MALTREATMENT, ACADEMIC DIFFICULTY, AND SYSTEMS-INVOLVED YOUTH: CURRENT EVIDENCE AND OPPORTUNITIES
Youth involved in child‐serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indica...
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| Veröffentlicht in: | Psychology in the schools 2015-01, Vol.52 (1), p.22-39 |
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| container_title | Psychology in the schools |
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| creator | Stone, Susan Zibulsky, Jamie |
| description | Youth involved in child‐serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well‐being across the lifespan. It is also important to consider that the experience of maltreatment is linked to both academic difficulty and formal system involvement. This paper highlights recent research focused on the academic performance of children and adolescents involved with child welfare and juvenile justice systems, with specific emphasis on highlighting prevention and intervention strategies that cut across systems. To meet the complex needs of these populations, school psychologists and other support staff should be cognizant of students’ academic needs and take a leadership role in collaborating within and across systems to meet them. |
| doi_str_mv | 10.1002/pits.21812 |
| format | Article |
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To meet the complex needs of these populations, school psychologists and other support staff should be cognizant of students’ academic needs and take a leadership role in collaborating within and across systems to meet them.</description><subject>Academic Achievement</subject><subject>At Risk Students</subject><subject>Child Abuse</subject><subject>Child Welfare</subject><subject>Cooperation</subject><subject>Counseling Services</subject><subject>Intervention</subject><subject>Juvenile Justice</subject><subject>Leadership Role</subject><subject>Prevention</subject><subject>School Psychologists</subject><subject>Welfare Services</subject><subject>Well Being</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kM1Pg0AQxTdGE-vHxbsJiTcjOrvLAvVGYKurFBpYqvWyWeg2wa9WqFH_e1HUo6dJZn7vzcxD6ADDKQYgZ6t63Z4S7GOygQaYEbBdH7xNNACg1Kbgs22007b3AOANiT9AehzEMuOBHPNEnlhBGER8LEIrEqORCItYzrpmEln5LJd8nNsimabxlEfWLC3k5bkVFlnWKS0-FRFPQv4Np5NJmskiEVLwfA9tLfRja_Z_6i4qRlyGl3acXogwiO2KupjYZQW4dJjnUZ-Uw8oloJkxVJdu90xVGkMYpqRiMPTmzsJoRshc6wXGjh46pTOnu-io9101y5dX067V_fK1ee5WKuxSBh6h1O2o456qmmXbNmahVk39pJsPhUF9Rai-IlTfEXbwYQ-bpq7-QH6FwenuxN0c9_O3-tF8_OOkJkLmv552r6nbtXn_0-jmQbke9Zi6SS5UHtK72yyO1TX9BNiyg9Y</recordid><startdate>201501</startdate><enddate>201501</enddate><creator>Stone, Susan</creator><creator>Zibulsky, Jamie</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><general>Wiley Subscription Services, Inc</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>201501</creationdate><title>MALTREATMENT, ACADEMIC DIFFICULTY, AND SYSTEMS-INVOLVED YOUTH: CURRENT EVIDENCE AND OPPORTUNITIES</title><author>Stone, Susan ; Zibulsky, Jamie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3612-bc01b4577382b9c620a5ee3ab6812cbee25132c5097d4fea522daaf114a94b4d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Academic Achievement</topic><topic>At Risk Students</topic><topic>Child Abuse</topic><topic>Child Welfare</topic><topic>Cooperation</topic><topic>Counseling Services</topic><topic>Intervention</topic><topic>Juvenile Justice</topic><topic>Leadership Role</topic><topic>Prevention</topic><topic>School Psychologists</topic><topic>Welfare Services</topic><topic>Well Being</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Stone, Susan</creatorcontrib><creatorcontrib>Zibulsky, Jamie</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Stone, Susan</au><au>Zibulsky, Jamie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1047731</ericid><atitle>MALTREATMENT, ACADEMIC DIFFICULTY, AND SYSTEMS-INVOLVED YOUTH: CURRENT EVIDENCE AND OPPORTUNITIES</atitle><jtitle>Psychology in the schools</jtitle><addtitle>Psychol. Schs</addtitle><date>2015-01</date><risdate>2015</risdate><volume>52</volume><issue>1</issue><spage>22</spage><epage>39</epage><pages>22-39</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><abstract>Youth involved in child‐serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well‐being across the lifespan. It is also important to consider that the experience of maltreatment is linked to both academic difficulty and formal system involvement. This paper highlights recent research focused on the academic performance of children and adolescents involved with child welfare and juvenile justice systems, with specific emphasis on highlighting prevention and intervention strategies that cut across systems. 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| identifier | ISSN: 0033-3085 |
| ispartof | Psychology in the schools, 2015-01, Vol.52 (1), p.22-39 |
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| language | eng |
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| source | Wiley Online Library Journals Frontfile Complete; Applied Social Sciences Index & Abstracts (ASSIA); Education Source |
| subjects | Academic Achievement At Risk Students Child Abuse Child Welfare Cooperation Counseling Services Intervention Juvenile Justice Leadership Role Prevention School Psychologists Welfare Services Well Being |
| title | MALTREATMENT, ACADEMIC DIFFICULTY, AND SYSTEMS-INVOLVED YOUTH: CURRENT EVIDENCE AND OPPORTUNITIES |
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