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Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement

This study investigated the association between mental health problems and academic and behavioral school functioning for adolescent girls in the child welfare system and determined whether school engagement and future orientation meditated the relationship. Participants were 231 girls aged between...

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Autores principales: Threlfall, Jennifer M., Auslander, Wendy, Gerke, Donald, McGinnis, Hollee, Myers Tlapek, Sarah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5429384/
https://www.ncbi.nlm.nih.gov/pubmed/28572859
http://dx.doi.org/10.1007/s12310-017-9207-6
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author Threlfall, Jennifer M.
Auslander, Wendy
Gerke, Donald
McGinnis, Hollee
Myers Tlapek, Sarah
author_facet Threlfall, Jennifer M.
Auslander, Wendy
Gerke, Donald
McGinnis, Hollee
Myers Tlapek, Sarah
author_sort Threlfall, Jennifer M.
collection PubMed
description This study investigated the association between mental health problems and academic and behavioral school functioning for adolescent girls in the child welfare system and determined whether school engagement and future orientation meditated the relationship. Participants were 231 girls aged between 12 and 19 who had been involved with the child welfare system. Results indicated that 39% of girls reported depressive symptoms in the clinical range and 54% reported posttraumatic symptoms in the clinical range. The most common school functioning problems reported were failing a class (41%) and physical fights with other students (35%). Participants reported a mean number of 1.7 school functioning problems. Higher levels of depression and PTSD were significantly associated with more school functioning problems. School engagement fully mediated the relationship between depression and school functioning and between PTSD and school functioning, both models controlling for age, race, and placement stability. Future orientation was not significantly associated with school functioning problems at the bivariate level. Findings suggest that school engagement is a potentially modifiable target for interventions aiming to ameliorate the negative influence of mental health problems on school functioning for adolescent girls with histories of abuse or neglect.
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spelling pubmed-54293842017-05-30 Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement Threlfall, Jennifer M. Auslander, Wendy Gerke, Donald McGinnis, Hollee Myers Tlapek, Sarah School Ment Health Original Paper This study investigated the association between mental health problems and academic and behavioral school functioning for adolescent girls in the child welfare system and determined whether school engagement and future orientation meditated the relationship. Participants were 231 girls aged between 12 and 19 who had been involved with the child welfare system. Results indicated that 39% of girls reported depressive symptoms in the clinical range and 54% reported posttraumatic symptoms in the clinical range. The most common school functioning problems reported were failing a class (41%) and physical fights with other students (35%). Participants reported a mean number of 1.7 school functioning problems. Higher levels of depression and PTSD were significantly associated with more school functioning problems. School engagement fully mediated the relationship between depression and school functioning and between PTSD and school functioning, both models controlling for age, race, and placement stability. Future orientation was not significantly associated with school functioning problems at the bivariate level. Findings suggest that school engagement is a potentially modifiable target for interventions aiming to ameliorate the negative influence of mental health problems on school functioning for adolescent girls with histories of abuse or neglect. Springer US 2017-01-11 2017 /pmc/articles/PMC5429384/ /pubmed/28572859 http://dx.doi.org/10.1007/s12310-017-9207-6 Text en © The Author(s) 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Original Paper
Threlfall, Jennifer M.
Auslander, Wendy
Gerke, Donald
McGinnis, Hollee
Myers Tlapek, Sarah
Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title_full Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title_fullStr Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title_full_unstemmed Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title_short Mental Health and School Functioning for Girls in the Child Welfare System: the Mediating Role of Future Orientation and School Engagement
title_sort mental health and school functioning for girls in the child welfare system: the mediating role of future orientation and school engagement
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5429384/
https://www.ncbi.nlm.nih.gov/pubmed/28572859
http://dx.doi.org/10.1007/s12310-017-9207-6
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