Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.With increasing empirical attention in the literature, the teacher-student relationship has been identified as a significant influence on overall school and behavioral adjustment (Baker, Terry, Bridger, & Winsor, 1997). Pianta, Steinberg and Rollins (1995) found that positive teacher-student relationships, defined as "warm, close, communicative," are linked to behavioral competence and better school adjustment. Other researchers found that conflict and dependency in teacher-student relationships are related to unfavorable outcomes such as a negative school attitude, school avoidance (Birch & Ladd, 1997) and hostile aggression (Howes, Hamilton, & Matheson, 1994). Resilience literature further indicates that when there is no emotional connection to a caregiver at home, supportive school experiences play a critical role in students' adaptations. More specifically, teachers who "provide emotional support, reward competence, and promote self-esteem" (p. 110) are considered to be one of the factors that decrease the vulnerability of high-risk students in response to stressful life events (Werner, 1990).

Online communities provide a forum for rich social interaction and identity development for billions of Internet users worldwide. In order to manage these communities, platform owners have increasingly turned to commercial content moderation, which includes both the use of moderation algorithms and the employment of professional moderators, rather than user-driven moderation, to detect and respond to anti-normative behaviors such as harassment and spread of offensive content. We present findings from semi-structured interviews with 56 volunteer moderators of online communities across three platforms (Twitch, Reddit, and Facebook), from which we derived a generalized model categorizing the ways moderators engage with their communities and explaining how these communities develop as a result. This model contains three processes: being and becoming a moderator; moderation tasks, actions, and responses; and rules and community development. In this work, we describe how moderators contribute to the development of meaningful communities, both with and without algorithmic support.

No abstract

No abstract

This article reviews current research findings and presents a conceptual framework for better understanding the relationship between bullying victimization (hereafter referred to as victimization) and substance misuse (hereafter referred to as SM) among adolescents. Although victimization and SM may appear to be separate problems, research suggests an intriguing relationship between the two. We present a brief, empirical overview of the direct association between victimization and adolescent SM, followed by a proposed conceptual framework that includes co-occurring risk factors for victimization and SM within family, peer, and school/community contexts. Next, we discuss potential mediators linking victimization and SM, such as internalizing problems, traumatic stress, low academic performance, and school truancy/absence. We then identify potential moderating influences of age, gender/sex, social supports, and school connectedness that could amplify or abate the association between victimization and SM. Finally, we discuss practice and policy implications.

No abstract

We investigated the relationship between trauma type, posttraumatic stress disorder (PTSD), and intelligence quotient (IQ) utilizing a development-based taxonomy of trauma in a sample of 390 African-American adolescents and Iraqi refugee adolescents. Utilizing structural equation modeling, we compared different "good-fitting" models that describe the specific relationships between different trauma types, PTSD cluster symptoms (i.e., re-experiencing, arousal, avoidance, and emotional numbness/dissociation), and IQ factors (i.e., perceptual reasoning, verbal comprehension, working memory, and processing speed). Our findings support the hypothesis that different trauma types have different influences, some positive and some negative. Whereas abandonment and personal identity trauma (e.g., sexual abuse) have direct negative effects, secondary trauma (e.g., parents' involvement in war or combat) has a positive effect on IQ. Collective identity trauma (e.g., oppression) did not have either negative or positive effects on IQ. The PTSD components reexperiencing and arousal generally mediated some of the negative effects of traumas on IQ; avoidance and emotional detachment/dissociation generally mediated positive effects. In conclusion, trauma type differentially impacts IQ. However, cumulative trauma dynamics have total negative significant effects on all of the four IQ components: perceptual reasoning, working memory, processing speed, and verbal comprehension.

The purpose of this study was to examine students' and teachers' perceptions of their relationship. Eighty-nine African American children in Grades 3 through 6 and their teachers independently rated the quality of the teacher-child relationship and completed a range of questionnaires regarding the children's school-related adjustment. Teacher and child reports on the quality of the relationship were correlated significantly (r = 0.33, p < 0.01). Positive teacher-child relationships, as reported by children, predicted several school outcome variables above and beyond teacher ratings of the relationship. Specifically, they predicted better classroom rule compliance, more interest in school, more feelings of connectedness towards school and more involvement in school-related activities. Generally teachers' perceptions of the relationships were best at predicting teacher rated outcomes and children's perceptions of the relationships were best at predicting children's rated outcomes, highlighting the importance of considering both children's and teachers' points of view as well as the likely contributions of shared method and informant variances. Findings suggest that teacher efforts to improve their sensitivity to child needs and supportiveness of students can have a broader influence on children's overall school functioning. This study also calls for the development of intervention studies to enhance the quality of teacher-child relationships and better examine the direction of the effects suggested by this study.Children growing up in American inner cities face numerous stressors such as poverty and exposure to violence that increase their risk for 346 School Psychology International