Predicting School Difficulties for Culturally Diverse Adolescents Referred

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Predicting School Difficulties for Culturally Diverse Adolescents Referred to Mental Health Treatment Deanna L.

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;

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

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

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,

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

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)

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

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

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

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

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

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

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

Healing families. Strengthening communities. www. upliftfs. org

Healing families. Strengthening communities. www. upliftfs. org