Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #112547

Terry-Lee Howard¹, Levena Nash, MS², and Robert J. Jagers, PhD¹. (1) Public Health Program, Morgan State University, 1700 E. Cold Spring Lane, 343 Jenkins, Baltimore, MD 21251, 443-885-4131, thoward4@jewel.morgan.edu, (2) Capstone Institute, Howard University, 2900 Van Ness Street, Washington, DC 20059

Social reasoning and social skills are targets for school-based interventions to promote mental health and prevent problem behaviors in children. Additionally child self-reports and teacher ratings are often used to assess the impact of these interventions. Comparative research indicates that African American students tend to be rated lower in social skills and higher in problem behaviors than European American counterparts. Rather than examining ethnic group differences, this study explores patterns of teacher rated social behavior and relationships with self-reports of social reasoning and social skills in a sample of urban African American grade school children. Classroom teachers rated 250 third through sixth grade students on social skills (cooperation, assertiveness, and self-control)and problem behaviors (externalizing, internalizing and hyperactivity) during the fall grading period. Students completed social reasoning and self-rated social skills measures.Preliminary data analysis indicated that teachers' perceive children to display social skills frequently. Problem behaviors occurred infrequently. Teachers rated girls as exhibiting social skills more frequently than boys. Boys demonstrated more frequent problem behaviors. Over 1/3 of the students reported willingness to use physical or verbal aggression in response to an accidental bump by another student. Another 1/3 suggested that they would stand up for themselves without becoming aggressive. Roughly 10% preferred avoidance of further conflict; another 25% would use pro-social strategies to resolve conflict. Responses did not vary by gender. Girls rated themselves as more cooperative, empathic and self-controlled than did boys.Subsequent analyses will examine relationships among child reports and teacher ratings

Learning Objectives: At the end of the presentation the participants will be able to

• Discuss the link between children’s social reasoning and social behavior.
• Discuss the importance of multiple informants in basic and applied research.
• Identify co-occurrence of social skills and problem behaviors.
• Suggest ideas for preventive intervention.

Keywords: School Health, Child/Adolescent Mental Health

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.