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Chen CC, Xu Y, LoCasale-Crouch J, Xia Y, Rudasill K, Xie L, Johansen K, Joy J, Askue-Collins J. Social-Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:1100. [PMID: 39200709 PMCID: PMC11354108 DOI: 10.3390/ijerph21081100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2024] [Revised: 08/08/2024] [Accepted: 08/09/2024] [Indexed: 09/02/2024]
Abstract
This study aims to enhance our understanding of the diverse nature of social-emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social-emotional development. Using data from the Head Start Family and Childhood Experiences Survey (FACES, this study focuses on the social-emotional development of a nationally representative sample of young children enrolled in the Head Start program (n = 1921, 50.18% male). Employing a person-centered approach, we assessed teacher-rated social-emotional competence, including approach to learning, social cooperation, aggression, hyperactivity, and anxiety/depression/withdrawal, to classify young children's social-emotional development. This study identified four distinct social-emotional profiles-Adaptive, Average, Moderate Risk, and High Risk-through latent profile analysis. Furthermore, multinomial regression analysis revealed demographic disparities within each social-emotional profile, and significant intersectionality was found between race/ethnicity, age, and disability status in the social-emotional profiles. This research provides valuable insights for better supporting each child's unique needs.
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Affiliation(s)
- Chin-Chih Chen
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Yaoying Xu
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jennifer LoCasale-Crouch
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Yuyan Xia
- Department of Physical Therapy, College of Health Sciences, University of Kentucky, Lexington, KY 40506, USA;
| | - Kathleen Rudasill
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Lindai Xie
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Karli Johansen
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jeen Joy
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jennifer Askue-Collins
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
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Leal ASM, Alba LA, Cummings KK, Jung J, Waizman YH, Moreira JFG, Saragosa-Harris NM, Ninova E, Waterman JM, Langley AK, Tottenham N, Silvers JA, Green SA. Sensory processing challenges as a novel link between early caregiving experiences and mental health. Dev Psychopathol 2023; 35:1968-1981. [PMID: 36523255 PMCID: PMC10734795 DOI: 10.1017/s0954579422000633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Abstract
Early caregiving adversity (ECA) is associated with elevated psychological symptomatology. While neurobehavioral ECA research has focused on socioemotional and cognitive development, ECA may also increase risk for "low-level" sensory processing challenges. However, no prior work has compared how diverse ECA exposures differentially relate to sensory processing, or, critically, how this might influence psychological outcomes. We examined sensory processing challenges in 183 8-17-year-old youth with and without histories of institutional (orphanage) or foster caregiving, with a particular focus on sensory over-responsivity (SOR), a pattern of intensified responses to sensory stimuli that may negatively impact mental health. We further tested whether sensory processing challenges are linked to elevated internalizing and externalizing symptoms common in ECA-exposed youth. Relative to nonadopted comparison youth, both groups of ECA-exposed youth had elevated sensory processing challenges, including SOR, and also had heightened internalizing and externalizing symptoms. Additionally, we found significant indirect effects of ECA on internalizing and externalizing symptoms through both general sensory processing challenges and SOR, covarying for age and sex assigned at birth. These findings suggest multiple forms of ECA confer risk for sensory processing challenges that may contribute to mental health outcomes, and motivate continuing examination of these symptoms, with possible long-term implications for screening and treatment following ECA.
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Affiliation(s)
| | - Laura A. Alba
- Graduate School of Education, University of California, Riverside, Riverside, CA, USA
| | - Kaitlin K. Cummings
- Department of Psychiatry and Biobehavioral Sciences, Jane & Terry Semel Institute of Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
| | - Jiwon Jung
- Department of Psychiatry and Biobehavioral Sciences, Jane & Terry Semel Institute of Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
| | - Yael H. Waizman
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | | | | | - Emilia Ninova
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Jill M. Waterman
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Audra K. Langley
- Department of Psychiatry and Biobehavioral Sciences, Jane & Terry Semel Institute of Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
- UCLA Pritzker Center for Strengthening Children and Families, Los Angeles, CA, USA
| | - Nim Tottenham
- Department of Psychology, Columbia University, New York, NY, USA
| | - Jennifer A. Silvers
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Shulamite A. Green
- Department of Psychiatry and Biobehavioral Sciences, Jane & Terry Semel Institute of Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, USA
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McSherry D, Miranda Samuels GE, Brodzinsky D. An introduction to the adoption and trauma special issue. CHILD ABUSE & NEGLECT 2022; 130:105691. [PMID: 35690476 DOI: 10.1016/j.chiabu.2022.105691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Affiliation(s)
- Dominic McSherry
- Reader in Psychology, School of Psychology, Ulster University, Cromore Road, Coleraine BT52 1SA, United Kingdom of Great Britain and Northern Ireland.
| | - Gina E Miranda Samuels
- The Crown Family School of Social Work, Policy, and Practice, University of Chicago, United States of America.
| | - David Brodzinsky
- Clinical and Developmental Psychology, Rutgers University, United States of America.
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Heady N, Watkins A, John A, Hutchings H. Prevalence of neurodevelopmental disorders and their impact on the health and social well-being among looked after children (LAC): a systematic review protocol. Syst Rev 2022; 11:49. [PMID: 35305681 PMCID: PMC8934470 DOI: 10.1186/s13643-022-01923-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Accepted: 03/08/2022] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Looked after children (LAC) that are placed in either a foster, kinship, residential care setting or transition to adoption continue to develop debilitating disorders that significantly impact their overall health and social well-being. The prevalence of these disorders is often depicted under broad categories such as mental, behavioural or neurodevelopmental disorders (NDDs). Limited in research is the prevalence of what specific disorders fall under these broad categories. NDDs such as autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) which fall under an umbrella group in the expert field of genetics and neuropsychiatry will be explored. Unsupported, these disorders can lead to suboptimal health and social outcomes for both the child and family. In the general population, the prevalence of these NDDs and impacts on health and social well-being are relatively well documented, but for minority groups such as LAC, research is extremely limited. This review aims to estimate the prevalence of NDDs among LAC and explore how they might impact the health and social well-being of these vulnerable children. If feasible, the review will compare the prevalence rates to those children who are not looked after, to illuminate any differences or similarities between populations. METHODS PubMed, ASSIA, IBSS, Web of Science, PsychINFO, Scopus, Psych articles, Social Care Online, secondary, grey literature and government publications will be searched to identify any eligible studies. No restrictions will be placed on country, design or year of publication. Studies must provide primary data on the prevalence or incidence of NDDs for individuals < 25 years of age, supported by either a diagnostic code, standardised diagnostic assessment tool or survey response. The Joanna Briggs Institute (JBI) critical appraisal tools will be utilised to assess the quality and bias and the random-effects model used to estimate a pooled prevalence of NDDs. DISCUSSION Attaining an estimated prevalence of these NDDs and identifying any impacts on health and social well-being might inform key stakeholders in health, educational and social sectors with important information that might aid in the early identification and intervention to safeguard and meet the unique needs of these children. SYSTEMATIC REVIEW REGISTRATION PROSPERO CRD4201913103 .
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Affiliation(s)
- Nicola Heady
- Swansea University Medical School, Institute of Life Science 2, Floor 2, Singleton Campus, Swansea, SA2 8PP Wales
| | - Alan Watkins
- Swansea University Medical School, Institute of Life Science 2, Floor 2, Singleton Campus, Swansea, SA2 8PP Wales
| | - Ann John
- Swansea University Medical School, Institute of Life Science 2, Floor 2, Singleton Campus, Swansea, SA2 8PP Wales
| | - Hayley Hutchings
- Swansea University Medical School, Institute of Life Science 2, Floor 2, Singleton Campus, Swansea, SA2 8PP Wales
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