The relationship of community type to depression, aggressive behavior, and school disciplinary procedures among middle school adolescents
Abstract
This study investigated whether a relationship existed among community type, level of depression, level of aggressive behavior, and school disciplinary procedures among middle school adolescents. The psycho-educational assessment reports of 36 fifth and sixth grade students from three geographic areas in Nashville were reviewed. All evaluation reports reviewed listed the Behavior Assessment System for Children (BASC) as one of the assessment tools. School disciplinary records of the subjects were reviewed. Separate t-tests for independent samples were performed to assess the following: (a) whether there was a difference between aggressive behavior levels in adolescents who lived in public housing and those who resided in single unit dwellings; (b) whether there was a difference between levels of depression in adolescents who lived in public housing and those who lived in single unit dwellings; and (c)whether there was a difference in the amount of disciplinary referrals between the two groups. Results of the statistical analyses revealed that there were no statistically significant differences between the BASC aggression and depression scores and the two community types according to parents' reports. There was also no significant difference between the BASC depression scores and community type as reported by teachers. No significant relationship was found between the number of disciplinary referrals and community type.
Subject Area
Educational psychology|Behaviorial sciences|Psychotherapy
Recommended Citation
Sonia R English-Shaw,
"The relationship of community type to depression, aggressive behavior, and school disciplinary procedures among middle school adolescents"
(2001).
ETD Collection for Tennessee State University.
Paper AAI3061752.
https://digitalscholarship.tnstate.edu/dissertations/AAI3061752