Theses and Dissertations

Advisor

McCleon, Tawny E.

Committee Member

Bates-Brantley, Kayla

Committee Member

Wei, Tianlan

Committee Member

Looby, E. Joan

Date of Degree

8-13-2024

Original embargo terms

Visible MSU Only 2 Years

Document Type

Dissertation - Campus Access Only

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Adverse Childhood Experiences (ACEs) are traumatic events that individuals experience in childhood that have been linked to problems with physical and mental health in adulthood (Felitti et al., 1998). Previous research suggests that ACEs are prevalent in almost two-thirds of youth regardless of location across the world and that when an individual experiences three or more ACEs, their quality-adjusted life expectancy is found to decrease (Carlson et al., 2019; Jia & Lubetkin, 2020). Although ACEs have been associated with negative outcomes, not all individuals who experience trauma exhibit problematic behavior and are considered to have high levels of resilience (Agaiba & Wilson, 2005; Charney, 2012). Positive Childhood Experiences (PCEs) are characterized as positive events in childhood that occur in children’s lives that serve as a buffer or prevent symptomology related to traumatic events. The purpose of this study was to examine the relationship between students’ self-reported exposure of ACEs, PCEs, and behavioral problems in the school setting. Furthermore, the study sought to investigate whether students’ positive experiences moderate the relationship between negative experiences and behavioral problems. Participants included 35 students from a middle and high school located in the Southeastern United States. Results indicated a significant positive relationship between exposure to ACEs and reported behavioral problems and suggest that ACEs positively predict students’ self-reported behavioral problems. Additionally, a significant negative relationship between PCEs and reported behavioral problems by students was found, and results suggest that PCEs negatively predict students’ behavioral problems. Results of the moderation analysis indicate that PCEs do not have a significant moderation effect between ACEs and behavioral problems. Results of the current study have implications for changing the current practices for universal screening of behavior in the school setting, particularly with the inclusion of ACEs within the screening process.

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