Kevin Keane
Biographic Data
| ID | 4415712 |
|---|---|
| NAME | Kevin Keane |
| GIVEN NAMES | Kevin |
| FAMILY NAME | Keane |
| SIGNATURE | KEANE K |
| AFFILIATIONS | University of Alabama at Birmingham 1720 2nd Avenue South, NB 203C Birmingham AL 35294‐1210 |
| ORCID | 0000-0003-1101-7919 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Comparing the relationship between three resilience frameworks and mental health outcomes among children who experienced multiple adverse childhood experiences
Teacher–student relationships, stress, and psychosocial functioning during early adolescence
Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaki…
The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences
BACKGROUND: Adverse childhood experiences (ACEs) are associated with poorer health and educational outcomes. With over 20% of children experiencing multiple ACEs, interventions must target protective factors to improve outcomes among these students. Teacher-student relationships (TSRs) integrated with the Whole School, Whole Community, Whole Child (WSCC) are one promising approach to building resilience to overcome ACEs. METHODS: A narrative lite…
Exploring the Relationship Between Modifiable Protective Factors and Mental Health Issues Among Children Experiencing Adverse Childhood Experiences Using a Resilience Framework
No prominent works on this page.
The Potential for Teacher‐Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences
BACKGROUND: Adverse childhood experiences (ACEs) are associated with poorer health and educational outcomes. With over 20% of children experiencing multiple ACEs, interventions must target protective factors to improve outcomes among these students. Teacher-student relationships (TSRs) integrated with the Whole School, Whole Community, Whole Child (WSCC) are one promising approach to building resilience to overcome ACEs. METHODS: A narrative lite…
Exploring the Relationship Between Modifiable Protective Factors and Mental Health Issues Among Children Experiencing Adverse Childhood Experiences Using a Resilience Framework
Teacher–student relationships, stress, and psychosocial functioning during early adolescence
Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaki…
Comparing the relationship between three resilience frameworks and mental health outcomes among children who experienced multiple adverse childhood experiences
Clinical Psychology (4 works) · Developmental psychology (4 works) · Psychiatry (4 works) · Psychology (4 works) · Adverse Childhood Experiences (3 works) · Child Abuse and Trauma (3 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Mental health (3 works) · Psychological intervention (3 works) · Psychological resilience (3 works)