Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School.

BACKGROUND: Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. METHODS: The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. RESULTS: Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. CONCLUSION: Our findings expose the importance to promote student engagement in school and achievement for victimized youth.

[Overview of the Organisation of Forensic Mental Health Services Internationally: Towards a Balanced Care Model]. / Survol de l'organisation des services de santé mentale forensique à travers le monde : vers un modèle hiérarchisé-équilibré.

Objective The objective of this paper is to provide an overview of the provision and organization of forensic mental health services around the world. In particular, we attempt to address the following question: What system-level characteristics are important to consider in relation to the organization and structure of forensic mental health services? Methods To do so, we synthesize publicly accessible information, identified through Academic Search Complete (EBSCO), ProQuest Central, Scopus, PsycInfo, Google Scholar and Google, to describe how forensic systems are organized throughout the world. We examine the fundamental principles in the organization of services and examine potential quality indicators. Results This review is a steppingstone for the identification of best practices. Based on these fundamental principles, an efficient forensic mental health system would include the following elements: providing a comprehensive and balanced continuum of services; integrating services within and between systems; matching services to individual need; adhering to human rights; responding to population diversity; and using the best available evidence to make system-wide improvements. Conclusion Though all of these system-level principles are important, we focus on how the first three (service continuum, system integration, and service matching) may be applied to the organization of forensic mental health services.