learning and environment. factors in the environment community family school peers

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Learning and Environment

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Page 1: Learning and Environment. Factors in the Environment Community Family School Peers

Learning and Environment

Page 2: Learning and Environment. Factors in the Environment Community Family School Peers

Factors in the Environment

• Community

• Family

• School

• Peers

Page 3: Learning and Environment. Factors in the Environment Community Family School Peers

Community

• Economics

• Crime

• School Support

• Exposure to Violence

Page 4: Learning and Environment. Factors in the Environment Community Family School Peers

Poverty

• Lifting children out of poverty can diminish some psychiatric symptoms.

• Decline in rates of deviant and aggressive behaviors linked to rise in incomes.

E. Jane Costello.

Page 5: Learning and Environment. Factors in the Environment Community Family School Peers

Poverty

• Moving out of poverty

– Decrease in frequency of psychiatric symptoms

– Little effect anxiety and depression observed

– Mediated by one factor: level of parental supervision

– Strongest for behavioral symptoms (CD, ODD)

• Adding to the income of never-poor families had no effect on frequency of psychiatric symptoms

Page 6: Learning and Environment. Factors in the Environment Community Family School Peers

Family

• SES• Family Size• Parent Education• Parent

Psychopathology• Siblings• Alcohol / Drug Use• Abuse

Page 7: Learning and Environment. Factors in the Environment Community Family School Peers

Family• Maltreatment Types

– Physical Maltreatment (punishment, abuse, family violence)

– Sexual Abuse– Psychological Maltreatment

(Neglect, emotional abuse, poor caretaking)

• Predictive of other maltreatment

• Negative family background strong predictors of:

– level of physical abuse– psychological maltreatment– neglect– witnessing family violence

Page 8: Learning and Environment. Factors in the Environment Community Family School Peers

Adjustment

• The nature of the family environment contributed to adjustment (positive or maladjustment)

– Insecurity– Fragmentation– Poor parental relationships during childhood– Alcohol / drug abuse– Parent psychopathology

• Specific maltreating behaviors have an immediate impact on children’s well-being

• Chronic aspects of the dysfunctional environment (e.g., parental attitudes and family dynamics) associated with the long-term adjustment problems of adults.

Page 9: Learning and Environment. Factors in the Environment Community Family School Peers

Negative/Positive Parenting

• Ineffective or uncaring parenting was a powerful predictor of adult failure (Doll and Lyon, 1998)

• Differentiation among positive parenting, parental involvement, poor monitoring and supervision, inconsistent discipline and corporal punishment

– The negative, but not the positive, scales were found to be predictive of behavior problems in children

– Positive parenting not evaluated as a moderator between negative parenting and behavior problems (Frick, 1994; Shelton et al., 1996)

Page 10: Learning and Environment. Factors in the Environment Community Family School Peers

Schools

• Quality• Approach to Troubling

Behavior• High Suspension /

Low Suspension

• Academic Opportunities

• Level of Engagement• Available Services

Page 11: Learning and Environment. Factors in the Environment Community Family School Peers

Reading and EBD

• Well documented link between reading problems, conduct disorders, and delinquency problems, (Hinshaw & Hinshaw, 1992; Kazdin, 1987)

• 71% of children with EBD experience clinically significant language deficits (Benner, Nelson, Epstein, 2002)

• 57% of students with language deficits experience EBD (Benner, Nelson, Epstein, 2002)

Page 12: Learning and Environment. Factors in the Environment Community Family School Peers

PBIS

• Utilize three-tiered system– School-wide– Classroom– Individual

• Based on sound hypothetical interventions

• Spurious findings on effectiveness– Why???????

Page 13: Learning and Environment. Factors in the Environment Community Family School Peers

Peers

• Availability of Positive Peer Interactions

• Adequate Supervision of Peer Relations

• Exposure to Deviant Peers

• Reliance on Friendships

Page 14: Learning and Environment. Factors in the Environment Community Family School Peers

Peers and Internalization

• 305 adolescents with no mutual friends, non-deviant friends, or deviant friends at age 13

• Adolescents with deviant friends

– More delinquent than the other 2 groups– Similar levels of depression as friendless youth– Less lonely than friendless youth

• Friendships with deviant peers may protect against complete isolation / loneliness

Page 15: Learning and Environment. Factors in the Environment Community Family School Peers

Risk Factors

• Cumulative risk factors– Increase in juvenile court petitions – Decrease in high school or GED completion– Increased risk of delinquency– Increased psychopathology– Increased Risk of incarceration– Increased risk of unemployment– Increased risk of substance abuse

Page 16: Learning and Environment. Factors in the Environment Community Family School Peers

Protective Factors

• Preschool intervention• Parent participation in early school experiences• Ability to be task oriented• Increased Supervision• Academic Success• Nurturing home environment• Positive school environment

Page 17: Learning and Environment. Factors in the Environment Community Family School Peers

Other Adults Home

Parents

Teachers

SchoolStaff

Individual

Peers

Siblings

Other AdultsCommunity

BEHAVIOR