The “Troubled” Adolescent

Lovell, Jennifer L.; White, Joseph L.

doi:10.4324/9781315642536

Cited by 5 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From this early training at Michigan State University throughout his career, Joe was interested in and concerned about the well-being of Black children and youth. His book on The Troubled Adolescent, a second edition published posthumously (Lovell & White, 2019; White, 1989), was a manifestation of his concerns. This concern included not only what he observed with Black adolescents but also adolescents from across diverse ethnic groups.…”

Section: Return To Roots Of Training: the Troubled Adolescentmentioning

confidence: 99%

Dr. Joseph L. White: Translational Scholar, Career Developer, and Mentor

Franklin

2019

Journal of Black Psychology

View full text Add to dashboard Cite

The purpose of this article is to commemorate and highlight the impact and the legacy of Dr. Joseph L. White on the field of Black psychology through the lens of Dr. A. J. Franklin, a mentee, colleague, and friend. Dr. White, as one of the founders of Black psychology, laid the foundation of the field through scholarship, his interpersonal style, and community engagement. He advanced the field of Black psychology to be a psychology of the Black community and provided an exemplar for other scholars to translate psychology to be viable for everyday Black people and to culturally contextualize the strengths of Black people. Recounting Dr. White’s impact highlights for future Black psychologists of what is needed to continue to advance the field.

show abstract

Section: Return To Roots Of Training: the Troubled Adolescentmentioning

confidence: 99%

Dr. Joseph L. White: Translational Scholar, Career Developer, and Mentor

Franklin

2019

Journal of Black Psychology

View full text Add to dashboard Cite

show abstract

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

View full text Add to dashboard Cite

One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students’ resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional commitment, burnout, and job characteristics) and student-level variables (optimal educational climate, OEC: the needs of belonging, respect from others, autonomy, self-efficacy, and self-fulfillment), as OEC is viewed as a main source of students’ psychological resilience. A sample of 243 teachers and 1777 10th-grade students from 44 nationwide secondary schools in Israel participated in this study. The study included the entire population of this selected cohort. Using hierarchical linear model (HLM) coefficient models, we found two major factors that significantly predicted students’ OEC: teachers’ affective organizational commitment and teachers’ job characteristics. These findings indicate that schools may serve as a protective factor for students at risk, since schools can strengthen teachers’ affective abilities in order to ensure their students’ psychological resilience. These findings are especially important when working with students at risk, who tend to be exposed to a wider range of stress factors, both individually and academically. The importance of these relationships becomes even greater considering the effects of the COVID-19 epidemic, which has had a significant global impact on many aspects, including students’ relationships with schools and teachers.

show abstract