Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?

Autor: Griffin AM; Prevention Science Institute, University of Oregon, 1600 Millrace Drive Suite 105, Eugene, OR, 97403, USA. Electronic address: agriff1@uoregon.edu., Sulkowski ML; Department of Disability and Psychoeducational Studies and Department of Psychiatry, University of Arizona, College of Education, Room 421, 1430 East 2nd Street P.O. Box 210069, Tucson, AZ, 85721, USA., Bámaca-Colbert MY; Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development University Park, PA, 16802, USA., Cleveland HH; Department of Human Development and Family Studies, The Pennsylvania State University, 119 Health and Human Development University Park, PA, 16802, USA.
Jazyk: angličtina
Zdroj: Journal of school psychology [J Sch Psychol] 2019 Dec; Vol. 77, pp. 110-123. Date of Electronic Publication: 2019 Nov 26.
DOI: 10.1016/j.jsp.2019.09.004
Abstrakt: Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.
(Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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