Predicting School Difficulties for Culturally Diverse Adolescents Referred
- Slides: 14
Predicting School Difficulties for Culturally Diverse Adolescents Referred to Mental Health Treatment Deanna L. Stammer 1, Phillip D. Akutsu 2, & Arely M. Hurtado 1 1 Uplift Family Services & 2 California State University, Sacramento
INTRODUCTION • Adolescents with mental health disorders • Report with school problems (Schulte-Korne, 2016; Mc. Leod et al. , 2013) • Only 40% graduate (U. S. : 76%) (U. S. Dept. of Education, 2001) • Higher drop out rates (14 -21 y/o) (National Center for Education Statistics, 2016) • Lower life functioning (Forsman et al. , 2016) • Dropouts: • 3. 5 x more likely to be incarcerated (Sum et al. , 2009) • 45% were unemployed (MA Dept. Elementary & Secondary Education, 2007) • Insufficient income (MA Dept. Elementary & Secondary Education, 2007) 2 www. upliftfs. org
MENTAL HEALTH PROBLEMS • School under-achievement • Ex: Delinquency, substance use, depression (Humensky et al. , 2010; Mc. Leod et al. , 2013) • Nonattendance • Ex: Depression, suicidality, aggression (Humensky et al. , 2010; Kearney, 2008) • Problem behaviors • Ex: Impulsivity/hyperactivity, aggression (Child Mind Institute, 2019) 3 www. upliftfs. org
STRENGTHS AND DEFICITS • Demographic variables • African Americans and Latino adolescents: ↑ Risk (Palardy et al. , 2015) • Older youth: ↑ Nonattendance (Balfanz et al. , 2012; Gottfried, 2013) • Adolescent strengths • Ex: Resiliency, interpersonal skills, family connections (Sim et al. , 2015; Sim et al. , 2016) • Limitation to past research • Integrative approach: multiple variables 4 www. upliftfs. org
HYPOTHESES Predictors of school difficulties for adolescents referred to mental health treatment? Under-achievement, Nonattendance, and Problem Behaviors Positive • African Americans and • Higher clinical issues Latinos o Depression • Males o Impulsivity/hypera • Older ctivity • Non-English language o Delinquent preference behaviors • Temporary living o Substance use situation o Suicide risk • Higher need for o Violence to others intensive services o Aggression 5 www. upliftfs. org Negative • Asian and White American • Female • Younger • English language preference • Permanent living situation • Parental involvement • Adolescent strengths
METHOD Participants (N =1850) • 1 st admissions (12 -19 y/o) in a mental health agency network in CA (2012 -2017) Table 1. Mean/Percentage and Standard Deviations for Demographic Variables M or % (SD) Sex: Female Age 46. 4% 14. 95 (1. 68) Living Situation – Permanent 79. 5% Language Preference – English 89. 9% Ethnicity 6 African American 19. 0% Asian American 3. 6% Latino 51. 8% White American 25. 6% www. upliftfs. org
MEASURES • Scales/Measures • Child and Adolescent Needs and Strengths (CANS) scale (Lyons, 2009) • Range: 0 = Not a problem to 3 = Severe problem • Parental Involvement • Higher scores: ↑ Involvement • Strengths • Higher scores: ↑ Adolescent strengths • Clinical intake data (e. g. , demographic data) • Need for more intensive services: 1 = Low to 4 = High 7 www. upliftfs. org
RESULTS: DESCRIPTIVES Table 2. Mean and Standard Deviations for Independent and Dependent Variables Independent variables M SD Need for Intensive Services 2. 42 1. 26 Depression 1. 20 . 89 Impulsivity/Hyperactivity . 78 . 88 Delinquent Behavior . 33 . 63 Substance Use . 16 . 45 Suicide risk . 04 . 64 Violence to others . 26 . 55 Aggression 1. 30 . 90 Parental Involvement 2. 42 . 70 Adolescent Strengths 1. 52 . 59 School Under-Achievement 1. 38 1. 03 School Nonattendance . 75 1. 01 School Behavioral Problems 1. 08 . 99 Dependent variables 8 www. upliftfs. org
SCHOOL UNDERACHIEVEMENT Table 3. Multiple Regression Analysis for School Underachievement. B SE B β -. 19*** . 05 -. 09 Age . 03* . 01 . 05 Living Situation: Permanent -. 87* . 04 -. 05 Impulsivity/hyperactivity . 17*** . 03 . 15 Aggression . 17*** . 03 . 15 Parental Involvement -. 10** . 03 -. 07 Adolescent Strengths -. 42*** . 04 -. 24 Sex: Female Significance of the model F(21, 1850) = 20. 87, p <. 001, R 2 =. 19 *p <. 05, **p <. 01, ***p <. 001 9 www. upliftfs. org
SCHOOL NONATTENDANCE Table 4. Multiple Regression Analysis for School Nonattendance B SE B β Age . 11*** . 01 . 18 Need for Intensive Services . 06** . 02 . 07 Delinquent Behavior . 30*** . 04 . 19 Aggression . 12*** . 03 . 10 Parental Involvement -. 15*** . 03 -. 10 Adolescent Strengths -. 29*** . 04 -. 17 Significance of the model F(21, 1850) = 22. 35, p <. 001, R 2 =. 20 *p <. 05, **p <. 01, ***p <. 001 10 www. upliftfs. org
SCHOOL BEHAVIORAL PROBLEMS Table 5. Multiple Regression Analysis for School Behavioral Problems. B SE B β Sex: Female -. 24*** . 04 -. 12 Age -. 07*** . 01 -. 12 Need for Intensive Services . 04* . 02 . 06 Depression -. 05* . 02 -. 05 Impulsivity/hyperactivity . 21*** . 03 . 18 Delinquent Behavior . 13*** . 03 . 08 Aggression . 28*** . 03 . 25 Parental Involvement -11*** . 03 -. 08 Adolescent Strengths -. 25*** . 04 -. 15 Significance of the model F(21, 1850) = 45. 15, p <. 001, R 2 =. 34 *p <. 05, **p <. 01, ***p <. 001 11 www. upliftfs. org
DISCUSSION • Hypotheses: Partially supported • Level of school difficulties • Low to moderate Dependent variables M SD School Under-Achievement 1. 38 1. 03 School Nonattendance . 75 1. 01 School Behavioral Problems 1. 08 . 99 • Strongest predictors Under-Achievement Nonattendance Behavioral Problems Adolescent Strengths (-) (1) Adolescent Strengths (-) (3) Aggression (+) (2) Delinquent Behavior (+) (1) Aggression (+) (1) Impulsivity/Hyperactivity (+) Age (Older) (2) (3) 12 www. upliftfs. org Impulsivity/Hyperactivity (+) (2)
LIMITATIONS & RECOMMENDATIONS • Limitations • Single item scales • 1 st client episode or multiple episode • Recommendations • Impulsivity/Hyperactivity and aggression • ↑ Impulse control and pro-social behaviors • Adolescent strengths • Utilize strength-based approach 13 www. upliftfs. org
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