Perceived racial discrimination, resilience, and oral health behaviours of adolescents with immigrant backgrounds.

Introduction: Unmet oral health needs remain a significant issue among immigrant adolescents, often exacerbated by experiences of racial discrimination. This study aimed to examine the associations between perceived discrimination and oral health behaviours in adolescents with immigrant backgrounds and explore the potential moderating role of resilience on this association.

Methods: Ethical approval for this cross-sectional study was obtained from the University of Alberta Research Ethics Board.

Depressive and anxious symptoms and teacher-child dependency and conflict in early childhood.

Internalizing symptoms, including depressive and anxious symptoms, are among the most common mental health concerns for young children. In middle childhood, children who experience more frequent internalizing symptoms tend to also experience more negative relationships with their teachers. Less is known about how children's depressive and anxious symptoms are associated with teacher-child relationship quality in early childhood.

Forms of peer victimization in adolescence: Covariation with symptoms of depression.

Peer victimization is a common concern in adolescence that includes both relational (e.g., exclusion, rumor spreading) and overt (e.

Early co-occurrence of peer victimization and aggression.

An accelerated longitudinal research design was used to examine heterogeneity in the developmental co-occurrence of peer relational victimization and aggression and of peer overt victimization and aggression from age 4.5 to 10.5 years.

Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools.

The current paper presents two related sets of findings on the classroom context in high needs elementary schools. First, we investigated change over one school term in teacher burnout (emotional exhaustion, depersonalization, personal accomplishment) and classroom quality (emotional and instructional support, organization) and assessed the degree to which burnout and classroom quality co-varied over the term with each other and with aggregate externalizing behaviors (average child externalizing behaviors in the classroom). These analyses describe the classroom context in which the children are nested.

Maternal depressive symptoms during childhood and risky adolescent health behaviors.

Objective: Maternal depression is a risk factor for adolescent depression; however, the effect of childhood exposure to maternal depression on adolescent engagement in health risk behaviors (eg, substance use, delinquency) is unclear.

Methods: We examined the relationship between maternal depressive symptoms (child's age 4-15) and engagement in health risk behaviors at age 16 to 17 by using data from 2910 mother-youth pairs in a nationally representative prospective Canadian cohort. Maternal depressive trajectories were estimated through finite mixture modeling, and multiple regression analyses examined the relationship between maternal depressive symptoms and engagement in various health risk behaviors (linear regression) and age of debut of various behaviors (Cox regression).

Reciprocating risks of peer problems and aggression for children's internalizing problems.

Three complementary models of how peer relationship problems (exclusion and victimization) and aggressive behaviors relate to prospective levels of internalizing problems are examined. The additive risks model proposes that peer problems and aggression cumulatively increase risks for internalizing problems. The reciprocal risks model hypothesizes that peer problems and aggression transact over time and mediate the effects of each other on prospective internalizing problems.

A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year.

Objective: To report experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on change over 1 school year in 3rd-grade children's social-emotional, behavioral, and academic outcomes.

Method: This study employed a school-randomized, experimental design and included 942 3rd-grade children (49% boys; 45.6% Hispanic/Latino, 41.

The effects of peer victimization and physical aggression on changes in internalizing from first to third grade.

Three models of the prospective relations between child maladjustment and peer victimization are examined: (a) internalizing results directly from victimization, (b) internalizing leads to victimization, and (c) physical aggression fuels retaliatory victimization that leads to increases in internalizing over time. Data came from assessments of children at the beginning of Grade 1 (n = 432; average age = 6.3 years), with follow-ups at the end of Grades 1, 2, and 3.

Changing the social contexts of peer victimization.

Introduction: While school-based prevention programs often target deficits in individual children's social skills in order to limit their aggression or exposure to peer victimization, there is increasing evidence that school-wide and classroom-level factors can affect the success of these programs.

Method: We describe the WITS Primary Program which takes a community development approach for the prevention of victimization. It was designed for kindergarten to grade 3 students, and aims to create responsive communities for the prevention of peer victimization by engaging the support of parents, teachers, school counselors, older student, and emergency services personnel.

The effects of family, school, and classroom ecologies on changes in children's social competence and emotional and behavioral problems in first grade.

This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.