School Violence, Adjustment, and the Influence of Hope on Low-Income, African American Youth
The current study investigated the prevalence and impact of exposure to school violence using a cross-sectional design with a sample of 132 low-income, African American fifth graders (mean age = 10.20). Additionally, hope was examined in relation to adjustment and as a potential resilience factor in...
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| Veröffentlicht in: | American journal of orthopsychiatry 2010-04, Vol.80 (2), p.213-226 |
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| creator | Cedeno, Linda A. Elias, Maurice J. Kelly, Shalonda Chu, Brian C. |
| description | The current study investigated the prevalence and impact of exposure to school violence using a cross-sectional design with a sample of 132 low-income, African American fifth graders (mean age = 10.20). Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed. |
| doi_str_mv | 10.1111/j.1939-0025.2010.01025.x |
| format | Article |
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Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed.</description><identifier>ISSN: 0002-9432</identifier><identifier>EISSN: 1939-0025</identifier><identifier>DOI: 10.1111/j.1939-0025.2010.01025.x</identifier><identifier>PMID: 20553515</identifier><identifier>CODEN: AJORAG</identifier><language>eng</language><publisher>Oxford, UK: Wiley-Blackwell Publishing Ltd</publisher><subject>Academic achievement ; academic competence ; Adaptation, Psychological ; Adjustment ; African American ; African Americans ; African Americans - psychology ; At risk youth ; Behavior Problems ; Behavioural disorders ; Biological and medical sciences ; Black People ; Child ; Children ; Competence ; Crime Victims - psychology ; Culture ; Educational Status ; Elementary School Students ; exposure to violence ; Female ; Gender ; Gender differences ; Gender differentiation ; Hope ; Human ; Humans ; Interpersonal relations ; Low income ; Low Income Groups ; Lower Income Level ; Male ; Medical sciences ; Poverty - psychology ; problem behaviors ; Psychiatry ; psychological impact ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; resilience ; Resilience, Psychological ; school belonging ; School Violence ; Schools ; Self Concept ; Sex Characteristics ; Social Behavior ; Social Competence ; Social psychiatry. 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Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed.</description><subject>Academic achievement</subject><subject>academic competence</subject><subject>Adaptation, Psychological</subject><subject>Adjustment</subject><subject>African American</subject><subject>African Americans</subject><subject>African Americans - psychology</subject><subject>At risk youth</subject><subject>Behavior Problems</subject><subject>Behavioural disorders</subject><subject>Biological and medical sciences</subject><subject>Black People</subject><subject>Child</subject><subject>Children</subject><subject>Competence</subject><subject>Crime Victims - psychology</subject><subject>Culture</subject><subject>Educational Status</subject><subject>Elementary School Students</subject><subject>exposure to violence</subject><subject>Female</subject><subject>Gender</subject><subject>Gender differences</subject><subject>Gender differentiation</subject><subject>Hope</subject><subject>Human</subject><subject>Humans</subject><subject>Interpersonal relations</subject><subject>Low income</subject><subject>Low Income Groups</subject><subject>Lower Income Level</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Poverty - psychology</subject><subject>problem behaviors</subject><subject>Psychiatry</subject><subject>psychological impact</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>resilience</subject><subject>Resilience, Psychological</subject><subject>school belonging</subject><subject>School Violence</subject><subject>Schools</subject><subject>Self Concept</subject><subject>Sex Characteristics</subject><subject>Social Behavior</subject><subject>Social Competence</subject><subject>Social psychiatry. Ethnopsychiatry</subject><subject>social skills</subject><subject>Sociocultural environment</subject><subject>U.S.A</subject><subject>victimization</subject><subject>Violence</subject><subject>Violence - statistics & numerical data</subject><issn>0002-9432</issn><issn>1939-0025</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>BHHNA</sourceid><recordid>eNqNkmuL1DAUhoso7rj6FyQoouB2zP3yRRgWdUcGVvACghDSNGVa2qYmLbvz703tuIKgbiCck5znXDi8WQYQXKN0XjVrpIjKIcRsjWH6TTe513ey1U3gbraCyeaKEnySPYixSU8iMbmfnWDIGGGIrbJvH-3e-xZ8qX3reuvOwKZspjh2rh_PgOlLMO4d2PZVO81h4Ctw4Ydke7DzV_m2t76bk6pQW9ODTecW56ufxv3D7F5l2ugeHe1p9vntm0_nF_nu8t32fLPLDZOK5YjwQhpMC1bxCpUVKgTlRDJpqSoNtJRDCbnCEApckIqVqhBQWiaZ5YIRSU6z50vdIfjvk4uj7upoXdua3vkpakEIYZgLnMgX_yQRpjAtRwj-fxRKJAWkiN0O5QpClNAnf6CNn0KftqMFVYgTxkmCnv4NQlRhhpASMFFyoWzwMQZX6SHUnQmH1E_PMtGNntWgZzXoWSb6p0z0dUp9fGwwFZ0rbxJ_6SIBz46Aida0VTC9reNvDiupOJ0nfb1wV3XrDrceQG_eX36Y3VTg5VLADEYP8WBNGGvbuminEJIGtQ-jllBjjREhPwBAKeHP</recordid><startdate>201004</startdate><enddate>201004</enddate><creator>Cedeno, Linda A.</creator><creator>Elias, Maurice J.</creator><creator>Kelly, Shalonda</creator><creator>Chu, Brian C.</creator><general>Wiley-Blackwell Publishing Ltd</general><general>Blackwell Publishing Ltd</general><general>Wiley</general><general>Educational Publishing Foundation</general><general>American Psychological Association</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7U3</scope><scope>BHHNA</scope><scope>7U4</scope><scope>DWI</scope><scope>WZK</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope></search><sort><creationdate>201004</creationdate><title>School Violence, Adjustment, and the Influence of Hope on Low-Income, African American Youth</title><author>Cedeno, Linda A. ; Elias, Maurice J. ; Kelly, Shalonda ; Chu, Brian C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a5895-136b8a24b5f6f1df1b7463858c49da0c460806920072b3f5d9b708c585c675383</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>Academic achievement</topic><topic>academic competence</topic><topic>Adaptation, Psychological</topic><topic>Adjustment</topic><topic>African American</topic><topic>African Americans</topic><topic>African Americans - psychology</topic><topic>At risk youth</topic><topic>Behavior Problems</topic><topic>Behavioural disorders</topic><topic>Biological and medical sciences</topic><topic>Black People</topic><topic>Child</topic><topic>Children</topic><topic>Competence</topic><topic>Crime Victims - psychology</topic><topic>Culture</topic><topic>Educational Status</topic><topic>Elementary School Students</topic><topic>exposure to violence</topic><topic>Female</topic><topic>Gender</topic><topic>Gender differences</topic><topic>Gender differentiation</topic><topic>Hope</topic><topic>Human</topic><topic>Humans</topic><topic>Interpersonal relations</topic><topic>Low income</topic><topic>Low Income Groups</topic><topic>Lower Income Level</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Poverty - psychology</topic><topic>problem behaviors</topic><topic>Psychiatry</topic><topic>psychological impact</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>resilience</topic><topic>Resilience, Psychological</topic><topic>school belonging</topic><topic>School Violence</topic><topic>Schools</topic><topic>Self Concept</topic><topic>Sex Characteristics</topic><topic>Social Behavior</topic><topic>Social Competence</topic><topic>Social psychiatry. Ethnopsychiatry</topic><topic>social skills</topic><topic>Sociocultural environment</topic><topic>U.S.A</topic><topic>victimization</topic><topic>Violence</topic><topic>Violence - statistics & numerical data</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cedeno, Linda A.</creatorcontrib><creatorcontrib>Elias, Maurice J.</creatorcontrib><creatorcontrib>Kelly, Shalonda</creatorcontrib><creatorcontrib>Chu, Brian C.</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>Social Services Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>American journal of orthopsychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cedeno, Linda A.</au><au>Elias, Maurice J.</au><au>Kelly, Shalonda</au><au>Chu, Brian C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>School Violence, Adjustment, and the Influence of Hope on Low-Income, African American Youth</atitle><jtitle>American journal of orthopsychiatry</jtitle><addtitle>Am J Orthopsychiatry</addtitle><date>2010-04</date><risdate>2010</risdate><volume>80</volume><issue>2</issue><spage>213</spage><epage>226</epage><pages>213-226</pages><issn>0002-9432</issn><eissn>1939-0025</eissn><coden>AJORAG</coden><abstract>The current study investigated the prevalence and impact of exposure to school violence using a cross-sectional design with a sample of 132 low-income, African American fifth graders (mean age = 10.20). Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed.</abstract><cop>Oxford, UK</cop><pub>Wiley-Blackwell Publishing Ltd</pub><pmid>20553515</pmid><doi>10.1111/j.1939-0025.2010.01025.x</doi><tpages>14</tpages></addata></record> |
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| subjects | Academic achievement academic competence Adaptation, Psychological Adjustment African American African Americans African Americans - psychology At risk youth Behavior Problems Behavioural disorders Biological and medical sciences Black People Child Children Competence Crime Victims - psychology Culture Educational Status Elementary School Students exposure to violence Female Gender Gender differences Gender differentiation Hope Human Humans Interpersonal relations Low income Low Income Groups Lower Income Level Male Medical sciences Poverty - psychology problem behaviors Psychiatry psychological impact Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry resilience Resilience, Psychological school belonging School Violence Schools Self Concept Sex Characteristics Social Behavior Social Competence Social psychiatry. Ethnopsychiatry social skills Sociocultural environment U.S.A victimization Violence Violence - statistics & numerical data |
| title | School Violence, Adjustment, and the Influence of Hope on Low-Income, African American Youth |
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