The Effects of Family Functioning and Psychological Suzhi Between School Climate and Problem Behaviors
This course is based upon material published in Original Research and is available as an open access article.
Problem behaviors have always been a hot topic in the field of adolescent research. It is particularly important to study how problem behaviors are developed. Empirical evidence examining problem behaviors has shared the premise that perceived school climate and family functioning play a role in the development of problem behaviors in adolescents. However, it is less clear whether the interaction of perceived school climate and family functioning can predict problem behaviors in adolescents and which mechanisms within the process it might affect.
The present study developed a moderated mediation model to investigate the relationship between perceived school climate, family functioning, psychological suzhi, and problem behaviors in early adolescents. Results showed that there was a significant negative correlation between perceived school climate and problem behaviors and a partial mediating role of psychological suzhi between perceived school climate and problem behaviors. Moreover, the influence of perceived school climate on psychological suzhi was moderated by family functioning.
Indirect effects were significant in participants with high versus low family functioning. There was an interaction between family and school, and psychological suzhi played an important role between environment and adolescent behaviors. This study validates the combined effect of family systems, school systems, and personal systems on problem behaviors and has certain guiding significance for the prevention and intervention of problem behaviors among adolescents.
This course on problematic adolescent behavior is designed for social workers, professional counselors, psychologists, nurses, and substance abuse counselors, who do clinical work. This course is appropriate for beginning, intermediate and advanced level practitioners who wish to develop or increase their knowledge or psychological suzhi and family functioning. It may also be useful for licensed clinicians who require clinical continuing education courses for license renewal.
The course is based on a journal article which includes research. It contains statistical analysis and data that some clinicians enjoy reading and others do not. A major benefit of reading research-based articles for continuing education is they provide practitioners with the latest findings in their field.
Authors: Ting Zhang and Zhi Wang
Learning Objectives: This course will provide the practitioner with detailed information regarding the effects of family functioning and psychological suzhi on school climate and problem behaviors. Specifically, a professional will:
- Identify how perceived school climate plays in role in problematic adolescent behavior
- Recognize that psychological suzhi mediates the relationship between perceived school climate and problem behaviors
- Demonstrate that family functioning moderates the path from perceived school climate to psychological suzhi
Citation: Zhang and Wang. The Effects of Family Functioning and Psychological Suzhi between School Climate and Problem Behaviors. Original Research, 10 Mar 2020.
This Ce-Classes.com course is approved for CE credit by:
- The American Psychological Association (APA) Ce-Classes.com is approved by the American Psychological Association to sponsor continuing education for psychologists. Ce-Classes.com maintains responsibility for this program and its content.
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- The National Board for Certified Counselors (NBCC) Ce-Classes.com has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 6320. Programs that do not qualify for NBCC credit are clearly identified. Ce-Classes.com is solely responsible for all aspects of the programs.
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This course is Non Interactive .
