Part II : The Reasons Why?
Children’s risk for social, emotional, and behavioral challenges…Cascades
Excerpt from Journal of School Psychology article by Reinke et.al. from The University of Missouri.
"Patterson (1982) developed one of the most influential theories describing the processes and mechanisms that contribute to the development of early antisocial behaviors in youth (Patterson et al., 1989). This early work described the coercive interactions between parent and child before school entry that escalates disruptive, non-compliant, and antisocial child behaviors through a negative reinforcement cycle (Patterson, 1982). The subsequent theory—variously referred to as developmental cascades (Masten & Cicchetti, 2010), dual failure/dual cascades (Obradovi´c et al., 2009; Patterson & Stoolmiller, 1991), and social interaction learning (SIL) models (Forgatch & DeGarmo, 2002)—described the emergence of numerous risk patterns that undermined youth development. According to this model, many children experience challenges adapting to the new social field when they enter school. Pre-existing problems, including coercive interactions at home, antisocial/externalizing behaviors, emotional regulation skill deficits, and attention problems set youth up for failure when they enter school. Underperformance in academic and social domains portend further deterioration of child self-perceptions, peer and teacher relations, and academic performance (Reinke et al., 2008). Repeated failure experiences and negative feedback from social interactions increase youth risk levels for internalizing symptoms, aggressive behavior, maladaptive peer interactions, and school disengagement. These cascades of failure in academic and/or social fields can escalate with each new developmental transition or challenge.
For instance, early externalizing concerns predict future social and academic challenges which in turn predict internalizing symptoms in adulthood (Masten et al., 2005; Obradovi´c et al., 2009). Moreover, without intervention, youth experiencing these developmental cascades are at significant risk for school drop-out, deviant peer relations, substance abuse, delinquency, and arrest (Masten & Cicchetti, 2010; Patterson et al., 1989)….Thus, identifying youth experiencing elevated levels of risk on key indicators (i.e., externalizing, internalizing, attention, peer, academic, emotional regulation, and school engagement problems) and providing effective interventions and supports is critical for interrupting developmental cascades."
You guessed it right…as did Keith Derrick at Fillmore High School! This served as the inspiration for naming our whole child intervention platform as 'Cascades' and the reason why?
Check out what Cascades is all about - https://lnkd.in/eXDwU6Wt
#Wholechild #MTSS #Youthmentalhealth #Cascades
