and cognitive reappraisal mediated the association between parental attachment and PTG. These findings highlight the importance of a family perspective and may help clinical psychologists to improve adolescents' PTG by helping them to build positive parental attachments. HIGHLIGHTS • The underlying mechanism of parental attachment on post-traumatic growth (PTG) was examined. • Feelings of safety, justice beliefs, and cognitive reappraisal were mediators between parental attachment and PTG. • Parental attachment has indirect effects on PTG through these three mediators.

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Section: Discussioncontrasting

confidence: 98%

How does parental attachment contribute to post-traumatic growth among adolescents following an earthquake? Testing a multiple mediation model

Zhou

2019

European Journal of Psychotraumatology

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“…Guided by ecological resilience theory, the current study examines whether three dimensions of school climate (i.e., safety, connectedness, services) serve as protective factors in the relations between exposure to violence and externalizing behaviors and developmental competence. Prior research has found that school climate has important protective implications for violence‐affected youth (O'Donnell, Roberts, & Schwab‐Stone, ; Yablon, ). More research is needed, however, in additional contexts and with more nuanced measures of school climate to identify ways in which schools can improve outcomes for adolescents exposed to violence.…”

Section: Introductionmentioning

confidence: 99%

“…Schools, and particularly the quality of a school's climate (Bradshaw, Waasdorp, Debnam, & Lindstrom Johnson, ), have been identified as important ecological contexts for building resilience. Limited research has studied the importance of school climate for adolescents affected by both political and community violence (for exceptions, see Benbenishty & Astor, ; Yablon, ). In Colombia, adolescents’ perceptions of school climate have been related to developmental competence, including positivity (Luengo Kanacri et al., ).…”

Section: Introductionmentioning

confidence: 99%

Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

Gaias

Johnson

White

et al. 2019

American J of Comm Psychol

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Highlights• Community violence witnessing and victimization are associated with externalizing behaviors.• Armed conflict exposure is associated with externalizing behaviors and developmental competence.• School safety, connectedness, and services moderate relation between witnessing and externalizing.• School services moderates relation between victimization and competence.• School climate has implications for mitigating the effects of violence exposure for adolescents.Abstract In Colombia, many adolescents have experienced violence related to the decades-long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1857 Colombian adolescents in an urban setting. We aim to understand the relations between exposure to violence and adolescent outcomes, both externalizing behaviors and developmental competence, and then to understand whether school climate (i.e., safety, connectedness, services) moderates these relations. Results demonstrate that armed conflict, community violence victimization, and witnessing community violence are positively associated with externalizing behaviors, but only armed conflict is negatively associated with developmental competence. School safety, connectedness, and services moderate the relation between community violence witnessing and externalizing behaviors. School services moderates the relation between community violence victimization and developmental competence. As students perceived more positive school climate, the effects of community violence exposure on outcomes were weakened. This study identifies potential levers for intervention regarding how schools can better support violence-affected youth through enhancements to school safety, connectedness, and services.

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“…School support is here defined as sustainable efforts developed by the school to support trauma-exposed youth. A study by Yablon ( 2015 ) showed the importance of a positive school climate as a resilience factor for explaining PTSD and posttraumatic growth in high school students living in an armed conflict zone. However, several studies report that teachers are uncertain of how to support children who have been exposed to trauma and facilitate the learning process in these situations (Alisic, Boeije, Jongmans, & Kleber, 2012 ; Dyregrov, Dyregrov, & Idsoe, 2013 ; Papadatou, Metallinou, Hatzichristou, & Pavlidi, 2002 ).…”

mentioning

confidence: 99%

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

Strøm

Schultz

Wentzel‐Larsen

et al. 2016

European Journal of Psychotraumatology

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BackgroundThe psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking.ObjectiveThis study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway.MethodData from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support.ResultsThe students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support.ConclusionThe results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.Highlights of the articleSchool functioning among high school students following a terrorist attack.The findings showed a decline in school performance and increased absence after the event.For students who successfully completed high school, high satisfaction with school support was reported and an improvement in grades could be observed over time, indicating possible recovery.The findings underscore the importance of keeping trauma-exposed students in schools and providing support over time.

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Positive school climate as a resilience factor in armed conflict zones.

Cited by 22 publications

References 49 publications

How does parental attachment contribute to post-traumatic growth among adolescents following an earthquake? Testing a multiple mediation model

How does parental attachment contribute to post-traumatic growth among adolescents following an earthquake? Testing a multiple mediation model

Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

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