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Fink E, Foley S, Browne W, Hughes C. Parental sensitivity and family conversation: A naturalistic longitudinal study with both mothers and fathers across three time-points in early infancy. Infant Ment Health J 2024. [PMID: 38776187 DOI: 10.1002/imhj.22117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Revised: 02/13/2024] [Accepted: 04/04/2024] [Indexed: 05/24/2024]
Abstract
Parental verbal sensitivity is known to promote child language skills, but few studies have considered: (a) links between global (i.e., verbal, behavioral, and affective) measures of parental sensitivity and infant-initiated conversations, an important precursor to language development; (b) whether maternal and paternal sensitivity show similar links with infant-initiated conversation; or (c) the transactional role of infant conversation for later parental sensitivity. Addressing these gaps, this study of 186 British first-time parents (93 families) examines the developmental dynamics between parental sensitivity and infant communication across the first year of life. We explore; (i) the role of maternal and paternal sensitivity (assessed during structured home observations at 4 months post-partum) for parent-infant conversational interactions at 7 months (indexed by day-long naturalistic recordings), and (ii) whether these mother-infant and father-infant conversations at 7 months shape maternal and paternal sensitivity at 14 months (also assessed via structured home observations). For both male and female infants, maternal (but not paternal) sensitivity at 4 months predicted infant vocalisations and conversational initiation at 7-months. By contrast, neither index of infant talk predicted maternal or paternal sensitivity at 14 months. Together these findings refine understanding of theoretical models of social development and suggest new possibilities for future research.
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Affiliation(s)
- Elian Fink
- School of Psychology, University of Sussex, Falmer, UK
| | - Sarah Foley
- Moray House School of Education and Sport Science, University of Edinburgh, Edinburgh, UK
| | - Wendy Browne
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Claire Hughes
- Centre for Family Research, University of Cambridge, Cambridge, UK
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2
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Osman L, Whitley J. Parent perceptions of social well-being in children with special educational needs during COVID-19: A mixed-methods analysis. Child Care Health Dev 2024; 50:e13256. [PMID: 38600787 DOI: 10.1111/cch.13256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Revised: 02/20/2024] [Accepted: 02/22/2024] [Indexed: 04/12/2024]
Abstract
BACKGROUND Children's educational experiences worldwide have been significantly impacted as a result of global school closures during the COVID-19 pandemic of Spring 2020. A growing number of studies aim to analyse impacts of these changes on social well-being, with limited studies placing an emphasis on the experiences of students with special educational needs (SENs). This article focusses on parent perspectives regarding impacts of school closures on social well-being in Canadian children with SEN. METHODS This study uses a mixed-methods approach, drawing from both qualitative and quantitative survey data from Spring/Summer 2020. Participants (n = 263) were eligible for participation if they were a parent/guardian of a child or adolescent with an SEN. We first conducted a descriptive analysis of the key variables, namely, social well-being, grade level of the child, internet and device availability, and the presence of other school-aged children in the home (single child vs. multiple children). Next, we explored the relationship between these using a bivariate correlation. Finally, open-ended responses were analysed using an inductive approach to qualitative thematic analysis. RESULTS The majority of parents expressed concern for their child's social well-being during the Spring 2020 school closures, with increased concerns for younger children. According to parents, children experienced communication barriers to peer interaction and many experienced emotional difficulties as a result. Technology was described as critical for some in maintaining social connections. Parents raised concerns about the impact of limited peer interaction on broader social skill development, in the short and long term. A small number of participants noted feelings of relief and reduced anxiety among their children with SEN. CONCLUSIONS Findings highlight parent views of the negative impact of the pandemic on social well-being and the critical role in-person schooling plays in supporting peer relationships for children with SEN.
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Affiliation(s)
- Laila Osman
- Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
| | - Jess Whitley
- Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada
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3
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Newland R, Silver RB, Herman R, Hartz K, Coyne A, Seifer R. Child-focused infant and early childhood mental health consultation: Shifting adult attributions to reduce the risk for preschool expulsion. Infant Ment Health J 2024; 45:249-262. [PMID: 38267083 DOI: 10.1002/imhj.22104] [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] [Received: 06/19/2023] [Revised: 11/02/2023] [Accepted: 01/08/2024] [Indexed: 01/26/2024]
Abstract
Infant and early childhood mental health consultation (IECMHC) in early care and education (ECE) settings is a promising approach to support young children. Although research on the effects of IECMHC is encouraging, it is limited by the complexities of the systems in which IECMHC is implemented and the variability in IECMHC models. The current study aims to clearly articulate a statewide, child-focused, short-term IECMHC model, assess consultee satisfaction, examine the effects of consultation on children's functioning in the school and home settings, and evaluate changes in teacher perceptions associated with expulsion risk following consultation. In total, 268 children ages 1-5 (69% White, 75% male) and their family and school caregivers participated in consultation in a New England state, and 95 children and caregivers were included in an evaluation subsample. Of this subsample, teachers and ECE administrators, but not families, indicated significant improvement in children's functioning from referral to end of consultation. There was also a significant decrease in children's risk of expulsion, as measured by teachers' perceptions associated with expulsion decisions. This study contributes to the IECMHC literature by providing results specific to a child-focused model of consultation and highlighting the possible role of adult attributions for children in ECE.
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Affiliation(s)
- Rebecca Newland
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, Rhode Island, USA
- Bradley/Hasbro Children's Research Center, E. P. Bradley Hospital, East Providence, Rhode Island, USA
| | - Rebecca B Silver
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, Rhode Island, USA
- Bradley/Hasbro Children's Research Center, E. P. Bradley Hospital, East Providence, Rhode Island, USA
| | - Rachel Herman
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, Rhode Island, USA
- Bradley/Hasbro Children's Research Center, E. P. Bradley Hospital, East Providence, Rhode Island, USA
| | - Karyn Hartz
- Department of Psychiatry, University of Rochester Medical Center, Rochester, New York, USA
| | - Alice Coyne
- Department of Psychology, American University, Washington, District of Columbia, USA
| | - Ronald Seifer
- Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Burton CW. Sociolocation: A Proposed Conceptual Element in Lifespan Development. Clin Nurs Res 2024; 33:123-131. [PMID: 37902106 DOI: 10.1177/10547738231206606] [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: 10/31/2023]
Abstract
Individual identity as a function of human development significantly intersects with and is necessarily influenced by the social world. To describe this intersection and its effects, the term sociolocation was proposed, initially in the context of adolescent development, and defined as "self-identification and recognition of social integration through relationships." Almost a decade later, it is apparent that the processes of sociolocation may continue and repeat through the rest of the lifespan. The purpose of this, therefore, paper is to present an expanded definitional and conceptual analysis of sociolocation using the techniques described by Chinn, Kramer, and Sitzman. Such an analysis is important across nursing science, practice, and education, since in all three domains the nurse may encounter individuals engaged in sociolocation. Understanding what this process is and when and how it may occur can be helpful in care planning, learning, and research endeavors.
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Sjolseth SR, Frosch CA, Owen MT, Redig SL. Do toys get in the way? The duration of shared emotional experiences is longer when mothers engage their infants without toys. Infant Ment Health J 2024; 45:3-10. [PMID: 38049946 DOI: 10.1002/imhj.22092] [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] [Received: 03/03/2023] [Revised: 07/24/2023] [Accepted: 11/04/2023] [Indexed: 12/06/2023]
Abstract
During mother-infant interaction, shared emotional experiences, defined as reciprocal and synchronous emotional sharing between mother and infant, are an indicator of early relational health. Yet, it is unclear how mothers' efforts to engage with their infants relate to dyadic-level shared emotional experiences. Utilizing a sample of 80 randomly selected videos of the NICHD Study of Early Child Care and Youth Development, we examined how mothers' bids for interaction with their 6-month-old infants related to the duration of shared emotional experiences. An event sampling, sequential coding system was used to identify a maternal bid for interaction (i.e., with toy, without toy) and the subsequent presence or absence of a shared emotional experience, including duration of the shared emotional experience. Results indicated that shared emotional experiences were longer following mothers' efforts to engage their infants in play without toys. Findings suggest that methods matter; researchers and practitioners interested in studying and promoting shared emotional experiences between mothers and infants may wish to focus on dyadic interactions without toys.
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Affiliation(s)
- Sheila R Sjolseth
- Department of Human Development and Family Science, College of Human Sciences, Auburn University, Auburn, USA
| | - Cynthia A Frosch
- Department of Human Development and Family Science, College of Human Sciences, Auburn University, Auburn, USA
| | - Margaret Tresch Owen
- Department of Psychology, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, USA
| | - Samantha L Redig
- Department of Psychology, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, USA
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Trani JF, Hart R. Student engagement and attendance are central mechanisms interacting with inclusive and equitable quality education: Evidence from Afghanistan and Pakistan. PLoS One 2023; 18:e0290456. [PMID: 38060496 PMCID: PMC10703196 DOI: 10.1371/journal.pone.0290456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 08/08/2023] [Indexed: 12/18/2023] Open
Abstract
Despite considerable progress in the field of education science, there is currently no consensus on the components that define inclusive and equitable quality education, how they are articulated with one another, and what are the best interventions to foster inclusive and equitable quality education. Current research investigates separately components of what appears to be a complex dynamic system with feedback interactions. To characterize this system and identify structures that encompass inclusive and equitable quality education, we used a community-based system dynamics approach. This approach hypothesizes that community perceptions of the local school system is essential to define it. We therefore conducted 648 participatory Group Model Building workshops with school stakeholders (children, teachers, parents and members of school management committees) resulting in as many models in 99 schools of Afghanistan and Pakistan. To identify common components across models built by participants in two waves of schools' model building workshops, we applied techniques from multivariate analysis of ecological communities. Even across wide differences in participants' situations and roles in the educational process, their models expressed a common reinforcing feedback loop which connected child inclusive and equitable quality education to two other components: 1) child engagement in and motivation for education, and 2) child attendance. Increases in any of these three components were perceived to drive increases in the others. We also found that child focus on learning was commonly expressed as interacting with this generic structure. Any educational reform should simultaneously and primarily embrace learners' diversity, combine policy principles of ensuring easy equitable access to foster attendance, and promote student interest and engagement in learning through child centered pedagogy and non-discriminatory teaching practices while giving school communities power for implementation.
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Affiliation(s)
- Jean-Francois Trani
- Brown School, Washington University in St Louis, St. Louis, Missouri, United States of America
- National Center for Arts and Crafts, Paris, France
- Department of Psychology, University of Johannesburg, Johannesburg, South Africa
| | - Robbie Hart
- William L. Brown Center, Missouri Botanical Garden and Washington University in St Louis, St. Louis, Missouri, United States of America
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Varga SM, Yu MVB, Johnson HE, Futch Ehrlich V, Deutsch NL. "It's going to help me in life": Forms, sources, and functions of social support for youth in natural mentoring relationships. JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 51:3289-3308. [PMID: 36971182 DOI: 10.1002/jcop.23045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 03/13/2023] [Accepted: 03/20/2023] [Indexed: 06/18/2023]
Abstract
Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in-depth interviews with 40 adolescents participating in a study of youth-adult relationships and natural mentoring processes, we found that (1) different types of adults had the capacity to provide different types of support and were likely to provide overlapping supports; (2) emotional, informational, and instrumental support qualitatively differed depending on the adult's role (e.g., teacher), while companionship and validation were consistent across adults; and (3) youth were able to identify benefits attached to the social support received from adults. Our findings contribute to a more nuanced understanding of aspects and characteristics of effective youth-adult mentoring processes and call for fuller assessments of social support in youths' lives so we may better meet their developmental needs.
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Affiliation(s)
- Shannon M Varga
- Jacksonville Public Education Fund, Jacksonville, Florida, USA
| | | | | | | | - Nancy L Deutsch
- School of Education and Human Development, University of Virginia, Virginia, Charlottesville, USA
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8
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Hartog K, Peters RMH, Tukahiirwa RK, Jordans MJD. Reducing stigma impacting children and adolescents in low- and middle-income countries: The development of a common multi-component stigma reduction intervention. PLoS One 2023; 18:e0292064. [PMID: 37906579 PMCID: PMC10617710 DOI: 10.1371/journal.pone.0292064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Accepted: 09/12/2023] [Indexed: 11/02/2023] Open
Abstract
INTRODUCTION Stigmatisation impedes health and quality of life. Evidence regarding stigma reduction interventions is, albeit growing, limited. There is a gap in the availability and evidence of interventions for reducing stigma among children and adolescents, especially in low- and middle-income countries. This paper describes the process that led to a stigma reduction intervention impacting children and adolescents in low- and middle-income countries, following previously conducted formative research. METHODS In this study, we conducted (i) online stakeholder consultations (FGD) (n = 43), including a survey assessing intervention acceptability, appropriateness, feasibility and scalability (n = 16); and (ii) preliminary field-testing of intervention content online and in a refugee settlement in Uganda. FINDINGS Stakeholder consultation showed the initial version of STRETCH (Stigma Reduction to Trigger Change for Children), albeit positively received, required adaptations. We made adjustments to i) take into account implementation duration, intervention flexibility and intersectionality; (ii) strengthen the involvement of individuals, including adolescents/youth, with lived stigma experience; (iii) target people close to individuals with lived stigma experience; and (iv) address feasibility and sustainability concerns. Preliminary field-testing simplified STRETCH while adding a community outreach component and revisiting the intervention setup, to ensure STRETCH can also be applied from a modular perspective. CONCLUSION We conducted a process to develop a child-focused multi-component stigma reduction intervention, with intended applicability across stigmas and settings. This paper provides an overview of the intervention development process, generating intervention-specific learnings with generic value. STRETCH aims to reduce stigmatisation at the implementing organisation, create community-wide reflection and stigma reduction demand, and reduce stigmatisation among various target groups.
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Affiliation(s)
- Kim Hartog
- Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam, Amsterdam, The Netherlands
- Research and Development Department, War Child, Amsterdam, The Netherlands
| | - Ruth M. H. Peters
- Faculty of Science, Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | | | - Mark J. D. Jordans
- Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam, Amsterdam, The Netherlands
- Research and Development Department, War Child, Amsterdam, The Netherlands
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9
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Schellong J, Daniels J, Garthus-Niegel S. Editorial: Violent relationships: acute and long-term implications. Front Psychiatry 2023; 14:1290094. [PMID: 37928912 PMCID: PMC10623452 DOI: 10.3389/fpsyt.2023.1290094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 10/05/2023] [Indexed: 11/07/2023] Open
Affiliation(s)
- Julia Schellong
- Department of Psychotherapy and Psychosomatic Medicine, Faculty of Medicine, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
| | - Judith Daniels
- Department of Clinical Psychology and Experimental Psychopathology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, Netherlands
- Psychologische Hochschule Berlin, Berlin, Germany
| | - Susan Garthus-Niegel
- Faculty of Medicine, Institute and Policlinic of Occupational and Social Medicine, University Hospital Carl Gustav Carus, Technische Universität Dresden, Dresden, Germany
- Faculty of Medicine, Institute for Systems Medicine (ISM), MSH Medical School Hamburg, Hamburg, Germany
- Department of Childhood and Families, Norwegian Institute of Public Health, Oslo, Norway
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10
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Lawrence JA, Dodds AE, Kaplan I, Tucci MM. Recognizing Relational Interactions with Social Institutions in Refugee Children's Experiences of Intertwining Vulnerability and Agency. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6815. [PMID: 37835085 PMCID: PMC10572281 DOI: 10.3390/ijerph20196815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 08/13/2023] [Accepted: 09/21/2023] [Indexed: 10/15/2023]
Abstract
In this paper, we examine relational interactions between refugee children and social institutions, building the case for the recognition of the co-occurrence and intertwining of vulnerability and agency in children's experiences in diverse refugee situations. This developmental relational approach offers refinement of a general relational worldview by specifying how vulnerable and agentic experiences are co-constructed by children and adult individuals and institutions. We analyze the conceptual roots of vulnerable and agentic experiences, and use the concept of co-construction to specify the processes and outcomes of interactive relational experiences. Evidence from example studies of the intertwining of vulnerability and agency in specific refugee situations demonstrates how refugee children contribute to power-oriented experiences. Due recognition of the relational co-construction of intertwining vulnerable and agentic experiences provides a basis for refining generalized relational observations, and a fine-grained basis for developing policies and procedures to dispel ambivalence to refugee children and to change inequitable policies and practices.
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Affiliation(s)
- Jeanette A. Lawrence
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne 3010, Australia; (A.E.D.); (I.K.)
- Victorian Foundation for Survivors of Torture, Brunswick 3056, Australia;
| | - Agnes E. Dodds
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne 3010, Australia; (A.E.D.); (I.K.)
- Victorian Foundation for Survivors of Torture, Brunswick 3056, Australia;
| | - Ida Kaplan
- Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne 3010, Australia; (A.E.D.); (I.K.)
- Victorian Foundation for Survivors of Torture, Brunswick 3056, Australia;
| | - Maria M. Tucci
- Victorian Foundation for Survivors of Torture, Brunswick 3056, Australia;
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11
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Cerqueira A, Almeida TC. Adverse Childhood Experiences: Relationship with Empathy and Alexithymia. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:559-568. [PMID: 37593064 PMCID: PMC10427576 DOI: 10.1007/s40653-023-00520-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/01/2023] [Indexed: 08/19/2023]
Abstract
Several studies showed that adults who have experienced childhood adversity are more likely to develop alexithymia and low empathy. Therefore, this research aims to analyze the relationship between childhood adversity and alexithymia and empathy in adulthood and verify a predictive explanatory model of alexithymia. The sample comprised 92 adults who responded to the sociodemographic questionnaire, the Childhood History Questionnaire, the Interpersonal Reactivity Index, and the Alexithymia Scale of Toronto. Childhood adversity showed a positive relationship with alexithymia and a negative relationship with empathy. Predictive validity showed that marital status, adverse childhood experiences (ACEs), and empathic concern predicted higher alexithymia scores. These results show the impact of these childhood experiences on adult life, underlining the importance of developing intervention programs in this field.
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Affiliation(s)
- Andreia Cerqueira
- Egas Moniz School of Health and Science, Instituto Universitário Egas Moniz (IUEM), LabPSI – Laboratório de Psicologia Egas Moniz, IUEM, Caparica, Portugal
| | - Telma Catarina Almeida
- Egas Moniz School of Health and Science, Instituto Universitário Egas Moniz (IUEM); CiiEM – Centro de Investigação Interdisciplinar Egas Moniz, IUEM; LabPSI – Laboratório de Psicologia Egas Moniz, IUEM, Campus Universitário, Quinta da Granja, Monte de Caparica, 2829-511 Caparica, Portugal
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12
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Cipriano C, Strambler MJ, Naples LH, Ha C, Kirk M, Wood M, Sehgal K, Zieher AK, Eveleigh A, McCarthy M, Funaro M, Ponnock A, Chow JC, Durlak J. The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Dev 2023; 94:1181-1204. [PMID: 37448158 DOI: 10.1111/cdev.13968] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 05/12/2023] [Accepted: 05/25/2023] [Indexed: 07/15/2023]
Abstract
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.
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Affiliation(s)
- Christina Cipriano
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Michael J Strambler
- The Consultation Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Lauren H Naples
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Cheyeon Ha
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Megan Kirk
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Miranda Wood
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Kaveri Sehgal
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Almut K Zieher
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Abigail Eveleigh
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Michael McCarthy
- School of Education and Human Development, University of Rochester
| | - Melissa Funaro
- Harvey Cushing/John Hay Whitney Medical Library, Yale University, New Haven, Connecticut, USA
| | - Annett Ponnock
- The Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
| | - Jason C Chow
- The College of Education, University of Maryland at College Park, College Park, Maryland, USA
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Meland EA, Brion-Meisels G. Integrity over fidelity: transformational lessons from youth participatory action research to nurture SEL with adolescents. Front Psychol 2023; 14:1059317. [PMID: 37546456 PMCID: PMC10403205 DOI: 10.3389/fpsyg.2023.1059317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2022] [Accepted: 06/28/2023] [Indexed: 08/08/2023] Open
Abstract
Much has been written about social and emotional learning (SEL) and its positive impact on young people's academic and life outcomes, yet most of this research is based in early childhood and elementary settings. SEL programming for adolescents has shown mixed results, with many programs proving to be largely ineffective or even showing slightly negative impacts for some youth. Adherence to scripted SEL curricula, or "fidelity" to the program components, is often seen by young people to be "lame", inauthentic, and condescending, failing to connect to the topics and issues that feel most critical to them in this stage of their development. For all students, and especially for those whose identities have been systematically marginalized or oppressed by the dominant culture, SEL programming that fails to explicitly address these experiences of injustice often feels inauthentic and out of touch for youth. Therefore, effective implementation of SEL for adolescents is likely to require skillful adaptation and responsiveness to the identities, interests, and motivations of students by educators. In this case, effective SEL may look less like fidelity to a specific set of scripts, sessions, or activities, but rather a commitment to the wholeness of a set of core principles, relationships, and opportunities for adolescent exploration and leadership/empowerment, or what we will call integrity of implementation. In this paper, we present one promising approach to adolescent social and emotional development - youth participatory action research (YPAR) - and the ways in which studying the YPAR process (in addition to the research topics selected by youth) can provide key insights into the social and emotional learning and development of youth.
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Johnson SK, Ettekal AV. The Five Cs of Positive Youth Development: Configurations of Thriving in Four U.S. Adolescent Samples. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:656-679. [PMID: 36333986 DOI: 10.1111/jora.12806] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Positive youth development (PYD) models are widespread, but the empirical evidence for them is primarily nomothetic (i.e., investigations of universal patterns). Contemporary developmental theory suggests that concepts and processes within PYD models should also be explored with respect to specificity. This study demonstrates how the Five Cs Model, a predominant PYD model, can be advanced using group-differential methods. Secondary data from four studies of adolescents were used to test: (1) Whether there were subgroups who varied in their patterns of scores across the Five Cs, and (2) Whether subgroups also varied in Contribution behaviors. Unexpectedly, the four data sets used could not be combined, yielding an opportunity to discuss consistencies and inconsistencies in findings across the four data sets through contextual and sample differences. Findings demonstrate how understanding specificity in theorized concepts and processes in PYD models can complement studies of universal patterns, which are both necessary to advance PYD research and practice.
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15
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Coelho V, Peixoto C, Azevedo H, Machado F, Soares M, Espain A. Effects of a Portuguese social-emotional learning program on the competencies of elementary school students. Front Psychol 2023; 14:1195746. [PMID: 37265946 PMCID: PMC10230249 DOI: 10.3389/fpsyg.2023.1195746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 04/26/2023] [Indexed: 06/03/2023] Open
Abstract
Introduction It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools. Methods This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; Mage = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; Mage = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention. Results For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors. Discussion These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.
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Affiliation(s)
- Vera Coelho
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Center for Psychology at the University of Porto, Porto, Portugal
| | - Carla Peixoto
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Center for Research and Innovation in Education (inED), School of Education, Porto Polytechnic, Porto, Portugal
| | - Helena Azevedo
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
| | - Francisco Machado
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
| | - Mónica Soares
- University of Maia, Department of Social and Behavioral Sciences, Research Unit in Psychology and Human Development, Maia, Portugal
- Higher School of Education of Paula Frassinetti, Porto, Portugal
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16
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Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
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17
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Lynch K, Lee M, Loeb S. An investigation of Head Start preschool children's executive function, early literacy, and numeracy learning in the midst of the COVID-19 pandemic. EARLY CHILDHOOD RESEARCH QUARTERLY 2023; 64:255-265. [PMID: 37056356 PMCID: PMC10076510 DOI: 10.1016/j.ecresq.2023.04.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 03/16/2023] [Accepted: 04/04/2023] [Indexed: 05/29/2023]
Abstract
The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children (N = 336 assessed at fall baseline; N = 237-250 assessed in spring depending on outcome; fall baseline sample: mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.
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Affiliation(s)
- Kathleen Lynch
- Department of Educational Psychology, Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT U-3064, United States
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18
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Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09734-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Abstract
AbstractChildren’s learning and cognitive development have a distinct receptivity to the circumstances of childhood. However, not all children have equal opportunities and learning inequities continue to be influenced by the social and economic circumstances of childhood. Examining factors within the environments that children are growing up in, and the associations of these factors with learning, can help to identify leverage points for change, enabling more children to be supported to reach their potential. Specifically, turning attention to the timing and duration of exposure to specific social and economic factors across childhood can provide essential details to determine who is most susceptible to contextual effects and at what ages. This paper presents a systematic review of 75 longitudinal studies of families and children carried out between 2000 and 2021. These studies tracked social and economic circumstances between pregnancy and early adolescence in relation to educational and cognitive outcomes across the lifespan. The results of the included studies were examined and grouped into themes using reflexive thematic analysis. The findings largely suggest that the degree to which educational and cognitive outcomes are affected by specific social and economic circumstances depends on the duration, timing, and mobility across childhood. In particular, findings relating to the developmental timing of exposure, as well as persistent exposure, revealed distinct evidence of the effects of temporality. These findings provide detail into how much and in what instances temporality should be considered—results which can be used to inform avenues for reducing learning disparities.
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19
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Darling-Hammond L, Schachner ACW, Wojcikiewicz SK, Flook L. Educating teachers to enact the science of learning and development. APPLIED DEVELOPMENTAL SCIENCE 2023. [DOI: 10.1080/10888691.2022.2130506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
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20
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Freitag VL, Motta MDGC, Milbrath VM, Bazzan JS, Debatin G, Gabatz RIB. "He is normal": phenomenological considerations of child/adolescent's perception of the disabled sibling. Rev Gaucha Enferm 2023; 43:e20220129. [PMID: 36888742 DOI: 10.1590/1983-1447.2022.20220129.en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 10/26/2022] [Indexed: 03/08/2023] Open
Abstract
OBJECTIVE To understand the child/adolescent's perception of the disabled sibling. METHOD Qualitative research, with a phenomenological approach, conducted between 2018 and 2019, in a municipality in the south of Brazil, with 20 children/adolescents who are siblings of people with disabilities, through a phenomenological interview. Respecting ethical precepts, hermeneutics was used for interpretation. RESULTS The child/adolescent perceives his/her disabled sibling as a normal person, given his/her behavior, way of being and intellectual capacity. Still, it understands him as a special being, who has limitations regarding learning, but does not see him as different, thus, unlinks the idea of disability associated with the disease/abnormality. FINAL CONSIDERATIONS The perception of the disabled sibling occurs within the perception of normality. The child identifies his sibling's lower learning capacitor a way that is unique to him, a fact that does not condition him to be seen as abnormal, defining his being-in-the-world as a special way of existing.
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Affiliation(s)
- Vera Lucia Freitag
- Universidade de Cruz Alta (UNICRUZ), Centro de Ciência da Saúde e Agrárias, Departamento de Enfermagem. Cruz Alta, Rio Grande do Sul, Brasil
| | - Maria da Graça Corso Motta
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento Materno Infantil. Porto Alegre, Rio Grande do Sul, Brasil
| | - Viviane Marten Milbrath
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
| | - Jéssica Stragliotto Bazzan
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
| | - Gabriel Debatin
- Universidade Federal de Santa Catarina (UFSC). Programa de Pós-Graduação em Filosofia. Florianópolis, Santa Catarina, Brasil
| | - Ruth Irmgard Bärtschi Gabatz
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
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21
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Giraudet CSE, Liu K, McElligott AG, Cobb M. Are children and dogs best friends? A scoping review to explore the positive and negative effects of child-dog interactions. PeerJ 2022; 10:e14532. [PMID: 36570006 PMCID: PMC9774011 DOI: 10.7717/peerj.14532] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Accepted: 11/16/2022] [Indexed: 12/23/2022] Open
Abstract
Personal wellbeing is greatly influenced by our childhood and adolescence, and the relationships formed during those phases of our development. The human-dog bond represents a significant relationship that started thousands of years ago. There is a higher prevalence of dog ownership around the world, especially in households including children. This has resulted in a growing number of researchers studying our interactions with dogs and an expanding evidence base from the exploration of child-dog interactions. We review the potential effects of child-dog interactions on the physical, mental, and social wellbeing of both species. A search of the SCOPUS database identified documents published between January 1980 and April 2022. Filtering for key inclusion criteria, duplicate removals, and inspecting the references of these documents for additional sources, we reviewed a total of 393 documents, 88% of which were scientific articles. We were able to define the numerous ways in which children and dogs interact, be it neutral (e.g., sharing a common area), positive (e.g., petting), or negative (e.g., biting). Then, we found evidence for an association between childhood interaction with dogs and an array of benefits such as increased physical activities, a reduction of stress, and the development of empathy. Nonetheless, several detrimental outcomes have also been identified for both humans and dogs. Children are the most at-risk population regarding dog bites and dog-borne zoonoses, which may lead to injuries/illness, a subsequent fear of dogs, or even death. Moreover, pet bereavement is generally inevitable when living with a canine companion and should not be trivialized. With a canine focus, children sometimes take part in caretaking behaviors toward them, such as feeding or going for walks. These represent opportunities for dogs to relieve themselves outside, but also to exercise and socialize. By contrast, a lack of physical activity can lead to the onset of obesity in both dogs and children. Dogs may present greater levels of stress when in the presence of children. Finally, the welfare of assistance, therapy, and free-roaming dogs who may interact with children remains underexplored. Overall, it appears that the benefits of child-dog interactions outweigh the risks for children but not for dogs; determination of the effects on both species, positive as well as negative, still requires further development. We call for longitudinal studies and cross-cultural research in the future to better understand the impact of child-dog interactions. Our review is important for people in and outside of the scientific community, to pediatricians, veterinarians, and current or future dog owners seeking to extend their knowledge, and to inform future research of scientists studying dogs and human-animal interactions.
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Affiliation(s)
- Claire S. E. Giraudet
- Department of Infectious Diseases and Public Health, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
- Centre for Animal Health and Welfare, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
| | - Kai Liu
- Department of Infectious Diseases and Public Health, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
- Animal Health Research Centre, Chengdu Research Institute, City University of Hong Kong, Chengdu, China
| | - Alan G. McElligott
- Department of Infectious Diseases and Public Health, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
- Centre for Animal Health and Welfare, Jockey Club College of Veterinary Medicine and Life Sciences, City University of Hong Kong, Hong Kong SAR, China
| | - Mia Cobb
- Animal Welfare Science Centre, Faculty of Veterinary and Agricultural Sciences, University of Melbourne, Parkville, Victoria, Australia
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22
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Long DA, Waak M, Doherty NN, Dow BL. Brain-Directed Care: Why Neuroscience Principles Direct PICU Management beyond the ABCs. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121938. [PMID: 36553381 PMCID: PMC9776953 DOI: 10.3390/children9121938] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 12/02/2022] [Accepted: 12/06/2022] [Indexed: 12/14/2022]
Abstract
Major advances in pediatric intensive care (PICU) have led to increased child survival. However, the long-term outcomes among these children following PICU discharge are a concern. Most children admitted to PICU are under five years of age, and the stressors of critical illness and necessary interventions can affect their ability to meet crucial developmental milestones. Understanding the neuroscience of brain development and vulnerability can inform PICU clinicians of new ways to enhance and support the care of these most vulnerable children and families. This review paper first explores the evidence-based neuroscience principles of brain development and vulnerability and the impact of illness and care on children's brains and ultimately wellbeing. Implications for clinical practice and training are further discussed to help optimize brain health in children who are experiencing and surviving a critical illness or injury.
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Affiliation(s)
- Debbie A. Long
- School of Nursing, Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, QLD 4059, Australia
- Paediatric Intensive Care Unit, Queensland Children’s Hospital, Brisbane, QLD 4101, Australia
- Centre for Children’s Health Research, The University of Queensland, Brisbane, QLD 4101, Australia
- Correspondence: ; Tel.: +61-7-3138-3834
| | - Michaela Waak
- Paediatric Intensive Care Unit, Queensland Children’s Hospital, Brisbane, QLD 4101, Australia
- Centre for Children’s Health Research, The University of Queensland, Brisbane, QLD 4101, Australia
| | - Nicola N. Doherty
- Regional Trauma Network, SPPG, DOH, Belfast BT2 8BS, Northern Ireland, UK
- School of Psychology, Faculty of Life and Health Sciences, Coleraine Campus, Ulster University, Coleraine BT52 1SA, Northern Ireland, UK
| | - Belinda L. Dow
- School of Nursing, Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, QLD 4059, Australia
- Centre for Children’s Health Research, The University of Queensland, Brisbane, QLD 4101, Australia
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23
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Benner AD, Bakhtiari F, Wang Y, Schulenberg J. Party, Academic, or Prepped for College? School Norm Profiles and Adolescent Well-being using National Data. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:1388-1403. [PMID: 34888967 PMCID: PMC9942785 DOI: 10.1111/jora.12702] [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] [Indexed: 06/13/2023]
Abstract
The current study examined how schoolwide norms came together into distinct profiles and how norm profile membership was linked to adolescent well-being. Using school-level (N = 786) and student-level data (N = 174,587 12th grade students; 52% female; 64% White, 13% Latino, 12% Black, 12% other) from Monitoring the Future (MTF), we identified four distinct school profiles-average, academic, prepped-for-college, party-that had unique patterns of shared norms. Compared with average schools, academic schools (high academics and low substance use and social integration norms) were most advantageous for students, prepped-for-college schools (high academics, substance use, and social integration norms) had both benefits and drawbacks, and party schools (low academics and high substance use and social integration norms) were most detrimental.
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Affiliation(s)
- Aprile D. Benner
- Department of Human Development and Family Sciences, University of Texas at Austin
| | | | - Yijie Wang
- Department of Human Development and Family Studies, Michigan State University
| | - John Schulenberg
- Department of Psychology and Institute for Social Research, University of Michigan
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24
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Complex Social Ecologies and the Development of Academic Motivation. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09714-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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25
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Leisman G. On the Application of Developmental Cognitive Neuroscience in Educational Environments. Brain Sci 2022; 12:1501. [PMID: 36358427 PMCID: PMC9688360 DOI: 10.3390/brainsci12111501] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/25/2022] [Accepted: 11/01/2022] [Indexed: 09/29/2023] Open
Abstract
The paper overviews components of neurologic processing efficiencies to develop innovative methodologies and thinking to school-based applications and changes in educational leadership based on sound findings in the cognitive neurosciences applied to schools and learners. Systems science can allow us to better manage classroom-based learning and instruction on the basis of relatively easily evaluated efficiencies or inefficiencies and optimization instead of simply examining achievement. "Medicalizing" the learning process with concepts such as "learning disability" or employing grading methods such as pass-fail does little to aid in understanding the processes that learners employ to acquire, integrate, remember, and apply information learned. The paper endeavors to overview and provided reference to tools that can be employed that allow a better focus on nervous system-based strategic approaches to classroom learning.
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Affiliation(s)
- Gerry Leisman
- Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa 3498838, Israel; or
- Department of Neurology, Universidad de Ciencias Médicas de la Habana, Havana 11300, Cuba
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26
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Hoffmann JA, Alegría M, Alvarez K, Anosike A, Shah PP, Simon KM, Lee LK. Disparities in Pediatric Mental and Behavioral Health Conditions. Pediatrics 2022; 150:e2022058227. [PMID: 36106466 PMCID: PMC9800023 DOI: 10.1542/peds.2022-058227] [Citation(s) in RCA: 23] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/12/2022] [Indexed: 12/31/2022] Open
Abstract
Mental and behavioral health conditions are common among children and adolescents in the United States. The purpose of this state-of the-art review article is to describe inequities in mental and behavioral health care access and outcomes for children and adolescents, characterize mechanisms behind the inequities, and discuss strategies to decrease them. Understanding the mechanisms underlying these inequities is essential to inform strategies to mitigate these health disparities. Half of United States children with a treatable mental health disorder do not receive treatment from a mental health professional. Children and adolescents in racial, ethnic, sexual, sex, and other minority groups experience inequities in access to care and disparities in outcomes for mental and behavioral health conditions. Suicide rates are nearly twice as high in Black compared to White boys 5 to 11 years old and have been increasing disproportionately among adolescent Black girls 12 to 17 years old. Children identifying as a sexual minority have >3 times increased odds of attempting suicide compared to heterosexual peers. Adverse experiences of children living as part of a minority group, including racism and discrimination, have immediate and lasting effects on mental health. Poverty and an uneven geographic distribution of resources also contribute to inequities in access and disparities in outcomes for mental and behavioral health conditions. Strategies to address inequities in mental and behavioral health among United States children include investing in a diverse workforce of mental health professionals, improving access to school-based services, ensuring equitable access to telehealth, and conducting quality improvement with rigorous attention to equity.
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Affiliation(s)
- Jennifer A. Hoffmann
- . Division of Emergency Medicine, Ann & Robert H. Lurie Children’s Hospital of Chicago, Northwestern University Feinberg School of Medicine; Chicago, IL
| | - Margarita Alegría
- . Disparities Research Unit, Massachusetts General Hospital, Boston, MA; Department of Medicine, Harvard Medical School, Boston, MA; Department of Psychiatry, Harvard Medical School, Boston, MA
| | - Kiara Alvarez
- . Disparities Research Unit, Massachusetts General Hospital, Department of Medicine, Harvard Medical School, Boston, MA
| | - Amara Anosike
- . Office of Government Relations, Boston Children’s Hospital, Boston, MA
| | | | - Kevin M. Simon
- . Adolescent Substance use and Addiction Program, Boston Children’s Hospital, Boston, Massachusetts; Division of Developmental Medicine, Boston Children’s Hospital, Boston, Massachusetts; Department of Psychiatry and Behavioral Sciences, Boston Children’s Hospital, Boston, MA, Department of Pediatrics, Harvard Medical School, Boston, Massachusetts
| | - Lois K. Lee
- . Division of Emergency Medicine, Boston Children’s Hospital, Boston, MA
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Woodberry-Shaw D, Akiva T, Lewis SS. Youth Development Staff Experiences During the COVID-19 Pandemic: a Mixed Methods Study. CHILD & YOUTH CARE FORUM 2022; 52:829-853. [PMID: 36092528 PMCID: PMC9449270 DOI: 10.1007/s10566-022-09711-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 06/27/2022] [Accepted: 08/16/2022] [Indexed: 11/26/2022]
Abstract
Background Youth-serving organizations in the United States provide programs, activities, and opportunities for young people before school, during school, after school, in summer, and on weekends. At the core of youth-serving organizations are the adults; that is, youth development staff. Objective In this explanatory sequential mixed methods study we explored youth development staff's stress and worries, their compassion satisfaction, and whether stress and compassion satisfaction varied by race/ethnicity and gender during the early months of the COVID-19 pandemic - a collective trauma event. Methods We surveyed 283 youth development staff and interviewed a subset of 25. Results Results suggest that youth development staff experienced stress and compassion satisfaction during the COVID-19 pandemic. Conclusion We recommend organizational leaders provide youth development staff with support before a collective trauma event. They can work to change, add, or remove policies, practices, and routines to help decrease stress and increase compassion satisfaction. In addition, based on our results from this study our primary recommendation specific to collective trauma events, after taking care of their own personal wellness, is for youth development staff to focus on what is in their control and work to do those things for as many young people as they can.
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Affiliation(s)
| | - Thomas Akiva
- School of Education, University of Pittsburgh, Pittsburgh, USA
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28
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Alvarez K, Cervantes PE, Nelson KL, Seag DEM, Horwitz SM, Hoagwood KE. Review: Structural Racism, Children's Mental Health Service Systems, and Recommendations for Policy and Practice Change. J Am Acad Child Adolesc Psychiatry 2022; 61:1087-1105. [PMID: 34971730 PMCID: PMC9237180 DOI: 10.1016/j.jaac.2021.12.006] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 11/26/2021] [Accepted: 12/21/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE Racism is a public health crisis that impacts on children's mental health, yet mental health service systems are insufficiently focused on addressing racism. Moreover, a focus on interpersonal racism and on individual coping with the impacts of racism has been prioritized over addressing structural racism at the level of the service system and associated institutions. In this paper, we examine strategies to address structural racism via policies affecting children's mental health services. METHOD First, we identify and analyze federal and state policies focused on racism and mental health equity. Second, we evaluate areas of focus in these policies and discuss the evidence base informing their implementation. Finally, we provide recommendations for what states, counties, cities, and mental health systems can do to promote antiracist evidence-based practices in children's mental health. RESULTS Our analysis highlights gaps and opportunities in the evidence base for policy implementation strategies, including the following: mental health services for youth of color, interventions addressing interpersonal racism and bias in the mental health service system, interventions addressing structural racism, changes to provider licensure and license renewal, and development of the community health workforce. CONCLUSION Recommendations are provided both within and across systems to catalyze broader systems transformation.
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Affiliation(s)
- Kiara Alvarez
- Massachusetts General Hospital and Harvard Medical School, Boston, Massachusetts.
| | | | - Katherine L Nelson
- Dornsife School of Public Health, Drexel University, Philadelphia, Pennsylvania; Merck & Co., Inc., Kenilworth, New Jersey
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Rocha HAL, Correia LL, Leite ÁJM, Rocha SGMO, Albuquerque LDS, Machado MMT, Campos JS, e Silva AC, Sudfeld CR. Positive Parenting Behaviors and Child Development in Ceará, Brazil: A Population-Based Study. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9081246. [PMID: 36010136 PMCID: PMC9406953 DOI: 10.3390/children9081246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Revised: 07/28/2022] [Accepted: 08/16/2022] [Indexed: 11/30/2022]
Abstract
Parenting practices have been identified as a key determinant of children’s developmental outcomes. The aim of this study was to evaluate the association of parenting practices with child development in a cross-sectional population-based study in a low-income state in northeastern Brazil. The study included data on 3566 caregiver−child pairs, and the children were aged 0−66 months. Positive parenting behaviors (PPBs) were conceptualized in areas of interactive play, social development, and speech and language interactions. Child development was evaluated using the Brazilian Ages and Stages Questionnaire. Linear regression analysis was used to assess the relationships. We found that a greater number of PPBs was associated with better child development domain scores. Among infants < 1 year, each additional PPB was associated with a 0.32 standardized mean difference (SMD) greater communication (95% CI: 0.24−0.41) and 0.38 SMD greater problem-solving scores (95% CI: 0.24−0.52). Among children aged 4−6 years old, each additional PPB was associated with improved communication (SMD: 0.22; 95% CI: 0.13−0.32), problem solving (SMD: 0.21; 95% CI: 0.10−0.32) and personal−social domain scores (SMD: 0.26; 95% CI: 0.17−0.36). Our findings indicate that PPB were robustly associated with better outcomes across developmental domains among Brazilian children. Programs and interventions that support PPB can contribute to improvements in development outcomes.
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Affiliation(s)
- Hermano A. L. Rocha
- Department of Global Health and Population, Harvard T. H. Chan School of Public Health, Boston, MA 02115, USA
- Department of Maternal and Child Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
- Correspondence: ; Tel.: +55-85-3366-8044
| | - Luciano L. Correia
- Department of Community Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
| | - Álvaro J. M. Leite
- Department of Maternal and Child Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
| | - Sabrina G. M. O. Rocha
- Department of Community Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
- Integração Saúde Ensino Comunidade, University Center Unichristus, Fortaleza 60020-181, CE, Brazil
| | - Lucas de S. Albuquerque
- Department of Community Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
| | - Márcia M. T. Machado
- Department of Community Health, Federal University of Ceará, Fortaleza 60020-181, CE, Brazil
| | - Jocileide S. Campos
- Integração Saúde Ensino Comunidade, University Center Unichristus, Fortaleza 60020-181, CE, Brazil
| | - Anamaria C. e Silva
- Integração Saúde Ensino Comunidade, University Center Unichristus, Fortaleza 60020-181, CE, Brazil
| | - Christopher R. Sudfeld
- Department of Global Health and Population, Harvard T. H. Chan School of Public Health, Boston, MA 02115, USA
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Bethell C, Blackwell CK, Gombojav N, Davis MB, Bruner C, Garner AS. Toward Measurement for a Whole Child Health Policy: Validity and National and State Prevalence of the Integrated Child Risk Index. Acad Pediatr 2022; 22:952-964. [PMID: 34896272 DOI: 10.1016/j.acap.2021.12.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/06/2021] [Revised: 09/13/2021] [Accepted: 12/03/2021] [Indexed: 12/26/2022]
Abstract
OBJECTIVE To develop, validate and estimate national and across state prevalence on a multidimensional index that assesses the complex medical, social, and relational health risks experienced by United States children. METHODS Data from the National Survey of Children's Health were used to construct the Integrated Child Risk Index (ICRI) which includes medical health risk (MHR), social health risk (SHR) and relational health risk (RHR) domains. Confirmatory factor analysis and logistic regression analyses were employed to assess construct and predictive validity. Validity outcomes were child flourishing, school engagement/readiness, emergency room utilization and forgone care. RESULTS Confirmatory factor analysis confirmed the ICRI 3-domain structure and greater correlation between MHR and RHR than MHR and SHR. Logistic regressions confirmed strong predictive validity of the ICRI for all study outcomes and ICRI scoring approaches. Nearly two-thirds of children (64.3%) with MHR also experienced SHR and/or RHR. Nearly one-third of United States children experienced risks on 2 or more ICRI domains and 15% of publicly insured children had risks on all domains (16.2%; 9.0%-25.7% across states). Significant variations were observed across states and by age, race/ethnicity, health insurance and household income. CONCLUSIONS The ICRI is a valid national and state level index associated with children's flourishing and educational preparedness and emergency and forgone care. National child health policies and Medicaid risk stratification and payment models should consider children's RHR in addition to SHR and MHR. Results call for integrated systems of care with the capacity to address medical, social and relational health risks and promote well-being. Substate and clinical applications require research.
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Affiliation(s)
- Christina Bethell
- Johns Hopkins Bloomberg School of Public Health, Department of Population, Family and Reproductive Health, Child and Adolescent Health Measurement Initiative (C Bethell and N Gombojav), Baltimore, Md.
| | - Courtney K Blackwell
- Northwestern University Feinberg School of Medicine, Department of Medical Social Sciences (CK Blackwell), Chicago, Ill
| | - Narangerel Gombojav
- Johns Hopkins Bloomberg School of Public Health, Department of Population, Family and Reproductive Health, Child and Adolescent Health Measurement Initiative (C Bethell and N Gombojav), Baltimore, Md
| | - Martha B Davis
- Robert Wood Johnson Foundation (MB Davis), Princeton, NJ
| | | | - Andrew S Garner
- Partners in Pediatrics and Case Western Reserve University School of Medicine (AS Garner), Cleveland, Ohio
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Salter M, Hall H. Reducing Shame, Promoting Dignity: A Model for the Primary Prevention of Complex Post-Traumatic Stress Disorder. TRAUMA, VIOLENCE & ABUSE 2022; 23:906-919. [PMID: 33345743 DOI: 10.1177/1524838020979667] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Complex post-traumatic stress disorder (CPTSD) refers to the complex psychological and psychosocial sequelae caused by prolonged interpersonal abuse. Contemporary approaches to CPTSD are dominated by individualized psychological interventions that are long term and costly. However, accumulating evidence indicates that CPTSD is a high prevalence mental illness implicated in significant social problems, with a pattern of lateral and intergenerational transmission that impacts on already disadvantaged communities. Consequently, there have been calls for a public health model for the prevention of CPSTD; however, there has been a lack of clarity as to what this should entail. This article argues that empirical and conceptual shifts framing CPTSD as a shame disorder offers new preventative opportunities. The article presents a series of interconnected literature reviews including a review of available prevalence data on CPTSD, the public health implications of CPTSD, the role of shame and humiliation in CPTSD, and current scholarship on dignity in public policy and professional practice. Drawing on these reviews, this article develops a social ecological model of primary prevention to CPTSD with a focus on the reduction of shame and the promotion of dignity at the relational, community, institutional, and macrolevel. A broad overview of this model is provided with examples of preventative programs and interventions. While the epidemiology of CPTSD is still emerging, this article argues that this model provides the conceptual foundations necessary for the coordination of preventative interventions necessary to reduce to the risk and prevalence of CPSTD.
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Affiliation(s)
- Michael Salter
- School of Social Sciences, University of New South Wales, Sydney, Australia
| | - Heather Hall
- International Society for the Study of Trauma and Dissociation, Arlington, VA, USA
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Wahid SS, Ottman K, Bohara J, Neupane V, Fisher HL, Kieling C, Mondelli V, Gautam K, Kohrt BA. Adolescent perspectives on depression as a disease of loneliness: a qualitative study with youth and other stakeholders in urban Nepal. Child Adolesc Psychiatry Ment Health 2022; 16:51. [PMID: 35739569 PMCID: PMC9229752 DOI: 10.1186/s13034-022-00481-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Accepted: 05/19/2022] [Indexed: 01/19/2023] Open
Abstract
BACKGROUND There is a lack of research on the adolescent experience of depression in low- and middle-income countries. Criteria derived from research conducted primarily among adult Western populations inform current diagnostic standards for depression. These clinical categories are often used without exploration of their relevance to adolescent experience. Also, reliance on these categories may overlook other symptoms of depression that manifest in non-western settings. Cross-cultural qualitative work with adults in non-Western settings has suggested some differences with experience of depression and symptoms that are most relevant to service users. Research into adolescent experiences of depression is warranted to inform the development of effective interventions. METHODS Qualitative interviews were conducted in Nepal with adolescents with depressive symptoms (n = 9), healthy adolescents (n = 3), parents (n = 6), teachers (n = 10), social workers (n = 14), primary (n = 6) and mental (n = 6) healthcare providers, and policymakers (n = 6). Two focus groups were conducted with parents (n = 12) of depressed and non-depressed adolescents. Data were analyzed according to the framework approach methodology. RESULTS Loneliness was the hallmark experience that stood out for all adolescents. This was connected with 5 other clusters of symptoms: low mood and anhedonia; disturbances in sleep and appetite, accompanied by fatigue; irritability and anger; negative self-appraisals including hopelessness and self-doubt; and suicidality. Adolescents distinguished depression from other forms of stress, locally referred to as tension, and described depression to involve having "deep tension." Perceived causes of depression included (1) Family issues: neglectful or absent parents, relationship problems, and family discord; (2) Peer relationships: romantic problems, bullying, and friendship problems; and (3) Social media: social comparison, popularity metrics, cyberbullying, and leaking of personal information. CONCLUSIONS Consistent with other cross-cultural studies, loneliness was a core element of the adolescent experience of depression, despite its absence as a primary symptom in current psychiatric diagnostic classifications. It is important to note that among youth, symptoms were clustered together and interrelated (e.g., sleep and appetite changes were connected with fatigue). This calls for the need for more cross-cultural qualitative research on experience of depression among adolescents, and potential for modification of diagnostic criteria and prevention and treatments to focus on the experience of loneliness.
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Affiliation(s)
- Syed Shabab Wahid
- grid.213910.80000 0001 1955 1644Department of International Health, Georgetown University, Washington, DC USA
| | - Katherine Ottman
- grid.253615.60000 0004 1936 9510Division of Global Mental Health, George Washington University, Washington, DC USA
| | - Jyoti Bohara
- Transcultural Psychosocial Organization Nepal (TPO Nepal), Baluwatar, Kathmandu, Nepal
| | - Vibha Neupane
- Transcultural Psychosocial Organization Nepal (TPO Nepal), Baluwatar, Kathmandu, Nepal
| | - Helen L. Fisher
- grid.13097.3c0000 0001 2322 6764Social, Genetic & Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK ,grid.13097.3c0000 0001 2322 6764ESRC Centre for Society and Mental Health, King’s College London, London, UK
| | - Christian Kieling
- grid.414449.80000 0001 0125 3761Department of Psychiatry, Universidade Federal do Rio Grande do Sul and Child & Adolescent Psychiatry Division, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS Brazil
| | - Valeria Mondelli
- grid.13097.3c0000 0001 2322 6764Department of Psychological Medicine, Institute of Psychiatry, Psychology & Neuroscience, King’s College London, London, UK ,grid.37640.360000 0000 9439 0839National Institute for Health Research Mental Health Biomedical Research Centre, South London and Maudsley NHS Foundation Trust and King’s College London, London, UK
| | - Kamal Gautam
- Transcultural Psychosocial Organization Nepal (TPO Nepal), Baluwatar, Kathmandu, Nepal.
| | - Brandon A. Kohrt
- grid.253615.60000 0004 1936 9510Division of Global Mental Health, George Washington University, Washington, DC USA
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Thomas KJ, Mangino AA, Walker SJ. Translational Research on Caregiver Reading and Playing Behaviors: Evidence from an In Vivo Community-based Intervention throughout the COVID-19 Pandemic. JOURNAL OF CHILD AND FAMILY STUDIES 2022; 31:2187-2201. [PMID: 35729872 PMCID: PMC9189447 DOI: 10.1007/s10826-022-02334-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/29/2022] [Indexed: 06/15/2023]
Abstract
This study provides a rigorous assessment of a community-based early child development (ECD) intervention to understand the drivers of caregivers' reading and playing practices in a low-resourced township in South Africa. Mentors visited 157 homes biweekly (2474 observations from 2019-21; children ages 0-5), completing surveys regarding caregiver behaviors and engagement. One hundred and fifty-seven caregivers (mostly Black, Zulu women) participated in the program during this time period and completed surveys biannually on their support system (modified version of the Multidimensional Scale of Perceived Support) and ECD beliefs (modified versions of the Parental Play Beliefs Scale and the Parent Opinion Survey). Longitudinal Hierarchical Linear Model revealed that several behaviors and beliefs significantly predicted positive parenting behaviors. Regression discontinuity plots suggest that positive parenting behaviors could continue and even improve following Covid-19 shutdowns, especially in homes with more intervention visits. This paper provides translational evidence on tangible ways interventions can engage caregivers in stimulating ECD behaviors.
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Alvarez K, Polanco-Roman L, Breslow AS, Molock S. Structural Racism and Suicide Prevention for Ethnoracially Minoritized Youth: A Conceptual Framework and Illustration Across Systems. Am J Psychiatry 2022; 179:422-433. [PMID: 35599542 PMCID: PMC9765395 DOI: 10.1176/appi.ajp.21101001] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Suicide rates among ethnoracially minoritized youth (i.e., youth of color) peak before the age of 30, and striking disparities in access to mental health services have been identified in this age group. However, suicide prevention strategies have yet to fully address structural racism as a mechanism in producing disparities in risk, protective factors, and access to quality effective intervention for youth of color. Such an approach is critical to provide more culturally responsive mental health care. Through an adapted socio-ecological model, the authors propose the Structural Racism and Suicide Prevention Systems Framework and illustrate pathways through which structural racism impacts suicide prevention and intervention for youth of color in the United States. The authors contextualize the impact of structural racism in three key settings where youth suicide prevention occurs: mental health services, schools, and the interface between crisis care and law enforcement. The authors posit that critical attention must be paid to the intersection of mutually reinforcing, interdependent systems rather than to systems in isolation. The authors then propose recommendations to address structural racism in suicide prevention, including macro-level interventions to improve societal conditions, research strategies to inform structural solutions, training approaches to address institutional racism, and clinical approaches to address the impact of racism and racial trauma on youths and families.
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Affiliation(s)
- Kiara Alvarez
- Disparities Research Unit, Massachusetts General Hospital, Boston, MA, USA,Department of Medicine, Harvard Medical School, Boston, MA, USA,Correspondence: Kiara Alvarez, Massachusetts General Hospital Disparities Research Unit, Department of Medicine, 50 Staniford Street, Suite 830, Boston, MA 02114; ; Phone: 617-724-1237; Fax: 617-726-4120
| | | | - Aaron Samuel Breslow
- PRIME Center for Health Equity, Department of Psychiatry and Behavioral Sciences, Albert Einstein College of Medicine, Bronx, NY,Health Equity Research Lab, Cambridge Health Alliance, Cambridge, MA, USA
| | - Sherry Molock
- Department of Psychological & Brain Sciences, The George Washington University, Washington, DC
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Youth-identified Considerations for Programming to Support Newcomers’ Healthy Development: A Group Concept Mapping Study. CHILD & YOUTH CARE FORUM 2022. [DOI: 10.1007/s10566-022-09695-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
Background
There is a well-documented need for more responsive promotion and prevention programming for young immigrants and refugees in the context of mental health and healthy development. Incorporating the voice of newcomers in the development of promotion and prevention efforts could assist in producing culturally-relevant materials and improve program outcomes.
Objective
Our goal was to utilize youth voice to identify considerations for developing programming to support newcomer youths’ healthy development.
Methods
We employed mixed methods and analyzed data using concept mapping. A total of 37 newcomers between the ages of 14 and 22 participated in focus groups to share their ideas for creating programming that would focus on relationships and well-being. Relevant responses were collated, cleaned, and generated into unique statements, and then sorted individually by 26 youth into thematically similar categories. We used multidimensional scaling and hierarchal cluster analysis to produce a concept map.
Results
Six concepts, in rank order of importance, emerged as follows: create a space for sharing; discuss relational issues; teach strategies for adjusting to a new country; teach wellness skills; have feel-good activities; and plan for diversity.
Conclusions
Participants’ lived experience and their own attendance in programming at newcomer organizations assisted them in brainstorming what types of activities, topics, and skills would be helpful for other newcomer youth, as well as considerations for facilitators implementing such programming. Promotion and prevention efforts intended for newcomer youth may benefit by incorporating ideas from the concept map.
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Blackwell CK, Lai JS, Kallen M, Bevans KB, Davis MM, Wakschlag LS, Cella D. Measuring PROMIS® Social Relationships in Early Childhood. J Pediatr Psychol 2022; 47:573-584. [PMID: 35552428 PMCID: PMC9308389 DOI: 10.1093/jpepsy/jsac031] [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] [Received: 06/23/2021] [Revised: 03/04/2022] [Accepted: 03/04/2022] [Indexed: 10/21/2023] Open
Abstract
OBJECTIVE Apply the Patient-Reported Outcome Measurement Information System (PROMIS®) mixed-methods approach to develop and validate new parent-report measures of young children's (1-5 years) family and peer relationships that conceptually align to those for 5-17 year olds. METHODS Expert input, parent interviews, and reviews of theoretical and empirical literature were used to develop draft item pools, which were administered in two waves of panel surveys (N = 1,750). Psychometric evaluation was conducted using item response theory-based methods. Scores were normed to the general U.S. population. Initial validation analyses were conducted using Pearson's correlations and analysis of variance to examine known-group differences between children with various health conditions. RESULTS Experts and parents confirmed the content validity of existing PROMIS family and peer relationships domain frameworks and suggested adding child-caregiver interactions and empathic behaviors, respectively. Bi-factor model analysis supported sufficient unidimensionality where family and peer relationships were modeled as distinct subdomains of a broader concept, Social Relationships. The new measure was robust in discriminating young children with poor social relationships. Correlational and known-group analyses revealed positive associations with general health and well-being and negative associations with emotional and physical distress. CONCLUSIONS The PROMIS Early Childhood Parent-Report Social Relationships item bank enables clinicians and researchers a brief, efficient, and precise way to evaluate early relational health. Subdomain short forms also offer the ability to assess specific components (i.e., child-caregiver, family, and peer) for more targeted interventions and analyses.
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Affiliation(s)
- Courtney K Blackwell
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
| | - Jin-Shei Lai
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
| | - Michael Kallen
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
| | - Katherine B Bevans
- Janssen Pharmaceutical Companies of Johnson & Johnson, Global Commercial Strategy Organization, USA
| | - Matthew M Davis
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
- Lurie Children’s Hospital, Stanley Manne Children’s Research Institute, USA
| | - Lauren S Wakschlag
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
| | - David Cella
- Department of Medical Social Sciences, Institute for Innovations in Developmental Sciences (DevSci), Northwestern University Feinberg School of Medicine, USA
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Jethava V, Kadish J, Kakonge L, Wiseman-Hakes C. Early Attachment and the Development of Social Communication: A Neuropsychological Approach. Front Psychiatry 2022; 13:838950. [PMID: 35463524 PMCID: PMC9024310 DOI: 10.3389/fpsyt.2022.838950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Accepted: 03/14/2022] [Indexed: 11/13/2022] Open
Abstract
Social communication forms the foundation of human relationships. Social communication, i.e., the appropriate understanding and use of verbal and non-verbal communication within a social context, profoundly impacts mental health across the lifespan and is also highly vulnerable to neurodevelopmental threats and social adversities. There exists a strong interconnection between the development of language and other higher cognitive skills, mediated, in part, through the early attachment relationship. Consideration of how attachment links to brain development can help us understand individuals with social communication difficulties across the lifespan. The early attachment relationship supports the development of the foundational constructs of social communication. In this paper, a neuropsychological perspective was applied to social communication, which integrated evidence from early attachment theory, examining the underpinnings of social communication components identified by the SoCom model, namely socio-cognitive, socio-emotional, and socio-linguistic constructs. A neuropsychological perspective underscores the importance of interdisciplinary collaboration. This should also inform approaches to prevention, policy, intervention, and advocacy for individuals with or at risk for social communication impairments, as well as their families.
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Affiliation(s)
- Vibhuti Jethava
- York Hills Centre for Children, Youth and Families, Richmond Hill, ON, Canada
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Jocelyn Kadish
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Lisa Kakonge
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
- School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Catherine Wiseman-Hakes
- School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada
- KITE Research Institute, Toronto Rehab-University Health Network, Toronto, ON, Canada
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Han Q. New in town, already settled in: Assessing the behavioural and experiential indicators that lead to acculturative advantages. INTERNATIONAL JOURNAL OF CROSS CULTURAL MANAGEMENT 2022. [DOI: 10.1177/14705958221081631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
We supplement extant literature on acculturation by introducing a new construct – individual acculturation action profile (IAAP) – consisting of a configuration of behavioural and experiential indicators that reflect an individual’s previous and current contact with and participation in other cultures. We operationalise each IAAP indicator individually, and the IAAP construct as an aggregated index (IAAPi), by assigning different weights to each construct indicator based on the magnitude of its theorised influence. We distinguish the antecedents of IAAP at multiple levels. Whilst contextual factors are likely to enhance or hinder people’s participation in other cultures, we propose a taxonomy that addresses the dynamism between context and individual initiative. This article thereby expands literature on acculturation, offering notable implications for advantageous acculturative processes and outcomes. The proposed operationalisation of the IAAP construct at the acculturation–organisation nexus can be applied to study many walks of society and outcomes at multiple levels.
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Affiliation(s)
- Qin Han
- University of Lethbridge, Calgary, AB, Canada
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A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School. THE URBAN REVIEW 2022; 54:703-732. [PMID: 35250108 PMCID: PMC8887648 DOI: 10.1007/s11256-022-00635-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/19/2022] [Indexed: 12/04/2022]
Abstract
This article presents a grounded model of how educators earn students’ trust in a high performing U.S. urban high school. This long-term anthropological project set out to understand the beliefs and practices of experienced teachers and staff members nominated by students as helping them feel like they belonged in school. Analysis of study data revealed a process of mutual discernment whereby adults and young people were reading one another as they explored the possibilities of entering into learning partnerships. For the educators, study data led us to infer that their trust building strategies were largely based on imagining the student discernment process, and responding to a set of unspoken queries about them that, over time, they seem to have learned were often on the minds of students (e.g. “Why are they here?” “How much do they respect me?”). The grounded model and practice-based evidence presented here summarize the strategies and approaches educators used to respond to these unspoken queries and communicate to students various aspects of their selves and their stance, including their motivation, empathy and respect for students, self-awareness and credibility, their professional ability, and finally, their commitment to helping students and investing emotional labor in them. Throughout, data are also presented regarding how students perceived and experienced these strategies, and ultimately how they interpreted and appraised their relationships with educators, as trusting relationships were developed.
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Piotrowski CC, Wiebe R, Cameranesi M. Prosocial behaviour between siblings exposed to intimate partner violence. SOCIAL DEVELOPMENT 2022. [DOI: 10.1111/sode.12589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Caroline C. Piotrowski
- Department of Community Health Sciences Max Rady College of Medicine Rady Faculty of Health Sciences University of Manitoba Winnipeg MB Canada
| | - Rachel Wiebe
- Department of Psychology Faculty of Arts University of Manitoba Winnipeg MB Canada
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Ambivalence towards the Protection of Refugee Children: A Developmental Relational Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031602. [PMID: 35162630 PMCID: PMC8834675 DOI: 10.3390/ijerph19031602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Revised: 01/20/2022] [Accepted: 01/28/2022] [Indexed: 11/17/2022]
Abstract
In this paper we analyze the contemporary ambivalence to child migration identified by Jacqueline Bhabha and propose a developmental relational approach that repositions child refugees as active participants and rights-bearers in society. Ambivalence involves tensions between protection of refugee children and protection of national borders, public services and entrenched images. Unresolved ambivalence supports failures to honor the rights of refugee children according to international law and the UN Convention on the Rights of the Child. There is failure to protect and include them in national public services and in international coordination of public health and wellbeing. We identify misrepresentations of childhood and refugeeness that lie behind ambivalence and the equitable organization and delivery of public services for health and wellbeing. With illustrative studies, we propose a developmental relational framework for understanding refugee children’s contributions in the sociocultural environment. Contrary to the image of passive victims, refugee children interact with other people and institutions in the co-construction of situated encounters. A developmental relational understanding of children’s ‘co-actions’ in the social environment provides a foundation for addressing misrepresentations of childhood and refugeeness that deny refugee children protection and inclusion as rights-bearers. We point to directions in research and practice to recognize their rights to thrive and contribute to society.
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Freitag VL, Motta MDGC, Milbrath VM, Bazzan JS, Debatin G, Gabatz RIB. “Ele é normal”: considerações fenomenológicas da percepção da criança/adolescente do irmão com deficiência. Rev Gaucha Enferm 2022. [DOI: 10.1590/1983-1447.2022.20220129.pt] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023] Open
Abstract
RESUMO Objetivo: Compreender a percepção da criança/adolescente sobre o irmão com deficiência. Método: Pesquisa qualitativa com abordagem fenomenológica, desenvolvida entre 2018 e 2019,em um município ao sul do Brasil, com 20crianças/adolescentes irmãos de pessoas com deficiência, mediante entrevista fenomenológica.Respeitados os preceitos éticos, utilizou-se a hermenêutica para interpretação. Resultados: A criança/adolescente percebe seu irmão com deficiência como uma pessoa normal, diante de seu comportamento, modo de ser e capacidade intelectual. Ainda, o entende como um ser especial, que possui limitações em relação à aprendizagem, porém não o vê como diferente, desvinculando a ideia da deficiência associada à doença/anormalidade. Considerações finais: A percepção sobre o irmão com deficiência ocorre dentro da perceptiva de normalidade. A criança identifica a menor capacidade de aprendizagem do irmão ou um jeito que é só dele, fato que não o condiciona a ser visto como anormal, definindo seu ser-no-mundo como um modo especial de existir.
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Chafouleas SM, Iovino EA. Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools. Front Psychol 2021; 12:758788. [PMID: 34925162 PMCID: PMC8675905 DOI: 10.3389/fpsyg.2021.758788] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2021] [Accepted: 11/12/2021] [Indexed: 11/13/2022] Open
Abstract
Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.
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Affiliation(s)
- Sandra M Chafouleas
- Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Mansfield, CT, United States.,Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States
| | - Emily A Iovino
- Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Mansfield, CT, United States.,Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States
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Imrie S, Lysons J, Jadva V, Shaw K, Grimmel J, Golombok S. Parent-child relationship quality and child psychological adjustment in families created using egg donation: children's perspectives at age 5 years. Hum Reprod 2021; 37:499-509. [PMID: 34928301 PMCID: PMC8888989 DOI: 10.1093/humrep/deab265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 11/08/2021] [Indexed: 11/19/2022] Open
Abstract
STUDY QUESTION What are children’s perspectives of the quality of their relationships with their parents and their own psychological well-being in families created using egg donation? SUMMARY ANSWER Children’s scores indicated good parent–child relationship quality and high levels of psychological well-being, with children in families created using egg donation rating their relationships with their mothers as higher in warmth/enjoyment than children in a comparison group of families created using IVF. WHAT IS KNOWN ALREADY Little is known about how children in families created through egg donation view their family relationships and their own psychological well-being. Research with 7-and-10-year-olds in anonymous egg donation families has indicated good parent–child relationship quality from children’s perspectives, but studies have not involved younger children or those conceived following identity-release egg donation. STUDY DESIGN, SIZE, DURATION This study included 50 children who had been born through egg donation and a comparison group of 43 children conceived through IVF with the parents’ own gametes. Data were collected between April 2018 and December 2019. The sample forms part of a larger longitudinal study examining family functioning in families created through fertility treatment. PARTICIPANTS/MATERIALS, SETTING, METHODS Children were aged 5 years old and had been born into families with different-sex couple parents. All families were visited at home. Children were administered the Berkeley Puppet Interview, a standardized assessment of parent–child relationship quality and psychological well-being. MAIN RESULTS AND THE ROLE OF CHANCE Children in egg donation families rated their relationships with their mothers as higher in warmth and enjoyment than did children in IVF families. No differences were found between the two family types in children’s ratings of the father–child relationship, or in children’s ratings of their own psychological well-being. LIMITATIONS, REASONS FOR CAUTION It is possible that children who did not consent to take part in the research had less positive perceptions of their family and themselves than children who participated. WIDER IMPLICATIONS OF THE FINDINGS The findings are relevant to UK clinics offering identity-release egg donation, to parents who have used egg donation to create their family and to individuals and couples considering their fertility treatment options. That children in egg donation families were more similar than different to children in IVF families in their self-concept and perception of their family relationships should prove reassuring. STUDY FUNDING/COMPETING INTEREST(S) This research was supported by a Wellcome Trust Collaborative Award [208013/Z/17]. The authors have no conflicts of interest to declare. TRIAL REGISTRATION NUMBER N/A.
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Affiliation(s)
- S Imrie
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - J Lysons
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - V Jadva
- Institute for Women's Health, UCL, London, UK
| | - K Shaw
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - J Grimmel
- Centre for Family Research, University of Cambridge, Cambridge, UK
| | - S Golombok
- Centre for Family Research, University of Cambridge, Cambridge, UK
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Freitag VL, Motta MDGCD, Milbrath VM, Gabatz RIB, Bazzan JS. Child/adolescent caring for the disabled sibling in the family world. Rev Gaucha Enferm 2021; 42:e20200153. [PMID: 34878009 DOI: 10.1590/1983-1447.2021.20200153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 01/12/2021] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE To understand the meaning for the child/adolescent of participating in the care of the disabled sibling. METHOD Research in the light of the Heideggerian phenomenological approach, carried out in the northern region of Rio Grande do Sul - Brazil. Twenty children/adolescents who lived with their disabled sibling participated. The information was collected through phenomenological interviews, interpreted in the light of hermeneutics from Paul Ricoeur. RESULTS The child/adolescent helps the family in caring for the disabled sibling, in feeding, bathing, dressing, among other activities, at sometimes there is excessive responsibility of the child/adolescent for the care of the sibling. FINAL CONSIDERATIONS The inclusion of the child/adolescent who lives with a disabled sibling and their families in the planning and implementation of health care activities is essential. It stands out as a research contribution to the qualification of the practice of health professionals, especially the nurse in the scope of care for the child/adolescent who experience this phenomenon.
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Affiliation(s)
- Vera Lucia Freitag
- Universidade de Cruz Alta (UNICRUZ), Centro de Ciência da Saúde e Agrárias, Departamento de Enfermagem. Cruz Alta, Rio Grande do Sul, Brasil
| | - Maria da Graça Corso da Motta
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento Materno Infantil. Porto Alegre, Rio Grande do Sul, Brasil.,Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Programa de Pós-Graduação em Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil
| | - Viviane Marten Milbrath
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
| | | | - Jéssica Stragliotto Bazzan
- Universidade Federal de Pelotas (UFPel), Faculdade de Enfermagem, Programa de Pós-Graduação em Enfermagem. Pelotas, Rio Grande do Sul, Brasil
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Iovino EA, Koslouski JB, Chafouleas SM. Teaching Simple Strategies to Foster Emotional Well-Being. Front Psychol 2021; 12:772260. [PMID: 34858296 PMCID: PMC8631539 DOI: 10.3389/fpsyg.2021.772260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Accepted: 10/20/2021] [Indexed: 11/28/2022] Open
Abstract
The COVID-19 pandemic has presented considerable disruptions to routines that have challenged emotional well-being for children and their caregivers. One direction for supporting emotional well-being includes strategies that help children feel their best in the moment, which can bolster their capacity to respond appropriately to thoughts and behaviors. Strengthening emotional well-being equitably, however, must include opportunities in settings that are easily accessible to all, such as schools. In this paper, we focus on simple, evidence-informed strategies that can be used in schools to promote positive feelings in the moment and build coping behaviors that facilitate tolerance of uncertainty. We focus on those strategies that educators can easily and routinely use across ages, stages, and activities. Selected strategies are primarily tied to cognitive behavioral theory, with our review broadly organized across categories of self-awareness, self-soothing, and social relationships. We review evidence for each, providing examples that illustrate ease of use in school settings.
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Affiliation(s)
- Emily A Iovino
- Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States.,Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States
| | - Jessica B Koslouski
- Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States.,Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States
| | - Sandra M Chafouleas
- Collaboratory on School and Child Health, Institute for Collaboration on Health, Intervention, and Policy, University of Connecticut, Storrs, CT, United States.,Department of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, CT, United States
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Lerner RM, Lerner JV, Murry VM, Smith EP, Bowers EP, Geldhof GJ, Buckingham MH. Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:1114-1134. [PMID: 34820946 DOI: 10.1111/jora.12609] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
We use Hamilton's (1999) tripartite conception of the positive youth development (PYD) literature - that is, PYD as a theoretical construct, PYD as a frame for program design, and PYD as an instance of specific youth development programs - as a framework for reviewing scholarship involved in the PYD field across the second decade of the 21st century. Advances were made in all three domains and, as well, new issues emerged; chief among them was a focus on the promotion of social justice. We discuss ways in which social justice issues are being addressed within each of these domains and we present a vision for enhancing the PYD-social justice relation in future scholarship involving theory, research, program design, and community-based PYD programs.
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Maria ST. Intrapersonal, social, environmental-societal influences and career development learning during childhood. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2021. [DOI: 10.1080/03069885.2021.1988902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Sgaramella Teresa Maria
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Padova, Italy
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Davis WJ, Cox M, Tevington P, Brown Urban J, Linver MR. “That’s Just a Part of Growing Up”: A Study of Non-formal Educators’ Lay Theories of Adolescence. JOURNAL OF ADOLESCENT RESEARCH 2021. [DOI: 10.1177/07435584211056076] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This instrumental case study explored non-formal educators’ lay theories of adolescence using the case of the Boy Scouts of America’s Scouts BSA program, a co-ed program serving youth between the ages of 11 and 17. We conducted an iterative analysis of 110 structured interviews with Scouts BSA adult volunteer leaders who served as scoutmasters or assistant scoutmasters. Results indicated that participants discussed adolescence in terms of youth characteristics as well as processes youth underwent during their adolescent years. These adults sometimes viewed adolescence as idiosyncratic, identifying differences in learning, behavior, and family situations among youth, particularly those whom they had identified as exhibiting specific challenges like autism. The results also illustrated relationships between the program and lay theories of adolescence. Namely, core Scouts BSA programmatic structures and expectations such as operating the patrol/troop method hierarchies, building leadership skills, camping or outdoor activities, and including all youth in activities influence participants’ own views of adolescence, including their views of adolescence as a time to cultivate maturity and independence. The study concludes with a brief discussion of results and limitations of the study, including recommendations for training and additional research.
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Affiliation(s)
| | - Milira Cox
- Montclair State University, Montclair, NJ, USA
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Cotton NK, Carter MD, McMickens CL. Structural Violence with Child Welfare Systems. Psychiatr Ann 2021. [DOI: 10.3928/00485713-20211011-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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