Mother’s Education and Children’s Outcomes: How Dual-Generation Programs Offer Increased Opportunities for America’s Children is the second in a series of the Foundation for Child Development’s Disparities Among America’s Children reports.
School Age Children
How do youth from various community groups designated as having a serious emotional disturbance (SED) recover over time? We conducted an evaluation of a Substance Abuse and Mental Health Services Administration System of Care grant initiative for Monroe County, New York, to answer this and other questions. We looked at outcome differences over time using the Behavioral and Emotional Ratings Scale’s (2nd ed.) overall strength scores among youth living in four geographical places at the start of services: high-income urban, low-income urban, suburban, and rural.
This presentation was given at the 57th National Association for Welfare Research and Statistics (NAWRS) Workshop in 2019. The presentation, moderated by Edith Kealey, provides an overview of opportunities to reduce child poverty via measure such as expanding tax credits and food assistance programs and the impact of various potential packages of programs, including a case study of a package employed in Louisiana.
Advances in developmental resilience science are highlighted with commentary on implications for pediatric systems that aspire to promote healthy development over the life course. Resilience science is surging along with growing concerns about the consequences of adverse childhood experiences on lifelong development. Resilience is defined as the capacity of a system to adapt successfully to challenges that threaten the function, survival, or future development of the system.
Over the past several decades, an increasing number of refugee children and families have involuntarily migrated to countries around the world to seek safety and refuge. As the refugee population increases, it is becoming more important to understand factors that promote and foster resilience among refugee youth. The present review examines the past 20 years of resilience research with refugee children to identify individual, family, school, community, and societal factors fostering resilience.
Drawing on a sample of 318 African American and 354 Latino urban, low-income families, we identify maternal monitoring knowledge trajectories and examine which trajectory predicts fewer late-adolescent externalizing problems and which family and neighborhood factors predict trajectories with positive implications for lateadolescent externalizing behaviors. The majority of adolescents in both groups perceived long-term high levels of maternal monitoring knowledge throughout adolescence—stably high for the African American sample and high for the Latino sample.
Despite the multitude of obstacles that low-income parents face, many of them succeed in helping their children flourish. They raise children who possess the social-emotional competence needed to develop and keep friendships; establish good relationships with parents, teachers, and other adults; and experience a range of achievements that contribute to their selfconfidence, self-esteem, and self-efficacy.
Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term.
We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significant overrepresentation for Hispanic, Asian, Native American, and English language learner (ELL) or language-minority children, respectively.
Previous research has pointed to the need to address the study of violence in teen couples. However, research has not delved into the study of the variables related to the different types of violence employed by boys and girls. The purpose of this study was to test whether gender, jealousy, and dependency predict specific strategies for conflict resolution (psychological aggression and mild physical aggression).