Identifying Patterns of Early Risk for Mental Health and Academic Problems in Adolescence: A Longitudinal Study of Urban Youth

Department of Counseling Psychology, University of Wisconsin-Madison, USA.
Child Psychiatry and Human Development (Impact Factor: 1.93). 05/2011; 42(5):521-38. DOI: 10.1007/s10578-011-0230-9
Source: PubMed


This investigation examined profiles of individual, academic, and social risks in elementary school, and their association with mental health and academic difficulties in adolescence. Latent profile analyses of data from 574 urban youth revealed three risk classes. Children with the "well-adjusted" class had assets in the academic and social domains, low aggressive behavior, and low depressive symptoms in elementary school, and low rates of academic and mental health problems in adolescence. Children in the "behavior-academic-peer risk" class, characterized by high aggressive behavior, low academic achievement, and low peer acceptance, had conduct problems, academic difficulties, and increased mental health service use in adolescence. Children with the "academic-peer risk" class also had academic and peer problems but they were less aggressive and had higher depressive symptoms than the "behavior-academic-peer risk" class in the first grade; the "academic-peer risk" class had depression, conduct problems, academic difficulties, and increased mental health service use during adolescence. No differences were found between the risk classes with respect to adolescent outcomes.

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    • "Hence, high levels of self-esteem may offer protection against the consequences of negative emotional states and high arousal on students' academic performance. In terms of risk factors, abundant evidence has been generated on the co-occurrence of risk across psychological and academic domains, as students with psychological distress tend to simultaneously show problems in academic performance (Valdez, Lambert, & Ialongo, 2011). For example, students with clinical levels of internalizing problems in school are more likely to perform poorly and even drop their academic career (Duchesne, Vitaro, Larose, & Tremblay, 2008). "
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    ABSTRACT: Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self-esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self-esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self-esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self-esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self-esteem in relation to academic success.
    Full-text · Article · Jan 2016 · Mind Brain and Education
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    • "Adolescent personality traits that correlated positively with internet addiction included high harm-avoidance, reward dependence, low self-esteem, and low cooperation (Weinstein and Lejoyeau, 2010). Poor academic achievement might be associated with low self-esteem and with behavioral problems such as sleep disorders, aggressive or depressive symptoms, dropping out of school, antisocial personality disorder and alcohol abuse (Valdez et al., 2011). Adolescents with poor academic achievements usually received less respect from surrounding people, and poor academic achievement might be associated with low self-esteem and with behavioral problems such as sleep disorders, aggressive or depressive symptoms, dropping out of school, antisocial personality disorder and alcohol abuse. "
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    Full-text · Article · Dec 2013
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    • "The aims of this study were to summarize the educational outcomes assessed in the children's mental health literature, to examine improvements on educational outcomes following mental health treatment and to understand the association of improvements in children's educational performance and mental health symptoms following treatment. There is substantial empirical evidence of a relationship between children's emotional and behavioural health, and their learning and achievement (Darney, Reinke, Herman, Stormont, & Ialongo, 2013; Valdez, Lambert, & Ialongo, 2011; Zins, Bloodworth, Weissberg, & Walberg, 2004). Given the association between mental health and "
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    ABSTRACT: We examined the measurement of educational outcomes related to children's mental health treatments. A total of 85 papers describing 88 randomized controlled trials that included at least one educational outcome and one mental health outcome were included in these analyses. Forty-five different measures were identified as the primary educational outcome of interest in these studies. Educational measures reflected academic achievement (64.2%), academic and behavioural skills (20.1%), attendance (11.2%), quality of the learning environment (3.4%) and academic self-efficacy (1.1%). Positive educational outcomes were demonstrated by treatments delivered in school and non-school settings. There was a significant association between improvement on educational and mental health outcomes. Within the literature of children's mental health treatments, few studies (14.86%) measure educational outcomes. Of those that do, there is significant diversity in measurement methods. Nevertheless, these results offer promise that mental health treatments can succeed in improving both mental health symptoms and educational performance.
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