Differential impacts of participation in organized activities and maltreatment types on adolescent academic and socioemotional development

Kwak, Yoonyoung; Mihalec-Adkins, Brittany; Mishra, Aura Ankita; Christ, Sharon L.

doi:10.1016/j.chiabu.2017.09.026

Cited by 14 publications

(13 citation statements)

References 60 publications

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“…For instance, adolescents experiencing foster care may benefit from policies that subsidize the costs of programs that promote the development of self‐esteem, social skills, and school engagement, such as extracurricular activities typically offered in schools, or formal and informal mentoring. Indeed, a recent longitudinal study of child welfare‐involved adolescents found that participation in school‐based sports, mentoring programs, and academic clubs boosted school engagement over time (Kwak, Mihalec‐Adkins, Mishra, & Christ, ). Our findings also lend support to policy initiatives aimed at including school engagement‐related content in foster parent training or caseworker training—both vital for providing feasible, sustainable, and proximal intervention to youth in care.…”

Section: Discussionmentioning

confidence: 99%

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

Mihalec-Adkins

Cooley

2019

Child & Family Social Work

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Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed.

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Section: Discussionmentioning

confidence: 99%

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

Mihalec-Adkins

Cooley

2019

Child & Family Social Work

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“…In contrast, the article by Kassis and colleagues (2017) re-examines data from the STAMINA study to report the differential impacts of toxic parenting on 'resilient' children. The final three empirical articles consider the differentially protective impacts of factors outside of the family, including prosocial friends and residence in a low socioeconomic neighbourhood (Hopkins et al, 2017), social support (Nearchou, 2017) and participation in organised activities (Kwak et al, 2017).…”

mentioning

confidence: 99%

Limiting the impacts of child abuse and neglect by understanding which supports matter most: A differential impact approach

Theron

Ungar

2018

Child Abuse & Neglect

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Child abuse and neglect continue to be associated with immediate and long-term undesirable physical and/or mental health consequences (e.g., Cecil et al., 2017; Turner, Taillieu, Cheung, & Afifi, 2017). When children avoid these consequences, resilience is inferred (Afifi & MacMillan, 2011). Human resilience is generally defined as a dynamic, complex process which supports individuals to develop normatively, remain functional, or return to functional levels despite the presence of stressors (such as abuse or neglect) which predict negative outcomes (Masten, 2014). The dynamism of resilience (i.e., its variability relative to type of

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“…In addition to foster parents, teachers or coaches may also be able to meet children's needs for supportive, warm relationships with caring adults (Reynolds & Ou, 2004). Nonparental mentoring programs are generally regarded as being effective in boosting youth adjustment in general population samples (DuBois et al, 2002;DuBois & Silverthorn, 2005), as well as boosting school engagement among adolescents in contact with the child welfare system (Kwak et al, 2018). For foster youth in particular, one study found that mentoring programs enhanced social skills and general interpersonal trust (Rhodes et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

The Relational Context of School Engagement and Associations With Youth Behaviors

Cooley

Mihalec-Adkins

Womack

2020

Journal of Emotional and Behavioral Disorders

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Youth in foster care face many academic risks, including diminished engagement in school and behavior problems that further threaten learning and academic achievement. However, school engagement is responsive to contextual change, leaving many opportunities to intervene upon school engagement and boost overall functioning. The present study examines the mediating and moderating potential of aspects within the relational context of school engagement and academically threatening behaviors, using a national sample of adolescent foster youth. Findings indicate that greater school engagement and more positive perceptions of relationships with both peers and foster parents were associated with lower self-reported internalizing, and lower self- and caregiver-reported externalizing behaviors. Peer relationships moderated the association between school engagement and youth-reported externalizing, and foster parent–youth relationships moderated the association between school engagement and youth-reported internalizing. Furthermore, peer relationships mediated the association between school engagement and internalizing, but not externalizing behaviors, while relationships with foster parents mediated associations between school engagement and both self- and caregiver reports of both internalizing and externalizing. Implications for future research and practice are discussed.

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Differential impacts of participation in organized activities and maltreatment types on adolescent academic and socioemotional development

Cited by 14 publications

References 60 publications

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

Limiting the impacts of child abuse and neglect by understanding which supports matter most: A differential impact approach

The Relational Context of School Engagement and Associations With Youth Behaviors

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