Suchergebnisse

During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others

We review research that connects depression and depressive symptoms to employment and economic factors for low‐income women. Women who have low incomes and are unemployed or underemployed are vulnerable to mental health distress. The strain of balancing work and family life can be exacerbated by poor psychological health or nonsufficient economic resources. Research on the barriers that impede self‐sufficiency can lead to policies that improve the economic and psychological health of low‐income populations. The discussion is framed by contrasting evidence for three theoretical perspectives: the social causation, social selection, and interactionist (bidirectional) hypotheses. The only causal relation reported is an effect of increased income on reduced depressive symptoms. Yet strong associations are found among psychological distress, earnings, employment stability, income, and job characteristics. The effects of programs to increase employment and the benefits of (and barriers to) depression treatment are also discussed. A bidirectional or interactionist perspective best conceptualizes the relationship between depression and economic factors. The reported negative effects of both poor mental well‐being and low‐quality employment suggest the need for stronger policies in the areas of mental health and work supports. We present policy recommendations addressing mental health treatment and outreach, employment placement, and workplace flexibility.

Objectives. This study compares two explanations for the effects of an employment‐based anti‐poverty intervention, the New Hope project, on parenting and child behavior. (1) Did the New Hope intervention directly affect child behavior and, if it did, is this the result of New Hope effects on earlier parenting practices? (2) Did the New Hope intervention directly affect parenting practices and, if it did, is this the result of New Hope effects on earlier child behavior?Methods. Assessments were collected two and five years after parents were randomly assigned to participate in New Hope or in a control group. The two models were tested using Baron and Kenny's (1986) recommendations for regression to test mediation.Results. The results support the second research question, but only for boys; neither model was supported for girls. New Hope led to increased positive behavior and reduced behavior problems for boys after two years; children's behavior accounted for experimental effects on parents' reports of their parenting behaviors after five years.Conclusions. Employment‐based interventions designed for low‐income parents can affect children directly; expanding such programs may help improve children's life chances.

Objectives This study compares two explanations for the effects of an employment-based anti-poverty intervention, the New Hope project, on parenting and child behavior. (1) Did the New Hope intervention directly affect child behavior and, if it did, is this the result of New Hope effects on earlier parenting practices? (2) Did the New Hope intervention directly affect parenting practices and, if it did, is this the result of New Hope effects on earlier child behavior? Methods Assessments were collected two and five years after parents were randomly assigned to participate in New Hope or in a control group. The two models were tested using Baron and Kenny's (1986) recommendations for regression to test mediation. Results The results support the second research question, but only for boys; neither model was supported for girls. New Hope led to increased positive behavior and reduced behavior problems for boys after two years; children's behavior accounted for experimental effects on parents' reports of their parenting behaviors after five years. Conclusions Employment-based interventions designed for low-income parents can affect children directly; expanding such programs may help improve children's life chances. Adapted from the source document.

The Children's Television Act of 1990 requires broad-casters to air programming that meets the informational and educational needs of children. Despite a massive amount of evidence that educational programming has positive effects on the social, intellectual, and educational development of young children, and recent evidence that such viewing experience during the preschool years fosters both increased school readiness for kindergarten and superior high school grades in English, science, and math, there is still a large number of teachers and parents who believe that television viewing in general is harmful to children. Evidence to the contrary is reviewed, and the conditions under which the medium has a positive effect on children's educational progress are examined. A heavy diet of commercial, broadcast, entertainment television made for general audiences does indeed have some of the alleged harmful effects, but educational programming for children between the ages of 2 and 5 years has the opposite effects.

The Children's Television Act of 1990 requires broadcasters to air programming that meets the informational & educational needs of children. Despite a massive amount of evidence that educational programming has positive effects on the social, intellectual, & educational development of young children, & recent evidence that such viewing experience during the preschool years fosters both increased school readiness for kindergarten & superior high school grades in English, science, & math, many teachers & parents continue to believe that TV viewing in general is harmful to children. Evidence to the contrary is reviewed here, & the conditions under which the medium has a positive effect on children's educational progress are examined. A heavy diet of commercial, broadcast, entertainment TV made for general audiences does indeed have some of the alleged harmful effects, but educational programming for children ages 2-5 has the opposite effects. 46 References. Adapted from the source document.