- Email: [email protected]
VICTIMIZATION EXPERIENCE IN ELEMENTARY AND MIDDLE SCHOOL STUDENTS
NEW RESEARCH POSTERS 1.57 – 1.58
large, epidemiological, school-based sample group. Prior studies have shown that the impact of race is mitigated by SES. A review of the literature did not reveal prior studies that examined the impact of race and SES on teacher ratings of student behavior. Methods: Teachers screened 5,749 students (aged 5–17 years) from nine schools within a Florida school district that represented low, middle, and high SES areas and, when aggregated, provided a diverse sample group reflective of the district student population. The sample group was screened for emotional and behavioral disorders by teachers using the Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System for Children (BESS), and data were weighted to represent the demographic characteristics of the nine schools. A score of 60 on the BASC-2 BESS is the established cutoff for a high screen status. We hypothesized that black students were more likely than white students to be rated as high screen by teachers and that students of low SES (defined as eligibility for free or a reduced priced lunch) were more likely than higher SES peers to be rated as high screen. Logistic regression models that accounted for the complex sampling design evaluated the relationship between screening status and student characteristics. Models controlled for student gender and ethnicity. Results: There was a significant interaction between SES and race (P ¼ 0.004) in relation to teacher ratings. For low SES students, the OR of high rating for blacks versus whites was 1.9 (1.5, 2.2), but among mid-high SES, the same OR for blacks versus whites was 3.0 (2.4, 3.6). Among black students, the OR of high rating for low SES compared with mid-high SES was 1.3 (1.1, 1.6), but among white students, the same OR was 2.1 (1.7, 2.6). Conclusions: There was a significant interaction of race and SES in association with teacher ratings. The magnitude of the OR for the impact of black versus white race on high screen status was smaller among low SES students compared with mid-high SES. Likewise, the OR for SES on high screen status among blacks is lower than that for whites. In blacks, SES is not as important as in whites. This differs from prior studies demonstrating that effects of race are mitigated after controlling for SES.
EPI RI RF Supported by the University of South Carolina’s Disability Research and Dissemination Center and the Centers for Disease Control and Prevention Cooperative Agreement (5U01DD001007-03) http://dx.doi.org/10.1016/j.jaac.2016.09.057
1.57 IS POOR ADJUSTMENT TO SCHOOL LIFE A RISK FOR STUDENT ABSENTEEISM AND DEVIANT BEHAVIORS? Sachiko Inoue, PhD, Department of Nursing Science, Okayama Prefectural University, 111, Kuboki, Soja 7191197, Japan Objectives: Few studies have examined factors associated with deviant behaviors, including absenteeism and bullying, which adversely affect schools. We used the Adaptation Scale for School Environments on Six Spheres (ASSESS) tool to collect data on self-reported student adjustment to school life in a city in Western Japan. Our aim was to investigate its relationship with absenteeism and deviant behaviors. Methods: The ASSESS tool assesses school-aged children’s adjustment by life satisfaction, teacher support, interpersonal support, noninvasive relationship, social skills, and learning. Standardized scores were used to categorize students into four groups (standardized score >50, 40–50, 30–40, and <30). Lower scores indicate lower self-reported adjustment. Descriptive statistics were performed on the data collected from 15,930 students in grades 7 through 9. We used logistic regression analyses with the ASSESS subscales as exposure variables. Outcome variables included the presence of absenteeism (>30 days per year), class truancy, cigarette smoking, and violence. ORs and 95% confidence intervals were calculated, and ORs were adjusted for their grade. Results: After adjustment, life satisfaction was associated significantly with violence, class truancy, cigarette smoking, and absenteeism (OR ¼ 3.16, 95% CI 1.25–7.99; OR ¼ 9.01, 95% CI 4.09–19.84; OR ¼ 4.14, 95% CI 1.46–11.78; OR ¼ 21.17, 95% CI 12.71–36.83, respectively). Risks for violence, class truancy, cigarette smoking, and absenteeism were higher for those whose
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self-reported adjustment lacked teacher support, friend support, and social skills. For learning adjustment, associations were found with violence and class truancy for those groups with standardized scores of 30–40 and <30. For absenteeism, associations were observed for students with standardized scores of 40–50 and 30–40, but not for those with scores <30. For life satisfaction, teacher support, friend support, social skills, risks for violence, class truancy, and absenteeism increased incrementally for groups with standardized scores 40–50, 30–40, and <30. Conclusions: In this study, behaviors such as absenteeism and violence were associated with low life satisfaction, subjective lack of teacher and friend support, and poor social skills.
EPI SAC SCR Supported by the Grant-in-Aid for Young Scientists (B) No. 16K21295, and the Japan Society for the Promotion of Science http://dx.doi.org/10.1016/j.jaac.2016.09.058
1.58 LATENT AGGRESSION SUBGROUPS ASSOCIATED WITH PSYCHOPATHOLOGIC BEHAVIOR AND BULLYING/VICTIMIZATION EXPERIENCE IN ELEMENTARY AND MIDDLE SCHOOL STUDENTS Kyungun Jhung, MD, Department of Psychiatry & Behavioral Neuroscience, International St. Mary’s Hospital and Catholic Kwandong University, 25 Simgok-Ro 100 Beon-Gil Seo-Gu, Incheon, The Republic of Korea; Na-Hyun Lee, MD; Hyun Ju Hong, MD; Jin Young Park, MD Objectives: High aggression during childhood and adolescence has been linked to bullying perpetration/victimization and students’ poor mental health outcomes. This study aimed to investigate the latent aggression subgroups from a national school-based mental health survey and explore their associations with psychopathological behaviors and bullying/victimization in Korean elementary and middle-school students. Methods: Whole data of the national school-based mental health survey for the year 2013 in elementary (n ¼ 892,586) and middle-school students (n ¼ 1,209,574) were used to identify latent aggression groups using the latent class analysis. To investigate psychopathologies and bullying/victimization in these aggression subgroups, 945 elementary and 600 middle-school students were recruited. Aggression subgroups were compared for psychopathologies, as measured by the Korean Child Behavior Checklist and the Korean Youth Self-Report, and bullying-victimization experiences by using the one-way analysis of variance. Results: Latent class analysis identified three of the following distinct subgroups according to the student’s aggression level from the national survey in both elementary and middle-school students: high aggression (HA), moderate aggression (MA), and low aggression (LA). In elementary school students, the HA group demonstrated higher levels of psychopathology for both externalizing and internalizing behavior, including somatic complaints, anxiety/ depression, social problems, thought problems, attention problems, and rule violation, as well as more bullying and victimization experience compared with the other two groups (all, P < 0.001). The MA group also demonstrated a higher level of psychopathology in all areas compared with the LA group (all, P < 0.05). In middle-school students, both HA and MA groups reported higher levels of psychopathology in all domains, with the exception of somatic complaints (P ¼ 0.33), compared with the LA group. Moreover, HA and MA groups reported a higher incidence of bullying (P < 0.001) and victimization experience (P ¼ 0.006) compared with the LA group. However, no significant differences were found between the HA and MA groups. Conclusions: Screening and intervention strategies for highly aggressive students should take into account the possible underlying emotional and behavioral psychopathologies and associated effects on bullying/ victimization.
AGG PRE SAC Supported by the Seoul National Hospital, Ministry of Health & Welfare, Republic of Korea http://dx.doi.org/10.1016/j.jaac.2016.09.059
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016
large, epidemiological, school-based sample group. Prior studies have shown that the impact of race is mitigated by SES. A review of the literature did not reveal prior studies that examined the impact of race and SES on teacher ratings of student behavior. Methods: Teachers screened 5,749 students (aged 5–17 years) from nine schools within a Florida school district that represented low, middle, and high SES areas and, when aggregated, provided a diverse sample group reflective of the district student population. The sample group was screened for emotional and behavioral disorders by teachers using the Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System for Children (BESS), and data were weighted to represent the demographic characteristics of the nine schools. A score of 60 on the BASC-2 BESS is the established cutoff for a high screen status. We hypothesized that black students were more likely than white students to be rated as high screen by teachers and that students of low SES (defined as eligibility for free or a reduced priced lunch) were more likely than higher SES peers to be rated as high screen. Logistic regression models that accounted for the complex sampling design evaluated the relationship between screening status and student characteristics. Models controlled for student gender and ethnicity. Results: There was a significant interaction between SES and race (P ¼ 0.004) in relation to teacher ratings. For low SES students, the OR of high rating for blacks versus whites was 1.9 (1.5, 2.2), but among mid-high SES, the same OR for blacks versus whites was 3.0 (2.4, 3.6). Among black students, the OR of high rating for low SES compared with mid-high SES was 1.3 (1.1, 1.6), but among white students, the same OR was 2.1 (1.7, 2.6). Conclusions: There was a significant interaction of race and SES in association with teacher ratings. The magnitude of the OR for the impact of black versus white race on high screen status was smaller among low SES students compared with mid-high SES. Likewise, the OR for SES on high screen status among blacks is lower than that for whites. In blacks, SES is not as important as in whites. This differs from prior studies demonstrating that effects of race are mitigated after controlling for SES.
EPI RI RF Supported by the University of South Carolina’s Disability Research and Dissemination Center and the Centers for Disease Control and Prevention Cooperative Agreement (5U01DD001007-03) http://dx.doi.org/10.1016/j.jaac.2016.09.057
1.57 IS POOR ADJUSTMENT TO SCHOOL LIFE A RISK FOR STUDENT ABSENTEEISM AND DEVIANT BEHAVIORS? Sachiko Inoue, PhD, Department of Nursing Science, Okayama Prefectural University, 111, Kuboki, Soja 7191197, Japan Objectives: Few studies have examined factors associated with deviant behaviors, including absenteeism and bullying, which adversely affect schools. We used the Adaptation Scale for School Environments on Six Spheres (ASSESS) tool to collect data on self-reported student adjustment to school life in a city in Western Japan. Our aim was to investigate its relationship with absenteeism and deviant behaviors. Methods: The ASSESS tool assesses school-aged children’s adjustment by life satisfaction, teacher support, interpersonal support, noninvasive relationship, social skills, and learning. Standardized scores were used to categorize students into four groups (standardized score >50, 40–50, 30–40, and <30). Lower scores indicate lower self-reported adjustment. Descriptive statistics were performed on the data collected from 15,930 students in grades 7 through 9. We used logistic regression analyses with the ASSESS subscales as exposure variables. Outcome variables included the presence of absenteeism (>30 days per year), class truancy, cigarette smoking, and violence. ORs and 95% confidence intervals were calculated, and ORs were adjusted for their grade. Results: After adjustment, life satisfaction was associated significantly with violence, class truancy, cigarette smoking, and absenteeism (OR ¼ 3.16, 95% CI 1.25–7.99; OR ¼ 9.01, 95% CI 4.09–19.84; OR ¼ 4.14, 95% CI 1.46–11.78; OR ¼ 21.17, 95% CI 12.71–36.83, respectively). Risks for violence, class truancy, cigarette smoking, and absenteeism were higher for those whose
S118
www.jaacap.org
self-reported adjustment lacked teacher support, friend support, and social skills. For learning adjustment, associations were found with violence and class truancy for those groups with standardized scores of 30–40 and <30. For absenteeism, associations were observed for students with standardized scores of 40–50 and 30–40, but not for those with scores <30. For life satisfaction, teacher support, friend support, social skills, risks for violence, class truancy, and absenteeism increased incrementally for groups with standardized scores 40–50, 30–40, and <30. Conclusions: In this study, behaviors such as absenteeism and violence were associated with low life satisfaction, subjective lack of teacher and friend support, and poor social skills.
EPI SAC SCR Supported by the Grant-in-Aid for Young Scientists (B) No. 16K21295, and the Japan Society for the Promotion of Science http://dx.doi.org/10.1016/j.jaac.2016.09.058
1.58 LATENT AGGRESSION SUBGROUPS ASSOCIATED WITH PSYCHOPATHOLOGIC BEHAVIOR AND BULLYING/VICTIMIZATION EXPERIENCE IN ELEMENTARY AND MIDDLE SCHOOL STUDENTS Kyungun Jhung, MD, Department of Psychiatry & Behavioral Neuroscience, International St. Mary’s Hospital and Catholic Kwandong University, 25 Simgok-Ro 100 Beon-Gil Seo-Gu, Incheon, The Republic of Korea; Na-Hyun Lee, MD; Hyun Ju Hong, MD; Jin Young Park, MD Objectives: High aggression during childhood and adolescence has been linked to bullying perpetration/victimization and students’ poor mental health outcomes. This study aimed to investigate the latent aggression subgroups from a national school-based mental health survey and explore their associations with psychopathological behaviors and bullying/victimization in Korean elementary and middle-school students. Methods: Whole data of the national school-based mental health survey for the year 2013 in elementary (n ¼ 892,586) and middle-school students (n ¼ 1,209,574) were used to identify latent aggression groups using the latent class analysis. To investigate psychopathologies and bullying/victimization in these aggression subgroups, 945 elementary and 600 middle-school students were recruited. Aggression subgroups were compared for psychopathologies, as measured by the Korean Child Behavior Checklist and the Korean Youth Self-Report, and bullying-victimization experiences by using the one-way analysis of variance. Results: Latent class analysis identified three of the following distinct subgroups according to the student’s aggression level from the national survey in both elementary and middle-school students: high aggression (HA), moderate aggression (MA), and low aggression (LA). In elementary school students, the HA group demonstrated higher levels of psychopathology for both externalizing and internalizing behavior, including somatic complaints, anxiety/ depression, social problems, thought problems, attention problems, and rule violation, as well as more bullying and victimization experience compared with the other two groups (all, P < 0.001). The MA group also demonstrated a higher level of psychopathology in all areas compared with the LA group (all, P < 0.05). In middle-school students, both HA and MA groups reported higher levels of psychopathology in all domains, with the exception of somatic complaints (P ¼ 0.33), compared with the LA group. Moreover, HA and MA groups reported a higher incidence of bullying (P < 0.001) and victimization experience (P ¼ 0.006) compared with the LA group. However, no significant differences were found between the HA and MA groups. Conclusions: Screening and intervention strategies for highly aggressive students should take into account the possible underlying emotional and behavioral psychopathologies and associated effects on bullying/ victimization.
AGG PRE SAC Supported by the Seoul National Hospital, Ministry of Health & Welfare, Republic of Korea http://dx.doi.org/10.1016/j.jaac.2016.09.059
J OURNAL
OF THE
AMERICAN ACADEMY OF CHILD & ADOLESCENT P SYCHIATRY VOLUME 55 NUMBER 10S OCTOBER 2016