Marc S Atkins
Datos Biográficos
| ID | 5835328 |
|---|---|
| NOMBRE | Marc S Atkins |
| NOMBRES | Marc S |
| APELLIDO | Atkins |
| FIRMA | ATKINS M S |
| AFILIACIONES | University of Illinois Chicago |
| ORCID | 0000-0002-0622-4123 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 108 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Parenting and social support
14), chronic strain was embedded within complex experiences of parenting, social support, and societal context (e.g., poverty, neighborhood disinvestment and safety concerns, racism). Social support was critical but insufficient to meet their needs, particularly among mothers describing greater levels of strain. The framework developed may serve as a clinical tool to understand, map, gather data, and highlight areas to counter marginalization and…
Testing a multi-behavioral intervention to improve oral health behaviors in the pediatric dental surgery population
Severe early childhood caries (S-ECC) is a common disease within marginalized pediatric populations. S-ECC is often treated under general anesthesia to facilitate extensive treatment in young children, but treatment does not address etiology of an infectious disease that is rooted in health behaviors. Without behavior changes related to toothbrushing and sugar consumption, many children experience recurrent disease, and some require subsequent su…
Ethical inclusion in community research
This commentary responds to points raised by Sanders et al in ‘Consent, assent and randomised evaluations’ ( Evidence & Policy , 19(4): 603–605, 10.1332/174426421X16842419724551)
Exploring Racial Disparities in Mental Health Diagnoses and Neighborhood Disorganization Among an Urban Cohort of Children and Adolescents with Chronic Medical Conditions
Objective: This article describes the demographic distribution of, and association between, neighborhood disorganization and mental health diagnosis by race in a large cohort of urban children with chronic medical conditions. Methods: Data for this study were from Coordinated Healthcare for Complex Kids (CHECK), a health care demonstration project funded by the Center for Medicare and Medicaid Innovation. We conducted regression analyses to exami…
Collaboration with Urban Community Stakeholders
This paper describes the process of a community–academic partnership to navigate implementation challenges for a school‐based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university–community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new…
A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services
This study explored the role of paraprofessionals within a school‐based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high‐need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015–2016 school year. Tra…
Encouraging Parenting Behaviors That Promote Early Childhood Development Among Caregivers From Low-Income Urban Communities
Promoting positive parenting for families in poverty
Community Health Workers and Social Proximity
Community health workers (CHWs) offer a potential means through which to mitigate many of the barriers to mental health services faced by minority youth and their families. The primary aim of the present study was to better understand a core feature of CHWs: their shared community membership with the population served, or social proximity . We conducted qualitative semi‐structured interviews with 16 CHWs implementing a school‐based early interven…
Use of evidence-based interventions in child welfare
The Social Context of Urban Classrooms
Classrooms are unique and complex work settings in which teachers and students both participate in and contribute to classroom processes. This article describes the measurement phase of a study that examined the social ecology of urban classrooms. Informed by the dimensions and items of an established measure of organizational climate, we designed the Student Climate Survey ( n = 53 items) to assess student psychological climate in third through …
Youth mentoring relationships in context
Teaching through Interactions
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 presch…
Ecological risk and protective factors of depressive and anxiety symptoms among low-income, Chinese immigrant youth
This study explored the effects of family, peer, and school risk and supportive factors on internalizing problems (i.e., depressive and anxiety symptoms). Risk factors included peer (i.e., relational and overt victimization) and family risk factors (i.e., mother/father alienation and family conflict). Protective factors included peer (i.e., peer trust and communication), family (i.e., parent trust and communication), and school supportive factors…
A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers
Use of a parent management training intervention with urban foster parents
Channels of Change
This study informs community science, and seeks to narrow the research-to-practice gap, by examining how the interpersonal networks within a setting influence individuals' use of interventions. More specifically, it explores the role of two network mechanisms-cohesion and structural similarity-in urban elementary school teachers' use of interventions designed to improve academic and behavioral outcomes for students. Lagged regression models exami…
Seeing Eye to Eye
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of stu…
Gentrification and Urban Children's Well‐Being
Gentrification changes the neighborhood and family contexts in which children are socialized—for better and worse—yet little is known about its consequences for youth. This review, drawn from research in urban planning, sociology, and psychology, maps out mechanisms by which gentrification may impact children. We discuss indicators of gentrification and link neighborhood factors, including institutional resources and collective socialization, to …
Context-specific mental health services for children in foster care
Trends in child welfare's focus on children's mental health and services from 1980–2004
International Family, Adult, and Child Enhancement Services (Faces)
The development of evidence-based mental health interventions for refugees is complicated by the cultural and linguistic diversity of the participants, and the need to balance treatment of past traumatic experiences with ongoing support during the process of acculturation. In an effort to gather "practice-based evidence" from existing mental health services for refugees, a collaborative study of International Family, Adult, and Child Enhancement …
Can't have one without the other
University–community partnerships are widely recognized as critical to the success of community research and advocacy work but difficult to form and sustain. This article will describe a unique facet of that partnership, namely the collaboration between mental health clinicians and community consultants, a partnership that our data suggest was a cornerstone of our school‐based mental health service program called PALS, an ecological model designe…
Inner‐City African American Parental Involvement in Children's Schooling
Parents ( n = 161) and teachers ( n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at‐home involvement and at‐school involvement…
Children?s competitive peer aggression during reward and punishment
Behavior-disordered children (N = 65) competed with a presumed unknown peer on consecutive administrations of an analogue aggression task of instrumental aggression (blocking the opponent’s game) and hostile aggression (sending the opponent a noise). The first administration as a reward-only, nonpunishment condition. The second administration contained both reward and punishment conditions. Results indicated clear differences on aggressive respon…
Inner‐City African American Parental Involvement in Children's Schooling
Parents ( n = 161) and teachers ( n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at‐home involvement and at‐school involvement…
Gentrification and Urban Children's Well‐Being
Gentrification changes the neighborhood and family contexts in which children are socialized—for better and worse—yet little is known about its consequences for youth. This review, drawn from research in urban planning, sociology, and psychology, maps out mechanisms by which gentrification may impact children. We discuss indicators of gentrification and link neighborhood factors, including institutional resources and collective socialization, to …
Youth mentoring relationships in context
Channels of Change
This study informs community science, and seeks to narrow the research-to-practice gap, by examining how the interpersonal networks within a setting influence individuals' use of interventions. More specifically, it explores the role of two network mechanisms-cohesion and structural similarity-in urban elementary school teachers' use of interventions designed to improve academic and behavioral outcomes for students. Lagged regression models exami…
Seeing Eye to Eye
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of stu…
Promoting positive parenting for families in poverty
Community Health Workers and Social Proximity
Community health workers (CHWs) offer a potential means through which to mitigate many of the barriers to mental health services faced by minority youth and their families. The primary aim of the present study was to better understand a core feature of CHWs: their shared community membership with the population served, or social proximity . We conducted qualitative semi‐structured interviews with 16 CHWs implementing a school‐based early interven…
Context-specific mental health services for children in foster care
Collaboration with Urban Community Stakeholders
This paper describes the process of a community–academic partnership to navigate implementation challenges for a school‐based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university–community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new…
A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services
This study explored the role of paraprofessionals within a school‐based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high‐need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015–2016 school year. Tra…
Use of evidence-based interventions in child welfare
Use of a parent management training intervention with urban foster parents
The Social Context of Urban Classrooms
Classrooms are unique and complex work settings in which teachers and students both participate in and contribute to classroom processes. This article describes the measurement phase of a study that examined the social ecology of urban classrooms. Informed by the dimensions and items of an established measure of organizational climate, we designed the Student Climate Survey ( n = 53 items) to assess student psychological climate in third through …
Trends in child welfare's focus on children's mental health and services from 1980–2004
Can't have one without the other
University–community partnerships are widely recognized as critical to the success of community research and advocacy work but difficult to form and sustain. This article will describe a unique facet of that partnership, namely the collaboration between mental health clinicians and community consultants, a partnership that our data suggest was a cornerstone of our school‐based mental health service program called PALS, an ecological model designe…
Domestic Violence and Children
Victims and Aggressors at School
Children?s competitive peer aggression during reward and punishment
Behavior-disordered children (N = 65) competed with a presumed unknown peer on consecutive administrations of an analogue aggression task of instrumental aggression (blocking the opponent’s game) and hostile aggression (sending the opponent a noise). The first administration as a reward-only, nonpunishment condition. The second administration contained both reward and punishment conditions. Results indicated clear differences on aggressive respon…
Inner‐City African American Parental Involvement in Children's Schooling
Parents ( n = 161) and teachers ( n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at‐home involvement and at‐school involvement…
Can't have one without the other
University–community partnerships are widely recognized as critical to the success of community research and advocacy work but difficult to form and sustain. This article will describe a unique facet of that partnership, namely the collaboration between mental health clinicians and community consultants, a partnership that our data suggest was a cornerstone of our school‐based mental health service program called PALS, an ecological model designe…
International Family, Adult, and Child Enhancement Services (Faces)
The development of evidence-based mental health interventions for refugees is complicated by the cultural and linguistic diversity of the participants, and the need to balance treatment of past traumatic experiences with ongoing support during the process of acculturation. In an effort to gather "practice-based evidence" from existing mental health services for refugees, a collaborative study of International Family, Adult, and Child Enhancement …
Context-specific mental health services for children in foster care
Trends in child welfare's focus on children's mental health and services from 1980–2004
Seeing Eye to Eye
This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students' classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of stu…
Gentrification and Urban Children's Well‐Being
Gentrification changes the neighborhood and family contexts in which children are socialized—for better and worse—yet little is known about its consequences for youth. This review, drawn from research in urban planning, sociology, and psychology, maps out mechanisms by which gentrification may impact children. We discuss indicators of gentrification and link neighborhood factors, including institutional resources and collective socialization, to …
A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers
Use of a parent management training intervention with urban foster parents
Channels of Change
This study informs community science, and seeks to narrow the research-to-practice gap, by examining how the interpersonal networks within a setting influence individuals' use of interventions. More specifically, it explores the role of two network mechanisms-cohesion and structural similarity-in urban elementary school teachers' use of interventions designed to improve academic and behavioral outcomes for students. Lagged regression models exami…
Teaching through Interactions
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits that teacher-student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains. Results provide evidence that across 4,341 presch…
Ecological risk and protective factors of depressive and anxiety symptoms among low-income, Chinese immigrant youth
This study explored the effects of family, peer, and school risk and supportive factors on internalizing problems (i.e., depressive and anxiety symptoms). Risk factors included peer (i.e., relational and overt victimization) and family risk factors (i.e., mother/father alienation and family conflict). Protective factors included peer (i.e., peer trust and communication), family (i.e., parent trust and communication), and school supportive factors…
The Social Context of Urban Classrooms
Classrooms are unique and complex work settings in which teachers and students both participate in and contribute to classroom processes. This article describes the measurement phase of a study that examined the social ecology of urban classrooms. Informed by the dimensions and items of an established measure of organizational climate, we designed the Student Climate Survey ( n = 53 items) to assess student psychological climate in third through …
Youth mentoring relationships in context
Use of evidence-based interventions in child welfare
Encouraging Parenting Behaviors That Promote Early Childhood Development Among Caregivers From Low-Income Urban Communities
Promoting positive parenting for families in poverty
Community Health Workers and Social Proximity
Community health workers (CHWs) offer a potential means through which to mitigate many of the barriers to mental health services faced by minority youth and their families. The primary aim of the present study was to better understand a core feature of CHWs: their shared community membership with the population served, or social proximity . We conducted qualitative semi‐structured interviews with 16 CHWs implementing a school‐based early interven…
Exploring Racial Disparities in Mental Health Diagnoses and Neighborhood Disorganization Among an Urban Cohort of Children and Adolescents with Chronic Medical Conditions
Objective: This article describes the demographic distribution of, and association between, neighborhood disorganization and mental health diagnosis by race in a large cohort of urban children with chronic medical conditions. Methods: Data for this study were from Coordinated Healthcare for Complex Kids (CHECK), a health care demonstration project funded by the Center for Medicare and Medicaid Innovation. We conducted regression analyses to exami…
Collaboration with Urban Community Stakeholders
This paper describes the process of a community–academic partnership to navigate implementation challenges for a school‐based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university–community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new…
A qualitative study to explore paraprofessionals’ role in school‐based prevention and early intervention mental health services
This study explored the role of paraprofessionals within a school‐based prevention and early intervention program to promote children's engagement in learning and positive parenting practices. Study aims were designed to understand how paraprofessionals perceive their role in high‐need communities and how they define their work within schools. Two focus groups were conducted with school family liaisons (SFLs) during the 2015–2016 school year. Tra…
Ethical inclusion in community research
This commentary responds to points raised by Sanders et al in ‘Consent, assent and randomised evaluations’ ( Evidence & Policy , 19(4): 603–605, 10.1332/174426421X16842419724551)
Psychology (25 obras) · Medicine (22 obras) · Psychiatry (11 obras) · Child and Adolescent Psychosocial and Emotional Development (10 obras) · Political science (10 obras) · Nursing (9 obras) · Sociology (9 obras) · Early Childhood Education and Development (8 obras) · Social Psychology (8 obras) · Clinical Psychology (7 obras)