A qualitative study of juvenile offenders, student engagement, and interpersonal relationships: Implications for research directions and preventionist approaches

Journal of Educational and Psychological Consultation

Volumn 20, Issue 4, 2010, Pages 288-315

  Sander, Janay B ^a   Sharkey, Jill D ^b   Olivarri, Roger ^a   Tanigawa, Diane A ^b   Mauseth, Tory ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78650284440     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1080/10474412.2010.522878     Document Type: Article

References (39)

1. Agnew, R. (2005). Juvenile delinquency: Causes and control (2nd ed.). Los Angeles: Roxsbury.
2. Agnew, R. (2006). Storylines as a neglected cause of crime. Journal of Research in Crime and Delinquency, 42, 119-147.
3. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369-386.
4. Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3-15.
5. Benner, A. D., Graham, S., & Mistry, R. S. (2008). Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes. Developmental Psychology, 44, 840-854.
6. Bradshaw, C., Glaser, B., Calhoun, G., & Bates, J. (2006). Beliefs and practices of the parents of violent and oppositional adolescents: An ecological perspective. Journal of Primary Prevention, 27, 245-263.
7. Bursztyn, A. (2007). Directions for future research: A research agenda for multicultural issues in education, assessment, and intervention. In G. B. Esquivel, E. C. Lopez, & S. G. Nahari (Eds.), Handbook of multicultural school psychology: An interdisciplinary perspective (pp. 639-658). Mahwah, NJ: Erlbaum.
8. Carter, R. T., & Morrow, S. L. (2007). Qualitative research: Current and best practices. The Counseling Psychologist, 35, 205-208.
9. Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Annals of the American Academy of Political and Social Science, 591, 98-124.
10. Christle, C. A., Jolivette, K., & Nelson, C. M. (2005). Breaking the school to prison pipeline: Identifying school risk and protective factors for youth delinquency. Exceptionality, 13(2), 69-88.
11. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
12. Cowan, E. L. (2000). Now that we all know that primary prevention in mental health is great,what is it? Journal of Community Psychology, 28(1), 5-16.
13. Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
14. Dodge, K. A., Greenberg, M. T., & Malone, P. S. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79, 1907-1927.
15. Farrington, D. P. (2005). Childhood origins of antisocial behavior. Clinical Psychology & Psychotherapy, 12, 177-190.
16. Foley, R. M. (2001). Academic characteristics of incarcerated youth and correctional education programs: A literature review. Journal of Emotional and Behavioral Disorders, 9, 248-259.
17. Gullotta, T. P. (1987). Prevention's technology. Journal of Primary Prevention, 8(1 & 2), 4-25.
18. Hawkins, J. D., Herrenkohl, T. I., Farrington, D. P., Brewer, D., Catalano, R. F., Harachi, T. W., et al. (2000). Predictors of youth violence (NCJ No. 179065). Washington, DC: United States Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
19. Hill, C. E., Knox, S., Thompson, B. J.,Williams, E. N., Hess, S. A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205.
20. Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. Counseling Psychologist, 25, 517-572.
21. Lambert, N. M., Hylander, I., & Sandoval, J. H. (2004). Consultee-centered consultation: Improving the quality of professional services in schools and community organizations. Mahwah, NJ: Erlbaum.
22. McKowan, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261.
23. Mulvey, E., & Cauffman, E. (2001). The inherent limits of predicting school violence. American Psychologist, 56, 797-802.
24. Nastasi, B. K., & Schensul, S. L. (2005). Contributions of qualitative research to the validity of intervention research. Journal of School Psychology, 43, 177-195.
25. National Center for Education Statistics. (2002). Digest of education statistics, 2002. Retrieved September 3, 2004, from http://nces.ed.gov/programs/digest/d02tables/dt052.asp
26. Office of Juvenile Justice and Delinquency Prevention. (2010). Juveniles on probation: Overview. Retrieved February 4, 2010, from http://ojjdp.ncjrs.gov/ojstatbbprobation/overview.html
27. Pianta, R. C. (1999). How the parts affect the whole: Systems theory in classroom relationships. In Enhancing relationships between children and teachers (pp. 23-43). Washington, DC: American Psychological Association.
28. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365-397.
29. Pianta, R. C., & Stuhlman, M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.
30. Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183-204). Rochester, NY: University of Rochester Press.
31. Scott, T. M., Nelson, C. M., Liaupsin, C. J., Jolivette, K., Christle, C. A., & Riney, M. (2002). Addressing the needs of at-risk and adjudicated youth through positive behavioral support: Effective prevention practices. Education and Treatment of Children, 25, 532-551.
32. Sharkey, J. D., You, S., & Schnoebelen, K. J. (2008). The relationship of school assets, individual resilience, and student engagement for youth grouped by level of family functioning. Psychology in the Schools, 45, 402-418.
33. Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35, 170-179.
34. Sinclair, M., Christenson, S., Lehr, C., & Anderson, A. (2003). Facilitating student engagement: Lessons learned from check & connect longitudinal studies. California School Psychologist, 8, 29-41.
35. Skiba, R. J., & Knesting, K. (2001). Zero tolerance, zero evidence: An analysis of school disciplinary practice. In R. J. Skiba & G. G. Noam (Eds.), Zero tolerance: Can suspension and expulsion keep school safe? (pp. 17-44). San Francisco: Jossey-Bass.
36. Stormshak, E. A., & Dishion, T. J. (2002). An ecological approach to child and family clinical and counseling psychology. Clinical Child and Family Psychology Review, 5, 197-215.
37. Sugai, G., & Horner, R. (1999). Discipline and behavioral support: Practices, pitfalls and promises. Effective School Practices, 17, 10-22.
38. Valois, R. F., MacDonald, J. M., Bretous, L., Fischer, M. A., & Drane, J. W. (2002). Risk factors and behaviors associated with adolescent violence and aggression. American Journal of Health Behavior, 26, 454-464.
39. Zabel, R. H., & Nigro, F. A. (1999). Juvenile offenders with behavioral disorders, learning disabilities, and no disabilities: Self-reports of personal, family, and school characteristics. Behavioral Disorders, 25(1), 22-40.