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dc.contributor.authorDonenberg, Geri R.
dc.contributor.authorEmerson, Erin
dc.contributor.authorBrown, Larry K.
dc.contributor.authorHouck, Christopher
dc.contributor.authorMackesy-Amiti, Mary Ellen
dc.date.accessioned2013-11-19T22:36:38Z
dc.date.available2013-11-19T22:36:38Z
dc.date.issued2012-09
dc.identifier.bibliographicCitationDonenberg, G. R., E. Emerson, et al. (2012). "Sexual Experience Among Emotionally and Behaviorally Disordered Students in Therapeutic Day Schools: An Ecological Examination of Adolescent Risk." Journal of Pediatric Psychology 2012 Sep;37(8):904-13. doi 10.1093/jpepsy/jss056en_US
dc.identifier.issn1465-735X
dc.identifier.urihttp://hdl.handle.net/10027/10574
dc.descriptionThis is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Pediatric Psychology following peer review. The definitive publisher-authenticated version Donenberg, G. R., E. Emerson, et al. (2012). "Sexual Experience Among Emotionally and Behaviorally Disordered Students in Therapeutic Day Schools: An Ecological Examination of Adolescent Risk." Journal of Pediatric Psychology 2012 Sep;37(8):904-13. doi 10.1093/jpepsy/jss056 is available online at: oxfordjournals.orgen_US
dc.description.abstractObjective: This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. Methods: A total of 417 13 – 20 year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. Results: For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys’ but not girls’ sexual experience. Conclusions: Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.en_US
dc.description.sponsorshipThis work was supported by the National Institutes of Health (R01MH066641).en_US
dc.language.isoen_USen_US
dc.publisherOxford University Pressen_US
dc.subjectadolescentsen_US
dc.subjectsexual behavioren_US
dc.subjectmental healthen_US
dc.subjectfamiliesen_US
dc.subjectpeersen_US
dc.titleSexual Experience Among Emotionally and Behaviorally Disordered Students in Therapeutic Day Schools: An Ecological Examination of Adolescent Risken_US
dc.typeArticleen_US


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