Suchergebnisse

Intro -- Contents -- Introduction -- TIme 1: the preschool years -- TIme 2: middle childhood -- Time 3: follow-up in late adolescence -- The adopted young people: how were they getting on in adolescence -- The adoptive families: what contact was taking place with birth relatives? -- Adoptive families' experiences of direct contact -- Adoptive families' experiences of indirect contact -- The satisfaction of young people with their contact arrangements -- The adoptive families: adoption communication openness -- Young people's perspectives on adoption communication openness -- Being adopted: young people's construction of an adoptive identity -- Birth relatives: well-being and adjustment to the adoption, 16 years on -- The birth relatives: contact pathways and experiences -- Social networking websites: new challenges for adoptive parents, birth relatives and adopted young people -- Summary of findings and practice implications -- Publications from earlier stages of the study

This 2½‐year, 5‐wave longitudinal study tests the hypothesis that acculturation discrepancies between Hispanic immigrant parents and adolescents would lead to compromised family functioning, which would then lead to problematic adolescent outcomes. Recent‐immigrant Hispanic parent–adolescent dyads (N = 302) completed measures of acculturation and family functioning. Adolescents completed measures of positive youth development, depressive symptoms, problem behavior, and substance use. Results indicated that Time 1 discrepancies in Hispanic culture retention, and linear trajectories in some of these discrepancies, negatively predicted adolescent positive youth development, and positively predicted adolescent depressive symptoms and binge drinking, indirectly through adolescent‐reported family functioning. The vast majority of effects were mediated rather than direct, supporting the acculturation discrepancy hypothesis. Implications for further research and intervention are discussed.

Funding: UK Economic and Social Research Council (ESRC) funded Census and Administrative data LongitudinaL Studies Hub (CALLS Hub) project (ref ES/K000446/1). ; Government statistics show that children with special educational needs and disabilities do not achieve as well academically as their peers, which impacts on later employment and socioeconomic circumstances. Addressing these inequalities is a key policy area which currently lacks a satisfactory evidence base. To explore the issue, the present study used data from the Scottish Longitudinal Study which contains data from the 1991, 2001 and 2011 censuses along with other administrative data, from a representative sample of the Scottish population. Using this large and longitudinal sample, the present study examines educational engagement, expectations and attainment for children with self-reported disability, controlling for other early childhood factors. The results show that children with mental health problems were at higher risk of leaving school early, and that children with learning difficulties were less likely to gain advanced qualifications. Neither limiting long-term illness in early childhood or disability in adolescence were significant predictors of engagement, however they did predict measures of academic expectation and attainment. Results suggest there is a critical phase for attainment, with area deprivation in early childhood but not adolescence being important for later educational inequalities. ; Publisher PDF ; Peer reviewed

From the beginning to the end of a longitudinal study that colleagues and I conducted on predicting child behavior with each parent, there have been a lot of challenges that we needed to overcome, most of which have to do with time. In any study that involves a longitudinal design and behavioral coding (which are more common in developmental psychology and family science than in other disciplines of psychology), we as researchers need to be patient and persistent in completing the study. Observational coding requires careful time planning because training coders and establishing interrater reliability take time. Also, the longer the coding project takes, the higher the risk of losing not only participants but also coders to graduation or changed interest.