Early school engagement and late elementary outcomes for maltreated children in foster care

Developmental Psychology

Volumn 49, Issue 12, 2013, Pages 2201-2211

  Pears, Katherine C ^a   Kim, Hyoun K ^a   Fisher, Philip A ^b   Yoerger, Karen ^a  

^a OREGON SOCIAL LEARNING CENTER   (United States)

^b UNIVERSITY OF OREGON   (United States)

Author keywords

Academic competence; Elementary school; Foster care; Risk behaviors; School engagement

Indexed keywords

ARTICLE; CHILD; CHILD ABUSE; CHILD BEHAVIOR; COGNITIVE DEFECT; FOSTER CARE; HIGH RISK BEHAVIOR; HUMAN; MOOD DISORDER; PEER GROUP; PHYSIOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; SCHOOL; SELF CONCEPT; SEX DIFFERENCE; SOCIAL ADAPTATION;

CHILD; CHILD ABUSE; CHILD BEHAVIOR; CHILD, PRESCHOOL; COGNITION DISORDERS; FOSTER HOME CARE; HUMANS; MODELS, PSYCHOLOGICAL; MOOD DISORDERS; PEER GROUP; RISK-TAKING; SCHOOLS; SELF CONCEPT; SEX FACTORS; SOCIAL ADJUSTMENT;

EID: 84890113256     PISSN: 00121649     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0032218     Document Type: Article

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