Virtual Avatar Coaching With Community Context for Adult-Child Dyads with Low Income

2021 ◽  
Vol 53 (3) ◽  
pp. 232-239
Author(s):  
Jared T. McGuirt ◽  
Basheerah Enahora ◽  
Omari L. Dyson ◽  
Gina L. Tripicchio ◽  
Lauryn Mallard ◽  
...  
Author(s):  
Marco Tosi

Abstract Previous research has shown that living with an adult child affects the well-being of parents. However, little is known about parental adaptation to changes in living arrangements or about concomitant stressors that may moderate the effect of adult children returning to the parental home. Drawing on data from eight waves of the UK Household Longitudinal Study (2009–2017), I use distributed fixed effects linear regression models to analyse changes in parents’ symptoms of depression before, during, and after a child’s return to the parental home. The results show that parents experience an increase in symptoms of depression when a child returns home but recover to their previous levels of mental well-being in the subsequent year. Unemployed and low-income children returning home are associated with larger increases in parents’ symptoms of depression, whereas there are no effects with regard to union dissolution. These findings support the hypothesis that children returning home are more detrimental to older parents if it occurs in concomitance with an economic crisis in the child’s life. However, after a short-term decline in their well-being, parents are able to adapt to boomerang moves and accustom themselves to the new family dynamics.


2019 ◽  
Vol 46 (5) ◽  
pp. 773-781 ◽  
Author(s):  
Michelle C. Kegler ◽  
Regine Haardörfer ◽  
Taylor Melanson ◽  
Lindsey Allen ◽  
Lucja T. Bundy ◽  
...  

Scalable interventions remain effective across a range of real-world settings and can be modified to fit organizational and community context. “Smoke-Free Homes: Some Things are Better Outside” has been effective in promoting smoke-free home rules in low-income households in efficacy, effectiveness, generalizability, and dissemination studies. Using data from a dissemination study in collaboration with five 2-1-1 call centers in Ohio, Florida, Oklahoma, and Alabama ( n = 2,345 households), this article examines key dimensions of scalability, including effectiveness by subpopulation, secondary outcomes, identification of core elements driving effectiveness, and cost-effectiveness. Evaluated by 2-1-1 staff using a pre–post design with self-reported outcomes at 2 months postbaseline, the program was equally effective for men and women, across education levels, with varying number of smokers in the home, and whether children were present in the home or not. It was more effective for nonsmokers, those who smoked fewer cigarettes per day, and African Americans. Creating a smoke-free home was associated with a new smoke-free vehicle rule (odds ratio [OR] = 3.38, confidence interval [CI 2.58, 4.42]), decreased exposure to secondhand smoke among nonsmokers (b = −2.33, p < .0001), and increased cessation among smokers (OR = 5.8, CI [3.81, 8.81]). Use of each program component was significantly associated with success in creating a smoke-free home. Using an intent-to-treat effect size of 40.1%, program benefits from 5 years of health care savings exceed program costs yielding a net savings of $9,633 for delivery to 100 households. Cost effectiveness, subpopulation analyses, and identification of core elements can help in assessing the scalability potential of research-tested interventions such as this smoke-free homes program.


2020 ◽  
Vol 46 (4) ◽  
pp. 312-339
Author(s):  
Christine M. McWayne ◽  
Jacqueline S. Mattis ◽  
Lok-Wah Li

This study examined the relations between family demographics and positive parenting dimensions among urban-residing, low-income, Black caregiving dyads. Participants were 100 co-caregivers affiliated with a Head Start program and reporting on 50 preschool-aged children. Given that the parenting context for the caregiver pairs was not independent, multilevel dyadic analysis was employed to determine demographic predictors of positive parenting dimensions as measured by the emically derived Black Parenting Strengths in Context scale. Findings illuminated associations between combinations of adult/child characteristics (e.g., nativity, parental employment status, child gender) and the five dimensions of positive parenting measured (i.e., Fostering Connectedness; Racial and Cultural Pride; Involvement at School; Religious and Spiritual Practices; Behavioral Responsiveness and Guidance). Findings suggest implications for future research and theory involving Black family life—specifically the need to examine parenting by considering the combined effects of individual and shared family characteristics—and for designing parent support efforts that recognize family roles and heritages, and that leverage the strengths of and heterogeneity among the multiple caregivers in the lives of young children.


2008 ◽  
Vol 12 (2) ◽  
pp. 2156759X0801200
Author(s):  
Julia Bryan ◽  
Lynette Henry

When school counselors team and collaborate with school personnel, families, and community members to foster strengths-based partnerships, they are able to implement classroom, schoolwide, and community-based programs and interventions that support and empower children and families. Strengths-based partnerships utilize the assets found in schools, families, and communities to create strengths-enhancing environments, promote caring and positive adult-child relationships, strengthen children's social support networks, foster academic success, and empower children with a sense of purpose. This article describes a case example of a strengths-based approach to school-family-community partnerships that a school counselor in a Title I elementary school is implementing to empower low-income children and families of color.


2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
M Brisbois ◽  
H Pereira

Abstract Background Providing care for vulnerable groups requires the development of competencies such as openness to diversity, cultural sensitivity and equity. Health education institutions face the challenge of preparing students in developing these competencies in a global world. The Bridging the Atlantic program, a partnership between the University of the Azores (Portugal) and the University of Dartmouth (MA, US) in the field of Community Nursing, was created to respond to this need. Students from both universities work collaboratively to develop competencies in providing health care to vulnerable groups based on the IN-STEP (International Student Exchange Partnership) Framework. Objectives (i) to contribute to the improvement of the health status of vulnerable groups; (ii) to develop clinical competencies addressing vulnerable groups among nursing students. Results Between 2015 and 2019, 110 students were involved in health promotion projects carried out with aggregates of elderly immigrants, deportees, fishermen, children from low income schools. The benefits for the vulnerable groups were mainly related to raise awareness in the communities concerning the problems these groups face. Regarding the impact of the program on training, students reported they developed competencies on: (i) understanding cultural differences; (ii) recognizing different health care systems; (iii) reconsidering the role of the nurse; (iv) building teamwork; (v) integrating theory into practice; and, (vi) peer mutual learning. Conclusions Engaging in health promotion projects globally through collaborative efforts seemed to be effective for the improvement of health of vulnerable groups and student development. Key messages Universities need to deepen the development of competencies in students to intervene with vulnerable groups in a global world. Although designed for nursing students in a community context, this model can be used in similar ways by other fields of health or social intervention.


2008 ◽  
Vol 56 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Ami R. Moore

This study analyzes the difficulties that poor parents faced when they lost an adult child to AIDS in Togo. The death of a child is believed to be more distressful to parents compared to the death of a spouse. Evidence also suggests that parental grief is more lasting and may be the most complicated form of grief. Furthermore, the roles played by the deceased child in the lives of the parents also affect the parental grieving process. For instance, in low income regions where parents tend to be socio-economically challenged and where filial obligations are culturally expected, losing an adult child who provided material and financial assistance to parents will be more disastrous. Four kinds of difficulties were identified: financial and social difficulty, psychological difficulty, caregiving difficulty, and disclosure difficulty. The socioeconomic status of the parents made these issues all the more taxing, as respondents were grieving not only the loss of their children to AIDS but also the loss of financial providers. Policy implications of the findings are discussed.


2011 ◽  
Vol 70 (4) ◽  
pp. 475-480
Author(s):  
Julaine Allan ◽  
Rod Pope ◽  
Peter O’Meara ◽  
Joy Higgs ◽  
Jenny Kent

Aim: To effectively provide clinical placements for students and increase healthcare options for rural communities, an investigation of university clinics was conducted. Method: This project adopted a consultative inquiry strategy and involved two processes: (1) a review of literature; and (2) interviews with existing health sciences clinic staff. Results: Low income population groups are more likely to find student-provided services acceptable and have a reliable demand for these services if they are accessible. University clinics reporting high client numbers had a consistent flow of low income clients with chronic problems. Private healthcare providers were often unable to meet the demand from this group. However, multiple methods and flexibility of delivery that fitted in with local services were required rather than single point of access clinics. Discussion: University clinics are an effective way of providing clinical placements for students and some healthcare for rural communities. Key aspects of the community context that make a university clinic viable are the degree of disadvantage in a community, the population density (or dispersion), the workforce available to supply health services in the public and private sectors, and the types of services that are demanded by policy or lobby groups and not yet supplied.


2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.


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