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Promoting academic success and preventing disruptive behavior disorders through community partnership
Author(s) -
Arnold David H.,
Ortiz Camilo,
Curry Justin C.,
Stowe Rebecca M.,
Goldstein Naomi E.,
Fisher Paige H.,
Zeljo Alexandra,
Yershova Kseniya
Publication year - 1999
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/(sici)1520-6629(199909)27:5<589::aid-jcop6>3.0.co;2-y
Subject(s) - general partnership , aggression , academic achievement , psychology , academic community , test (biology) , developmental psychology , medical education , medicine , political science , sociology , paleontology , social science , law , biology
Research suggests that children's educational achievement can be improved by addressing issues of aggression and disruptive behavior, because academic difficulties and problem behaviors create a cycle in which each problem exacerbates the other. The relationship between academic development and behavior problems begins early, suggesting that programs to address these issues should start with young children. Furthermore, efforts to improve achievement are most likely to succeed when they focus both on children's academic skills and on their interest in academic activities. As part of the research, programs at home and at school are being coordinated and community partnerships are being developed to test these approaches and facilitate children's healthy development. © 1999 John Wiley & Sons, Inc.