Marc Atkins
University of Illinois at Chicago, Psychiatry and Psychology, Faculty Member
168 MARC S. ATKINS et al. with positive mental health and well-being for students, and this association may be particularly salient for urban students (Gorman-Smith et al., 1999). In a recent study of African American adolescents from... more
168 MARC S. ATKINS et al. with positive mental health and well-being for students, and this association may be particularly salient for urban students (Gorman-Smith et al., 1999). In a recent study of African American adolescents from low-income Chicago neighborhoods, youth ...
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Page 1. Same-Sex and Other-Sex Peer Reports: Unique Contributors to Understanding Children's School Adjustment Stacy L. Frazier & Marc S. Atkins & Laura Hess Olson & Aaron R. Lyon Published online: 11... more
Page 1. Same-Sex and Other-Sex Peer Reports: Unique Contributors to Understanding Children's School Adjustment Stacy L. Frazier & Marc S. Atkins & Laura Hess Olson & Aaron R. Lyon Published online: 11 November 2008 # Springer Science + Business Media, LLC 2008 ...
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Research Interests: Psychology, Social Work, Poverty, Mental Health, Community-Based Mental Health Services, and 25 moreDiffusion theory, Consulting, Chicago, Prospective studies, Faculty, Humans, Child, Mixed Effects Models, African American, Behavior Therapy, Female, Male, Diffusion of Innovation, Longitudinal Studies, Regression Model, PERSUASIVE COMMUNICATION, Urban Population, Interdisciplinary Communication, Low Income, Cooperative Behavior, Internet, Social Network, Community Based Mental Health Services, Attention deficit disorder with hyperactivity, and Attention deficit hyperactivity disorder
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Research Interests: Program Evaluation, Psychology, Health Promotion, Mental Health, Community-Based Mental Health Services, and 18 moreBehavior, Adolescent, Research Funding, Schools, Humans, Child, Female, Male, Interpersonal Relations, Clinical Sciences, Middle Aged, Public Administration and Policy, Adult, Public health systems and services research, Urban Population, Community Based Mental Health Services, Socioeconomic Factors, and Child preschool
Research Interests: Psychology, Health Promotion, Poverty, Mental Health, Resource Allocation, and 13 moreMental Health Policy, Public sector, Urban Poverty, Schools, Humans, Peer Relations, Child, United States, Mental health services, Clinical Sciences, Health Care Rationing, Public health systems and services research, and Urban Population
Gentrification changes the neighborhood and family contexts in which children are socialized—for better and worse—yet little is known about its consequences for youth. This review, drawn from research in urban planning, sociology, and... more
Gentrification changes the neighborhood and family contexts in which children are socialized—for better and worse—yet little is known about its consequences for youth. This review, drawn from research in urban planning, sociology, and psychology, maps out mechanisms by which gentrification may impact children. We discuss indicators of gentrification and link neighborhood factors, including institutional resources and collective socialization , to family processes more proximally related to child development. Finally, we discuss implications for intervention and public policy recommendations that are intended to tip the scales toward better outcomes for low-income youth in gentrifying areas.
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Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in... more
Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees' lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors' perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing "in spite of" environmental inputs. Perceptions of mentees and their environments informed mentors' role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees' lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention.
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Research Interests: Psychology, Organizational Change, Mental Health, Community-Based Mental Health Services, Evidence Based Practice, and 20 moreHealth Care, Mental Health Policy, Health Services Research, Adolescent, Staff Development, Workforce Development, Humans, Child, Substance Abuse, United States, Cost effectiveness, Mental Disorders, Mental health services, Clinical Sciences, Patient Care Team, Public health systems and services research, Clinical Competence, Large Scale, Service Sector, and Substance-Related Disorders
... phase of development and implementation, it appears to be a promising vehicle for effective school and mental health collaboration for inner-city ... The interagency framework links educators, community-based mental health providers,... more
... phase of development and implementation, it appears to be a promising vehicle for effective school and mental health collaboration for inner-city ... The interagency framework links educators, community-based mental health providers, and child welfare systems in ...
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This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the... more
This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the treatment setting to larger classroom context. Eighty-two maltreated and nonmaltreated, socially withdrawn Head Start children were randomly assigned to either RPT or attention-control (AC) conditions. Data were collected by teachers and independent observers blind to both maltreatment status and treatment condition. Treatment resulted in higher levels of collaborative peer play interactions in the treatment setting posttreatment for both the maltreated and nonmaltreated children. Results documented generalization of the treatment impact to classroom free-play sessions. These findings were supported by teacher ratings of interactive peer play and social skills.
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Research Interests: Psychology, Self Control, Competition, Adolescent, Comparative Study, and 14 moreHumans, Child, Personality Assessment Inventory, Aggression, Personality Development, Male, Interpersonal Relations, Abnormal Child Psychology, Operant Conditioning, Hostility, Impulse Control, Cooperative Behavior, Nino, and Impulsive behavior
Recent health care legislation and shifting health care financing strategies are transforming health and behavioral health (a broad term referring to mental health, substance use, and health behavior) care in the United States. Advances... more
Recent health care legislation and shifting health care financing strategies are transforming health and behavioral health (a broad term referring to mental health, substance use, and health behavior) care in the United States. Advances in knowledge regarding effective treatment and services coupled with incentives for innovation in health and behavioral health care delivery systems make this a unique time for mobilizing our science to enhance the success of health and behavioral health care redesign. To optimize the potential of our current health care environment, a team was formed composed of leaders from the Societies of Clinical Child & Adolescent Psychology, Pediatric Psychology, and Child and Family Policy and Practice (Divisions 53, 54, and 37 of the American Psychological Association). This team was charged with reviewing the scientific and policy literature with a focus on five major issues: (a) improving access to care and reducing health disparities, (b) integrating behavioral health care within primary care, (c) preventive services, (d) enhancing quality and outcomes of care, and (e) training and workforce development. The products of that work are summarized here, including recommendations for future research, clinical, training, and policy directions. We conclude that the current emphasis on accountable care and evaluation of the outcomes of care offer numerous opportunities for psychologists to integrate science and practice for the benefit of our children, families, and nation. The dramatic changes that are occurring in psychological and behavioral health care services and payment systems also require evolution in our practice and training models.
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This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were... more
This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance children's learning. Teacher key opinion leaders and mental health providers cofacilitated professional development sessions for classroom teachers to disseminate 2 universal (Good Behavior Game, peer-assisted learning) and 2 targeted (Good News Notes, Daily Report Card) interventions. Group-based and home-based family education and support were delivered by mental health providers and parent advocates for children in kindergarten through 4th grade diagnosed with 1 or more disruptive behavior disorders. Services were Medicaid-funded through 4 social service agencies (N = 17 providers) in 7 schools (N = 136 te...
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Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and... more
Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance ...
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Objective. A new once-a-day methyl- phenidate (MPH) formulation, Concerta (methylpheni- date HCl) extended-release tablets (OROS MPH), has been developed. This study was conducted to determine the safety and efficacy of OROS MPH in a... more
Objective. A new once-a-day methyl- phenidate (MPH) formulation, Concerta (methylpheni- date HCl) extended-release tablets (OROS MPH), has been developed. This study was conducted to determine the safety and efficacy of OROS MPH in a multicenter, randomized, clinical trial. Methods. Children with attention-deficit/hyperactiv- ity disorder (ADHD; n 282), all subtypes, ages 6 to 12 years, were randomized to placebo (n 90),
Research Interests: Pediatrics, Attention-Deficit/Hyperactivity Disorder, Treatment Outcome, Appetite, TICS, and 15 moreHumans, Child, Female, Male, Regression Analysis, Sleep, Placebos, Kaplan-Meier, Analysis of Variance, Randomized Controlled Trial, Randomized Clinical Trial, Attention Deficit, Methylphenidate, Delayed-Action Preparations, and Extended release
This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of... more
This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.
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ABSTRACT This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide... more
ABSTRACT This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of the problem behavior and the conditions that prompt and reinforce it; (2) Modify the classroom learning environment to decrease problem behavior; (3) Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate; (4) Draw on relationships with professional colleagues and students' families for continued guidance and support; and (5) Assess whether schoolwide behavior problems warrant adopting schoolwide strategies or programs and, if so, implement ones shown to reduce negative and foster positive interactions. Suggested strategies for carrying our each recommendation are included, identifying potential roadblocks to implementation that may be encountered and possible circumventions. Technical details about the studies that support the recommendations are provided. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Technical Information on the Studies. (Contains 79 footnotes and 4 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse, which is operated by Mathematica Policy Research, Inc.]
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2418 consecutive seclusion episodes were examined for all patients (N= 408) in a child and adolescent psychiatric state hospital during a one-year interval. Results indicated an average duration of seclusion of over 5 hours for... more
2418 consecutive seclusion episodes were examined for all patients (N= 408) in a child and adolescent psychiatric state hospital during a one-year interval. Results indicated an average duration of seclusion of over 5 hours for adolescents and over 4 hours for ...
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Kazdin and Blase aptly describe the enormous mental health burden facing our nation and suggest several ways to reform the workforce, setting, and content of services to address this long-standing unmet need. We propose that current... more
Kazdin and Blase aptly describe the enormous mental health burden facing our nation and suggest several ways to reform the workforce, setting, and content of services to address this long-standing unmet need. We propose that current health care reform legislation and associated advances in service delivery provide a unique and timely opportunity for a paradigm shift in mental health research, practice, and training to support services that are comprehensive, readily accessible, and relevant to a broad range of mental health needs and capacities. Using the recent public health initiative to contain the H1N1 virus for comparison, and informed by a long-standing and extensive literature documenting the need for a public health model for mental health, we describe the rationale for a three-tiered public mental health model, illustrated with examples from ongoing research, to minimize universal risk for mental health difficulties via capacity building in natural settings; reduce onset and severity of symptoms by prioritizing high-risk groups via screening and services for targeted populations; and reduce psychiatric impairment among individuals with more intensive needs via individual, family, and group interventions. New priorities for clinical science to support a public health approach are proposed.
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A new once-a-day methylphenidate (MPH) formulation, Concerta (methylphenidate HCl) extended-release tablets (OROS MPH), has been developed. This study was conducted to determine the safety and efficacy of OROS MPH in a multicenter,... more
A new once-a-day methylphenidate (MPH) formulation, Concerta (methylphenidate HCl) extended-release tablets (OROS MPH), has been developed. This study was conducted to determine the safety and efficacy of OROS MPH in a multicenter, randomized, clinical trial. Children with attention-deficit/hyperactivity disorder (ADHD; n = 282), all subtypes, ages 6 to 12 years, were randomized to placebo (n = 90), immediate-release methylphenidate (IR MPH) 3 times a day (tid; dosed every 4 hours; n = 97), or OROS MPH once a day (qd; n = 95) in a double-blind, 28-day trial. Outcomes in multiple domains were assessed, and data were analyzed using analysis of variance and Kaplan Meier product limit estimates for time to study cessation. The primary time point for analysis was the last available patient visit using last observation carried forward. Children in the OROS and IR MPH groups showed significantly greater reductions in core ADHD symptoms than did children on placebo. This was true both at the end of week 1 and at the end of treatment on the basis of mean teacher and parent IOWA Conners ratings. IR MPH tid and OROS MPH qd did not differ significantly on any direct comparisons. Forty-eight percent of the placebo group discontinued early compared with 14% and 16% in the IR MPH and OROS MPH groups, respectively. For the treatment of core ADHD symptoms, OROS MPH dosed qd and IR MPH dosed tid were superior to placebo and were not significantly different from each other.attention-deficit/hyperactivity disorder, methylphenidate, OROS, Concerta.
Research Interests: Pediatrics, Attention-Deficit/Hyperactivity Disorder, Treatment Outcome, Appetite, TICS, and 16 moreHumans, Child, Female, Male, Regression Analysis, Sleep, Placebos, Behavioral and Developmental Pediatrics, Kaplan-Meier, Analysis of Variance, Randomized Controlled Trial, Randomized Clinical Trial, Attention Deficit, Methylphenidate, Delayed-Action Preparations, and Extended release
To evaluate the relationship between soft neurological signs and various proposed dimensions of impulsivity (behavioral and cognitive), 31 boys (6-13 years, mean +/- SD 10.1 +/- 1.8) with disruptive behavior disorders, and 45 age-matched... more
To evaluate the relationship between soft neurological signs and various proposed dimensions of impulsivity (behavioral and cognitive), 31 boys (6-13 years, mean +/- SD 10.1 +/- 1.8) with disruptive behavior disorders, and 45 age-matched boys without DSM-III-R pathology, were independently assessed on clinical ratings of impulsivity, a battery of cognitive tests intended to score impulsive responding, and a neurological examination for soft signs. After being corrected for age, neurological soft signs correlated positively with impulsive responding on the Matching Familiar Figures Test (inpatients and normals) and the Continuous Performance Test (in normals), but not with IQ or clinical impulsivity rating scores. These findings suggest a relationship between neurological dysfunction/immaturity and performance on specific tasks requiring response inhibition, thus adding value to the cognitive assessment of impulsivity.
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A total of 10 focus groups were conducted with students, parents, teachers, and school counseling and support personnel to investigate the cultural adjustment process of Chinese immigrant youth using an ecological framework.... more
A total of 10 focus groups were conducted with students, parents, teachers, and school counseling and support personnel to investigate the cultural adjustment process of Chinese immigrant youth using an ecological framework. Multi-informant data were analyzed using the grounded theory (A. Strauss & J. M. Corbin, 1998) method. Findings reveal 6 main themes: socioeconomic changes due to immigrant status; English
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This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the... more
This study evaluated the effectiveness of Resilient Peer Treatment (RPT). This is a peer-mediated, classroom-based intervention for socially withdrawn, maltreated preschool children. It examined whether the RPT impact generalized from the treatment setting to larger classroom context. Eighty-two maltreated and nonmaltreated, socially withdrawn Head Start children were randomly assigned to either RPT or attention-control (AC) conditions. Data were collected by teachers and independent observers blind to both maltreatment status and treatment condition. Treatment resulted in higher levels of collaborative peer play interactions in the treatment setting posttreatment for both the maltreated and nonmaltreated children. Results documented generalization of the treatment impact to classroom free-play sessions. These findings were supported by teacher ratings of interactive peer play and social skills.
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The ability of school-based measures of child behavior to predict differentially the IOWA Conners teacher rating scale Inattention/Overactivity (IO) and Aggression (A) factors was evaluated in a sample of 71 school-aged boys. Multiple... more
The ability of school-based measures of child behavior to predict differentially the IOWA Conners teacher rating scale Inattention/Overactivity (IO) and Aggression (A) factors was evaluated in a sample of 71 school-aged boys. Multiple measures and multiple methods of assessment were utilized to provide a comprehensive assessment of social and academic behavior. These included direct observations of children in the classroom and on the playground, examination of the organization of children's desks, measures of academic performance, peer nominations of popularity and rejection, and sociometric ratings using the Pupil Evaluation Inventory. Despite moderately high correlations between the teacher rating factors (r = .60), considerable evidence was provided for differential validity on measures of academic performance, peer rating measures, and measures of disruptive or inappropriate classroom and playground behavior. These differences between IO and A factors indicated that the factors were logically independent in important ways, supporting prior work validating separate hyperactivity and aggression dimensions.
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Research Interests: Psychology, Self Control, Competition, Adolescent, Comparative Study, and 14 moreHumans, Child, Personality Assessment Inventory, Aggression, Personality Development, Male, Interpersonal Relations, Abnormal Child Psychology, Operant Conditioning, Hostility, Impulse Control, Cooperative Behavior, Nino, and Impulsive behavior
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School-based mental health services hold promise for reaching youths in need. This article draws on an ecological mediational model for school-based mental health services that links factors in the school environment to... more
School-based mental health services hold promise for reaching youths in need. This article draws on an ecological mediational model for school-based mental health services that links factors in the school environment to children's mental health and academic achievement. School ...
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This investigation compared the rates of post-traumatic stress disorder symptoms across sexually abused, physically abused, and nonabused psychiatrically hospitalized children matched for age, sex, and socioeconomic status. Among the... more
This investigation compared the rates of post-traumatic stress disorder symptoms across sexually abused, physically abused, and nonabused psychiatrically hospitalized children matched for age, sex, and socioeconomic status. Among the sexually abused children, 20.7% met diagnostic criteria for post-traumatic stress disorder compared with 6.9% of the physically abused and 10.3% of the nonabused children. Although these overall rates were not significantly different across groups, they were significantly high to reinforce the need for further study of post-traumatic stress in childhood. Further, significant symptom rate differences across groups were found with respect to specific post-traumatic stress symptoms. Specifically, sexually abused children exhibited significantly higher rates of inappropriate sexual behaviors than either the physically abused or nonabused children. In addition, both the sexually abused and physically abused groups showed a tendency to exhibit more avoidant/dissociative symptoms as compared to the nonabused children. Results are discussed in terms of their clinical and research implications.
Research Interests: Psychology, Social Work, Sexual Abuse, Child abuse and neglect, Sex, and 17 moreSocial Interaction, Treatment, Comparative Study, Humans, Child, Age, Child Sexual Abuse, Child Abuse, Female, Male, Sexual Behavior, Comparative Analysis, Dissociative disorders, Incidence, Physical Abuse, Arousal, and Nino
... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article]. Victims and aggressors at school: Teacher, self, and peer perceptions of psychosocial functioning. Hess, Laura E.; Atkins, Marc S. Applied... more
... Login to save citations to My List. Citation. Database: PsycINFO. [Journal Article]. Victims and aggressors at school: Teacher, self, and peer perceptions of psychosocial functioning. Hess, Laura E.; Atkins, Marc S. Applied Developmental Science, Vol 2(2), 1998, 75-89. ...
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Research Interests: Psychology, Typology, Mental Health, Community-Based Mental Health Services, Evidence Based Practice, and 21 moreChild Welfare, Family, Psychopathology, Treatment, Social Support, Public Health, Adolescent, Refugees, Humans, Child, Refugee, United States, Female, Male, American, Social Environment, Adult, Ethnic Group, Community Based Mental Health Services, Service Model, and Nino
Abstract Behavior-disordered children (N= 65) competed with a presumed unknown peer on consecutive administrations of an analogue aggression task of instrumental aggression (blocking the opponent's game) and hostile aggression... more
Abstract Behavior-disordered children (N= 65) competed with a presumed unknown peer on consecutive administrations of an analogue aggression task of instrumental aggression (blocking the opponent's game) and hostile aggression (sending the opponent a noise). ...
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Research Interests: Psychology, Education, Health Promotion, Mental Health, Community-Based Mental Health Services, and 15 moreHealth Services Research, Adolescent, Research Agenda, Humans, Child, United States, Student Learning, Education Reform, Mental health services, Clinical Sciences, Ecological Model, School health services, Public Administration and Policy, Public health systems and services research, and Learning Disorders
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Research Interests: Psychology, Organizational Change, Mental Health, Community-Based Mental Health Services, Evidence Based Practice, and 20 moreHealth Care, Mental Health Policy, Health Services Research, Adolescent, Staff Development, Workforce Development, Humans, Child, Substance Abuse, United States, Cost effectiveness, Mental Disorders, Mental health services, Clinical Sciences, Patient Care Team, Public health systems and services research, Clinical Competence, Large Scale, Service Sector, and Substance-Related Disorders
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Research Interests: Psychology, Community-Based Mental Health Services, Mental Health Policy, Public Health, Health Services Research, and 12 moreAdolescent, Humans, Child, United States, Mental Disorders, Social Environment, Mental health services, Clinical Sciences, Public health systems and services research, Interdisciplinary Communication, Cooperative Behavior, and Child Health Services
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Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth... more
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are need...
Research Interests: Psychology, Research Methodology, Parenting, Social Interaction, Socialization, and 23 moreEmpowerment, Social Support, Racism, Parent Involvement, Teaching, Humans, Child, African American, Socialisation, Female, Male, Elementary School, American, Interpersonal Relations, Social Environment, Ethnic Groups, African Americans, Parents, Social Participation, Ethnic Group, Community Networks, Educational Achievement, and Parent‐child Relations
This study investigated parents' willingness to pursue treatment for attention-deficit-hyperactivity-disorder (ADHD). A self-administered questionnaire (the ADHD Knowledge and Opinion Scale--AKOS) was developed and administered to... more
This study investigated parents' willingness to pursue treatment for attention-deficit-hyperactivity-disorder (ADHD). A self-administered questionnaire (the ADHD Knowledge and Opinion Scale--AKOS) was developed and administered to a sample of 116 families attending an outpatient ADHD clinic. Socioeconomic status, parenting stress, family adaptability and cohesion, degree of child's externalizing behavior, and treatment history were obtained for each family. Parents' willingness to use medication or to pursue counseling were not related to family factors. History of the child receiving medication was mildly correlated with willingness to use medication. History of counseling was mildly correlated with willingness to use medication and to pursue counseling. Mothers who viewed their family as "enmeshed" reported significantly higher sense of competence than those viewing the family as "connected" or "disengaged." The AKOS is an instrument that may help clinicians identify and address parents' concerns about treatment for ADHD as well as parents' perceptions about their parenting skills.
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ObjectiveA developmental-ecological model was used to explore the psychological adjustment and peer social competencies of maltreated preschool children.
Research Interests: Poverty, Child Maltreatment, Urban Health, Multivariate Analysis, Humans, and 13 moreSocial Competence, Child Abuse, Female, Male, Physical Abuse, Social Adjustment, Ecological Model, Family Health, Preschool Children, Chi Square Distribution, Psychological Adjustment, Low Income, and Case Control Studies
Children witnessing domestic violence is a major national concern. The present study provided data on the prevalence of children's exposure to substantiated cases of adult female assaults in five U.S. cities. Data for this study... more
Children witnessing domestic violence is a major national concern. The present study provided data on the prevalence of children's exposure to substantiated cases of adult female assaults in five U.S. cities. Data for this study were drawn from the Spouse Assault Replication Program (SARP) database, collected from police officers and female victims of misdemeanor domestic violence. In addition, household demographic data and data on involvement of children in the violent incidents were collected. Data from the SARP households were compared with census data from each city. Results indicated that children were disproportionately present in households with domestic violence and that young children were disproportionately represented among these children. Moreover, these children were exposed to excessive levels of additional developmental risk factors and they were involved in the incidents to varying degrees. These findings underscore the importance of establishing a more rigorous interdisciplinary, scientific research agenda to inform assessment and treatment efforts for a very vulnerable group of children who witness domestic violence, children aged 0 through 5 years.
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... V. McLEER, MD, ESTHER DEBLINGER, PH.D., MARC S. ATKINS, PH.D., EDNA B. FOA, PH.D., AND DIANA L. RALPHE ... 1976), as have increased irritability and aggressiveand acting out behaviors (Adams-Tucker, 1981; Bess and Janssen, 1982;... more
... V. McLEER, MD, ESTHER DEBLINGER, PH.D., MARC S. ATKINS, PH.D., EDNA B. FOA, PH.D., AND DIANA L. RALPHE ... 1976), as have increased irritability and aggressiveand acting out behaviors (Adams-Tucker, 1981; Bess and Janssen, 1982; Blumberg, 1978; DeFrancis ...
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The purpose of the present study was to evaluate differences in the social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse... more
The purpose of the present study was to evaluate differences in the social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse and neglect. RPT is a peer-mediated classroom intervention based on a developmental-ecological model. It involves pairing withdrawn children with resilient peers in the natural classroom under the supervision of a parent assistant. Forty-six Head Start children, of whom 22 were maltreated, were randomly assigned to RPT and control conditions. Outcome variables were observational categories of social play and standardized teacher ratings. Before treatment, maltreated children were significantly more isolated and less interactive in peer play than nonmaltreated children. RPT resulted in a significant increase in positive interactive peer play and a decrease in solitary play for maltreated and nonmaltreated, socially withdrawn children. Moreover, treatment gains in social interactions were validated 2 months following treatment. Findings are discussed in terms of a developmental-ecological model.