Girls with Emotional Disturbance and a History of Arrest: Characteristics and School-Based Predictors of Arrest

Autor/inn/en	Gage, Nicholas A.; Josephs, Nikki L.; Lunde, Kimberly
Titel	Girls with Emotional Disturbance and a History of Arrest: Characteristics and School-Based Predictors of Arrest
Quelle	In: Education and Treatment of Children, 35 (2012) 4, S.603-622 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Females; Emotional Disturbances; Hyperactivity; Juvenile Justice; Crime; Delinquency; Individual Characteristics; Student Behavior; Elementary School Students; Predictor Variables; Suspension; Gender Differences; Comparative Analysis; Socioeconomic Status; Low Income Groups; Racial Differences; African Americans; Whites; Mental Health; Rural Urban Differences; Family Income; Educational Attainment; Parents + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Gefühlsstörung; Hyperaktivität; Jugendgerichtshilfe; Crimes; Delict; Delicts; Delikt; Kriminalität; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Student behaviour; Schülerverhalten; Prädiktor; Ausschluss; Schulausschluss; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Afroamerikaner; White; Weißer; Psychohygiene; Stadt-Land-Beziehung; Familieneinkommen; Bildungsabschluss; Bildungsgut; Eltern
Abstract	Research suggests that girls receiving special education services for Emotional Disturbance (ED) may have unique characteristics and needs. Similarly, juvenile justice research has identified unique characteristics of court-involved girls. This study examined characteristics of girls with ED and a history of arrest. Additionally, classroom-based behavioral performance from elementary school was examined using logistic regression to identify whether or not early predictors of arrest could be identified. Results indicated that girls with ED and a history of arrest were suspended from school less often than boys with ED, but the rate of later arrest was equivalent. Comparisons between girls with ED and girls with ED and a history arrest indicated that low-income, urban, African-American girls with ED were more likely to be arrested. Lastly, girls with ED exhibiting elevated hyperactivity during elementary school were more likely to have a history of arrest by middle and high school. (Contains 6 tables.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10