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Cutuli JJ, Herbers JE, Vrabic SC, Baye O. Families with young children in homeless shelters: Developmental contexts of multisystem risks and resources. Dev Psychopathol 2023; 35:2430-2443. [PMID: 37533410 DOI: 10.1017/s0954579423000871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/04/2023]
Abstract
We apply a multisystem perspective to three aims relevant to resilience for young children in emergency and transitional homeless shelters. We consider profiles of risks and resources before shelter, early childhood program enrollment during shelter, and the likelihood of returning to shelter or having a subsequent child welfare placement. We used longitudinal, city-wide data from multiple sources integrated at the individual level across the lifespan for 8 birth cohorts. Young children (N = 1,281) stayed in family shelters during an 18-month period during a multisystem intervention. Risk factor rates were high as were rates of early childhood program enrollment (66.1% in any program; 42.3% in a high-quality program), which may suggest positive effects of the multisystem intervention. Multilevel latent class analysis revealed four profiles, considering prior shelter stays, prior child welfare placements, prior elevated lead levels, perinatal factors (teenage mother, prenatal care, low maternal education, and poor birth outcomes), demographics, and early childhood program enrollment and quality. One profile with higher rates of child welfare placement before the shelter stay and considerable enrollment in high-quality early childhood programs corresponded to lower rates of subsequent child welfare placement. Profiles did not differ on the likelihood of returning to shelter.
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Affiliation(s)
- J J Cutuli
- Nemours Children's Health, Wilmington, DE, USA
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Ferrara AM, Mullins CA, Ellner S, Van Meter P. Early child maltreatment and reading processes, abilities, and achievement: A systematic review. CHILD ABUSE & NEGLECT 2022:105857. [PMID: 36089407 DOI: 10.1016/j.chiabu.2022.105857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 08/08/2022] [Accepted: 08/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Children with maltreatment histories demonstrate weaker reading abilities compared to their peers. However, the differential processes driving this effect remain unclear. Prior studies focused on social and behavioral factors explaining this effect, yet reading research has shown that one's ability to comprehend written text is driven by a set of underlying dynamic and interactive cognitive abilities. OBJECTIVE This systematic review sought to understand what theoretical or conceptual frameworks researchers cited as guiding their studies, what reading processes and abilities were studied as outcomes, how reading processes or abilities were measured, and what constructs were included to help understand the relationship between maltreatment and reading. METHOD Three databases were searched for empirical peer-reviewed journal articles. Articles retained using inclusion and exclusion criteria were coded based on their sample characteristics, reference to theoretical or conceptual frameworks, reading processes and abilities measured, and included predictors of reading. Procedures were documented using the reporting items for systematic reviews and meta-analyses (PRISMA) statement (Moher et al., 2009). RESULTS Twenty-seven studies were included in the final systematic review. Those that discussed theoretical or conceptual frameworks focused on the social and behavioral predictors of reading. Many studies (51.9 %) examined effects of maltreatment on reading achievement, rather than specific reading processes or abilities. Most studies (92.6 %) used at least one standardized reading measure. However, only four studies included cognitive abilities as potential predictor variables. CONCLUSIONS Future research could benefit from investigating specific cognitive and reading-related processes, using measures to examine specific reading processes leading to breakdowns in reading achievement, and incorporation of reading theories to drive research questions and methods.
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Affiliation(s)
- Amanda M Ferrara
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Casey A Mullins
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Samantha Ellner
- 125 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
| | - Peggy Van Meter
- 226 CEDAR Building, The Pennsylvania State University, Department of Educational Psychology, Counseling, and Special Education, University Park, PA 16802, USA.
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Armfield JM, Gnanamanickam E, Nguyen HT, Doidge JC, Brown DS, Preen DB, Segal L. School Absenteeism Associated With Child Protection System Involvement, Maltreatment Type, and Time in Out-of-Home Care. CHILD MALTREATMENT 2020; 25:433-445. [PMID: 32166980 DOI: 10.1177/1077559520907682] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Greater school absenteeism is associated with numerous negative educational outcomes. We used a retrospective cohort design with linked administrative data on 296,422 children to examine the relationship between school absenteeism and child protection system (CPS) involvement. Children with substantiated maltreatment had 4.1 times more unexplained and problem absences than children with no CPS involvement. In multivariate analyses, children with substantiated maltreatment had significantly greater "chronic" truancy (OR = 3.41) and less "acceptable" levels of absences (OR = 0.74) compared to children with no CPS involvement. Greater absenteeism was seen for children with substantiated neglect and who had their first CPS notification earlier in life. Being in out-of-home care for 3+ years was a protective factor for children who had a CPS notification before age 5. Additional adversities had a strong additive effect with CPS involvement on absenteeism and chronic truancy. This study demonstrates the potential scope for reducing problem absenteeism and helps inform the public debate regarding how the type and timing of CPS involvement might ameliorate or exacerbate harm for children.
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Affiliation(s)
- Jason M Armfield
- Australian Centre for Precision Health, Cancer Research Institute, School of Health Sciences, 1067University of South Australia, Adelaide, South Australia, Australia
| | - Emmanuel Gnanamanickam
- Australian Centre for Precision Health, Cancer Research Institute, School of Health Sciences, 1067University of South Australia, Adelaide, South Australia, Australia
| | - Ha T Nguyen
- Australian Centre for Precision Health, Cancer Research Institute, School of Health Sciences, 1067University of South Australia, Adelaide, South Australia, Australia
| | - James C Doidge
- UCL Great Ormond Hospital Institute of Child Health, University College London, United Kingdom
- 14207Intensive Care National Audit and Research Centre, London, United Kingdom
| | - Derek S Brown
- Brown School, Washington University at St Louis, MO, USA
| | - David B Preen
- School of Population and Global Health, 2720University of Western Australia, Perth, Western Australia, Australia
| | - Leonie Segal
- Australian Centre for Precision Health, Cancer Research Institute, School of Health Sciences, 1067University of South Australia, Adelaide, South Australia, Australia
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Fry D, Fang X, Elliott S, Casey T, Zheng X, Li J, Florian L, McCluskey G. The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. CHILD ABUSE & NEGLECT 2018; 75:6-28. [PMID: 28711191 DOI: 10.1016/j.chiabu.2017.06.021] [Citation(s) in RCA: 89] [Impact Index Per Article: 14.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2017] [Revised: 06/19/2017] [Accepted: 06/20/2017] [Indexed: 05/13/2023]
Abstract
This is the first study to estimate the association globally between violence in childhood on educational outcomes, addressing a significant gap in the current evidence base. Systematic reviews and meta-analyses were conducted to identify 67 and 43 studies respectively from 21 countries to estimate the relationship between different types of violence in childhood on educational outcomes including school dropout/graduation, school absence, academic achievement and other educational outcomes such as grade retention, learning outcomes and remedial classes. Findings show that all forms of violence in childhood have a significant impact on educational outcomes. Children who have experienced any form of violence in childhood have a 13% predicted probability that they will not graduate from school. Males who are bullied are nearly three times more likely to be absent from school and girls who have experienced sexual violence have a three-fold increased risk of being absent, AOR 2.912, 95% CI (0.904-4.92) and AOR 3.147, 95% CI (0.033-4.57) respectively. Violence in childhood also has a significant impact on children's academic achievement on standardized tests. This study shows how different forms of violence in childhood contribute to inequalities in education-for both boys and girls and that an increased investment in prevention is needed in order to meet the global Sustainable Development Goals of ending violence, raising learning outcomes and creating safe, non-violent and inclusive learning environments. More work is also needed to further define, monitor and measure the link between violence in childhood and educational outcomes in order to achieve the Sustainable Development Goals.
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Affiliation(s)
- Deborah Fry
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK.
| | - Xiangming Fang
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China; School of Public Health, 140 Decatur Street, Georgia State University, Atlanta, GA 30302, USA
| | - Stuart Elliott
- Centre for Population Health Sciences, Medical School, Teviot Place, Central Campus, Edinburgh EH8 9AG, Scotland, UK
| | - Tabitha Casey
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
| | - Xiaodong Zheng
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China
| | - Jiaoyuan Li
- College of Economics and Management, China Agricultural University, No. 17 Qinghuadong Road, Haidian District, Beijing, 100083, China
| | - Lani Florian
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
| | - Gillean McCluskey
- Moray House School of Education, Holyrood Road, University of Edinburgh, Edinburgh, Scotland, UK
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Zebrak KA, Green KM. Mutual Influences Between Parental Psychological Distress and Alcohol Use and Child Problem Behavior in a Cohort of Urban African Americans. JOURNAL OF FAMILY ISSUES 2016; 37:1869-1890. [PMID: 28018018 PMCID: PMC5181843 DOI: 10.1177/0192513x14553055] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Parental psychological distress, parental alcohol involvement, and child/adolescent behavior problems frequently occur together with deleterious effects on individuals and families. Extant evidence suggests that parental and child problems are related; however, less is known about the patterns and directions of their relationships over time, particularly among African Americans. This study examined mutual influences between parental psychological distress and alcohol use, and child/adolescent problem behavior over a 10-year period (N = 459), using data from a prospective cohort study of urban African Americans. Using structural equation modeling, we found statistically significant effects between young adult parents' alcohol use and later adolescent problem behavior, as well as child problem behavior and parental alcohol use 10 years later, even after taking into account potential extraneous influences. Findings also demonstrated continuity in parental and child behaviors over time, and several contemporaneous associations. These findings have potential implications for intervention planning among African American families.
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Fantuzzo J, LeBoeuf W, Brumley B, Perlman S. A Population-Based Inquiry of Homeless Episode Characteristics and Early Educational Well-Being. CHILDREN AND YOUTH SERVICES REVIEW 2013; 35:966-972. [PMID: 24072948 PMCID: PMC3780414 DOI: 10.1016/j.childyouth.2013.02.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Child homelessness and educational well-being is an area of national research that requires more precise investigation to address mixed findings. The aim of this study was to extend the investigation of the relations between homelessness and educational well-being by determining if timing and frequency of homeless episodes are differentially associated with children's academic and classroom engagement outcomes. This investigation used a comprehensive research model to study the effects of these homeless episode characteristics within a large urban student cohort. Additionally, this study accounted for co-occurring early risk factors. Findings indicated that having a first homeless episode in early childhood was associated with non-proficiency in mathematics and academic engagement problems. Also more frequent homeless episodes were related to truancy in third grade. These results stress the importance of early intervention for homeless children and underscore the need to further understand the variation in young children's homeless experiences.
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Affiliation(s)
- John Fantuzzo
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
| | - Whitney LeBoeuf
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
| | - Benjamin Brumley
- University of Pennsylvania, Graduate School of Education, 3700 Walnut Street, Philadelphia, Pennsylvania 19104, United States
- Corresponding author. (Benjamin Brumley), Tel.: +1 215 898-9842
| | - Staci Perlman
- Kutztown University of Pennsylvania, Department of Social Work, Old Main 24, PO Box 730, Kutztown, PA 19530, United States
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Roskam I, Meunier JC, Stievenart M, Noël MP. When there seem to be no predetermining factors: early child and proximal family risk predicting externalizing behavior in young children incurring no distal family risk. RESEARCH IN DEVELOPMENTAL DISABILITIES 2013; 34:627-639. [PMID: 23123876 DOI: 10.1016/j.ridd.2012.10.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2012] [Revised: 10/03/2012] [Accepted: 10/03/2012] [Indexed: 06/01/2023]
Abstract
The main objective of the current study was to examine the impact of two child risk factors, i.e. personality and inhibition, and two proximal family risk factors, i.e. parenting and attachment, and the impact of their cumulative effect on later externalizing behavior among young children incurring no distal family risk. Data were collected in a longitudinal two-wave design from 161 non-referred and referred children aged three to five years at the onset of the study. All of the children were raised in families of middle to high socio-economic status, i.e. their parents were educated to a middle to high level, had access to the job market and lived together as couples. The four risk domains were assessed at the onset of the study, while EB was rated both at the onset of the study and in the 24-month follow-up. Results confirmed that the four risk domains were each both correlates of EB and efficient at discriminating non-referred from referred children; that their combination regardless of their content (cumulative risk) provided a strong prediction of both later EB and non-referred vs referred sample membership. The results are discussed both for research and clinical purposes.
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Affiliation(s)
- I Roskam
- Psychological Sciences Research Institute, University of Louvain, 10 Place du Cardinal Mercier, 1348 Louvain-la-Neuve, Belgium.
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Fantuzzo J, LeBoeuf W, Rouse H, Chen CC. Academic achievement of African American boys: a city-wide, community-based investigation of risk and resilience. J Sch Psychol 2012; 50:559-79. [PMID: 23040755 DOI: 10.1016/j.jsp.2012.04.004] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2011] [Revised: 02/10/2012] [Accepted: 04/26/2012] [Indexed: 01/23/2023]
Abstract
In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations between risks and low achievement. Findings indicated that the Black-White achievement gap for boys was matched by a comparable difference in risk experiences. Multilevel linear regression models controlling for poverty found that both the type and accumulation of risk experiences explained a significant amount of variation in reading and mathematics achievement for the subpopulation of African American boys. Socio-familial risks were related to the poorest academic outcomes. Academic engagement indicators significantly mediated relations between risks and achievement. Implications of this research for collective school and community actions to make race, gender, and place matter in educational public policy were discussed.
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Affiliation(s)
- John Fantuzzo
- University of Pennsylvania Graduate School of Education, Philadelphia, PA 19104, USA.
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The Good Enough Home? Home Environment and Outcomes of Young Maltreated Children. CHILD & YOUTH CARE FORUM 2011. [DOI: 10.1007/s10566-011-9157-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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