NDLI: Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

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School Mental Health : Volume 7, Issue 4, December 2015

Psychosocial Risk Factors for Involvement in Bullying Behaviors: Empirical Comparison Between Cyberbullying and Social Bullying Victims and Bullies

Teaching School Psychology Students About Teen Dating Violence: A Snapshot of Training Practices Across the USA

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

The Brief Intervention for School Clinicians (BRISC): A Mixed-Methods Evaluation of Feasibility, Acceptability, and Contextual Appropriateness

Parents’ Barriers to Using School Psychology Services for Their Child’s Mental Health Problems

Perceived Parental Psychological Control and Learned Helplessness: The Role of School Self-efficacy

School Mental Health : Volume 7, Issue 3, September 2015

School Mental Health : Volume 7, Issue 2, June 2015

School Mental Health : Volume 7, Issue 1, March 2015

School Mental Health : Volume 6

School Mental Health : Volume 5

School Mental Health : Volume 4

School Mental Health : Volume 3

School Mental Health : Volume 2

School Mental Health : Volume 1

Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Content Provider	Springer Nature Link
Author	Leadbeater, Bonnie J. Sukhawathanakul, Paweena Thompson, Kara Holfeld, Brett
Copyright Year	2015
Abstract	In this study, we assessed the stability over time of child, parent, and teacher reports of school climate using one widely used assessment that provides forms for child, parents, and teachers: the School Development Program-School Climate Surveys. To assess whether measures of school climate from multiple informants differentially predict child outcomes, we examined concurrent and predictive associations of each of these sources of data with children’s peer victimization (child report) and internalizing and externalizing problems (parent and teacher reports). Participants included 1237 elementary school children and their parents (n = 1082), and teachers (n = 964). Data were collected in the fall and spring across two academic years (4 waves of data). Confirmatory factor analyses showed that the sub-dimensions for each informant version of the scales adequately fit a single factor model that was invariant over time and for child sex. Differences in informant source were important in predicting child outcomes. Implications for targets for improving school climate are discussed.
Starting Page	261
Ending Page	272
Page Count	12
File Format	PDF
ISSN	18662625
Journal	School Mental Health
Volume Number	7
Issue Number	4
e-ISSN	18662633
Language	English
Publisher	Springer US
Publisher Date	2015-08-07
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	School climate Multi-informants Elementary school children Peer victimization Internalizing Externalizing Child and School Psychology Psychology Clinical Psychology Developmental Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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