scholarly journals The Project TALENT Twin and Sibling Study

2012 ◽  
Vol 16 (1) ◽  
pp. 437-448 ◽  
Author(s):  
Carol A. Prescott ◽  
Deanna Lyter Achorn ◽  
Ashley Kaiser ◽  
Lindsey Mitchell ◽  
John J. McArdle ◽  
...  
Keyword(s):  
Genetic Research ◽  
Original Data ◽  
Family Characteristics ◽  
Shared Environment ◽  
Occupational Outcomes ◽  
School Based ◽  
The Family ◽  
Specific Factors ◽  
The Impact

Project TALENT is a US national longitudinal study of about 377,000 individuals born in 1942–1946, first assessed in 1960. Students in about 1,200 schools participated in a 2-day battery covering aptitudes, abilities, interests, and individual and family characteristics (Flanagan, 1962; www.projectTALENT.org). Follow-up assessments 1, 5, and 11 years later assessed educational and occupational outcomes. The sample includes approximately 92,000 siblings from 40,000 families, including 2,500 twin pairs and 1,200 other siblings of twins. Until recently, almost no behavior genetic research has been conducted with the sample. In the original data collection information was not collected with the intent to link family members. Recently, we developed algorithms using names, addresses, birthdates, and information about family structure to link siblings and identify twins. We are testing several methods to determine zygosity, including use of yearbook photographs. In this paper, we summarize the design and measures in Project TALENT, describe the Twin and Sibling sample, and present our twin-sib-classmate model. In most twin and family designs, the ‘shared environment’ includes factors specific to the family combined with between-family differences associated with macro-level variables such as socioeconomic status. The school-based sampling design used in Project TALENT provides a unique opportunity to partition the shared environment into variation shared by siblings, specific to twins, and associated with school- and community-level factors. The availability of many measured characteristics on the family, schools, and neighborhoods enhances the ability to study the impact of specific factors on behavioral variation.

Level of family dysfunction and genetic influences on smoking in women

2004 ◽  
Vol 34 (7) ◽  
pp. 1263-1269 ◽  
Author(s):  
KENNETH S. KENDLER ◽  
STEVEN H. AGGEN ◽  
CAROL A. PRESCOTT ◽  
KRISTEN C. JACOBSON ◽  
MICHAEL C. NEALE
Keyword(s):  
Family Of Origin ◽  
Structural Equation ◽  
Population Based ◽  
Family Dysfunction ◽  
Equation Model ◽  
Shared Environment ◽  
Adoption Study ◽  
Twin Model ◽  
The Family ◽  
The Impact

Background. An adoption study of alcoholism suggests that in women, the impact of genetic risk factors become greater in the presence of conflict in the family of origin. Is the same true for cigarette smoking (CS)?Method. We obtained, in a sample of 1676 twins from female–female twin pairs from a population-based register, a measure of maximum lifetime CS (divided into six ordinal categories) and family dysfunction (FD) assessed as the mean report of up to four informants (twin, co-twin, mother, father). Statistical analysis was conducted by traditional regression analysis and a moderator structural equation twin model using the computer program Mx.Results. With increasing levels of FD, maximum CS increased substantially while correlations for CS in monozygotic (MZ) and dizygotic (DZ) twins decreased modestly. Regression analyses demonstrated reduced twin-pair resemblance for CS with increasing levels of FD. The best-fit structural equation model found high levels of heritability for CS and no evidence for a role of shared environment. With increasing levels of FD, the proportion of variance in CS due to genetic factors (i.e. heritability) decreased while that due to unique environmental effects increased.Conclusions. Several different statistical methods suggested that, contrary to prediction, heritability of CS decreased rather than increased with higher levels of dysfunction in the family of origin. The hypothesis that genetic effects for psychiatric and drug-use disorders become stronger in more adverse environments is not universally true.

scholarly journals Defining the family of a child with disabilities

KANT ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 447-451
Author(s):  
Veronika Filippova
Keyword(s):  
Scientific Literature ◽  
Social Institution ◽  
Family Characteristics ◽  
Educational Impact ◽  
The Family ◽  
Rehabilitation Potential ◽  
Developmental Resource ◽  
The One ◽  
Definition Of ◽  
The Impact

The article provides an overview of the scientific literature, concepts of psychologists, teachers, sociologists who define the family as a social institution, small group or system. The forms and types of families are considered depending on social development, educational impact on the child, and the composition of members. The definition of the family of a child with disabilities is given by describing the features of difficult life situations and the phenomenon of family. As a result, it is concluded that the family of a child with disabilities on the one hand meets the totality of family characteristics as a social phenomenon, and on the other has its own characteristics due to the impact on its life activity of having a child with disabilities. For this reason, the family can both become the main developmental resource for the child, and limit its rehabilitation potential.

scholarly journals The Effectiveness of the Discrimination Model-Based Counseling Supervisory Program in Improving Crisis Counseling Skills among Family Reform Counselors in Jordan

2020 ◽  
Vol 14 (3) ◽  
pp. 481
Author(s):  
Rami A. Tashtoush
Keyword(s):  
Control Group ◽  
Counseling Skills ◽  
Crisis Counseling ◽  
Family Crisis ◽  
Discrimination Model ◽  
The Family ◽  
Group 15 ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the effectiveness of a counseling supervisory program based on the discrimination model in improving crisis counseling skills for family reform counselors in Jordan. The sample of the study consisted of 30 female and male counselors, who were randomly assigned to two groups: the experimental group (15) male and female counselors received the supervisory program according to the discrimination model with 90-minute 18 weekly sessions over 9 weeks, whereas  the control group (15) female and male counselors did not receive the supervisory program. The  Family Crisis Skills  Scale which  consists  of 59 items was divided into three subscales: Family Crisis Counseling, Counseling Relation Skills, and Procedures of Intervention & Response to Crisis. It  was  used with the total sample in the pre-post-test, and in the follow-up test only with experimental group. The results of the study showed that there are statistically significant differences in the overall mean scores of  the  posttest and all sub-scales of the Family Crisis Skills Scale between the two study group, in favor of the experimental group. Also, the results showed that although the differences between the two groups  in the overall mean scores of the post-follow-up test and all sub-scales of the Family Crisis Skills Scale were not statistically significant, there was a positive gain of improvement for the experimental group. These findings suggest that the counselors in the experimental group retained the impact of the program, and provided  evidence that the impact of the program was efficient and sustainable.

scholarly journals STAYING ENGAGED: A TAILORED COMMUNITY PROGRAM FOR PEOPLE LIVING WITH DEMENTIA AND THEIR FAMILY CAREGIVERS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S111-S111
Author(s):  
Gwen McGhan ◽  
Kimberly Shapkin ◽  
Whitney Alpaugh ◽  
Jessica Power Cyr
Keyword(s):  
Family Caregivers ◽  
Mixed Method ◽  
Exercise Physiology ◽  
Recreational Therapy ◽  
Daily Lives ◽  
Assessment Period ◽  
The Family ◽  
Mixed Method Design ◽  
The Impact

Abstract Tailored care strategies have potential to address declines in physical and cognitive functioning for people living with dementia (PLWD) while making a positive difference in their daily lives; however, these services are not commonplace. As dementia progresses, PLWD become more dependent upon caregivers, increasing caregiving strain and negatively affecting their ability to provide support. The purpose of this study is to examine the feasibility of a tailored community dementia program (TCDP) prescribed for individual abilities of PLWD and measure the impact on the caregiving dyad. A mixed method design was used for a 12-week TCDP with 8 dyads living in the community. Recreational therapy and exercise physiology specialists led the cognitive and physical components of the program. PLWD and caregivers completed assessments at baseline, 6, 12 and 18 weeks. Daily activity was measured in PLWD with no decline observed during the assessment period. Measurements for family caregivers included caregiver strain, satisfaction and assessment of the PLWD’s abilities. Although quantitative findings were not significant, caregivers praised the program in the follow-up focus group with one commenting that “it is important for the mental health of the family and for the patient to keep them active…and (for) socialization”. Another caregiver wrote in their journal “I feel he has really benefited from this program. It keeps him engaged with people and I do think he is more fit”. Overall the TCPD shows promise as a meaningful intervention. Cohort 2 begins in summer 2019 and will implement changes suggested by the caregiving dyads.

scholarly journals Improving Schools’ Readiness for Involvement in Suicide Prevention: An Evaluation of the Creating Suicide Safety in Schools (CSSS) Workshop

2019 ◽  
Vol 16 (12) ◽  
pp. 2165 ◽  
Author(s):  
Patricia Breux ◽  
Dana E. Boccio
Keyword(s):  
Suicide Prevention ◽  
Mental Health Professionals ◽  
Administrative Support ◽  
New York State ◽  
Public Health Problem ◽  
School Personnel ◽  
School Based ◽  
Post Test ◽  
The Impact

Schools have an important role to play in combatting suicide, a significant public health problem that disproportionately affects adolescents and young adults. Schools can work to reduce youth suicidality by adopting policies that align with best practice recommendations pertaining to suicide prevention, intervention, and postvention. This study examined the impact of a one-day training, the Creating Suicide Safety in Schools (CSSS) workshop, on the readiness of school personnel to improve their schools’ suicide-related policies and procedures. Participants (N = 562) consisted predominantly of school-based mental health professionals working in communities of low or mixed socioeconomic status in New York State. Survey data were collected according to a one-group pre-test—post-test design with a 3-month follow-up. Workshop participants demonstrated improvements from pre-test to post-test in their attitudes about the importance of school-based suicide prevention, knowledge of best practices, perceptions of administrative support, and feelings of empowerment to work collaboratively to enhance their schools’ suicide safety. At follow-up, participants reported barriers to implementing changes, most commonly in the form of insufficient time and stigma surrounding the topic of suicide. The results of this study provide preliminary evidence for the effectiveness of the CSSS workshop as a promising method for improving schools’ suicide safety, yet additional research using randomized controlled trials needs to be conducted.

scholarly journals Acute respiratory infections in children from a deprived urban population from Uruguay

1994 ◽  
Vol 36 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Maria Hortal ◽  
Myriam Contera ◽  
Cristina Mogdasy ◽  
José Carlos Russi
Keyword(s):  
Respiratory Infections ◽  
Target Population ◽  
Original Data ◽  
Base Line ◽  
Acute Respiratory Infections ◽  
Upper Respiratory Tract ◽  
Community Based ◽  
The Impact ◽  
Base Line Data

To obtain base line data on incidence, duration, clinical characteristics and etiology of acute respiratory infections (ARI), 276 children from deprived families living in Montevideo were followed during 32 months. The target population was divided into two groups for the analysis of the results: children aged less than 12 months and those older than this age. During the follow-up period 1.056 ARI episodes were recorded. ARI incidence was 5.2 per child/year. It was 87% higher in infants than in the older group, as was the duration of the episodes. Most of the diseases were mild. Tachypnea and retractions were seldom observed, but 12 children were refered to the hospital, and 2 infants died. Viral etiology was identified in 15.3% of the episodes. RSV was the predominant agent producing annual outbreaks. Moderate to heavy colonization of the upper respiratory tract by Streptococcus pneumoniae (32.3%) and Hemophilus sp. (18.9%) was recorded during ARI episodes. This community-based study furnish original data on ARI in Uruguay. It enabled to asses the impact of these infections on childhood.

scholarly journals Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up

2015 ◽  
Vol 24 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Kapil Sayal ◽  
Christine Merrell ◽  
Peter Tymms ◽  
Adetayo Kasim
Keyword(s):  
Academic Outcomes ◽  
Positive Impact ◽  
Controlled Trial ◽  
School Level ◽  
Evidence Based ◽  
Adhd Symptoms ◽  
Academic Benefits ◽  
School Based ◽  
The Impact

Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

scholarly journals Distance Learning During the First Lockdown: Impact on the Family and Its Effect on Students' Engagement

2021 ◽  
Vol 12 ◽  
Author(s):  
Antonella Chifari ◽  
Mario Allegra ◽  
Vincenza Benigno ◽  
Giovanni Caruso ◽  
Giovanni Fulantelli ◽  
...  
Keyword(s):  
Structural Equation ◽  
Online Survey ◽  
Structural Equation Models ◽  
Holistic Approach ◽  
Family Characteristics ◽  
School Age ◽  
Student Records ◽  
The Family ◽  
Families With Children ◽  
The Impact

This contribute investigates how Emergency Remote Education (ERE) impacted families during the spring 2020 Covid-19 lockdown, and in particular, the extent to which the impact of ERE on families, measured in terms of space and equipment sharing, moderates the effect of student and family characteristics on students' engagement. The study derived from the administration of an online survey to 19,527 families with children attending schools, from nursery to upper secondary grade. The total number of student records collected amounted to 31,805, since parents had to provide data for each school-age child in the family. The survey contains 58 questions, divided into three sections, with the first two sections designed to get a reading at family level and the third section to gather data for each school-age child in the family. After verifying the validity of the engagement construct through confirmatory factor analysis, two structural equation models were used to analyze the students' engagement. The main findings reveal how the impact of the ERE on the families has had a significant role in predicting students' level of engagement observed by parents with respect to different predictor variables. Finally, we argue that it is necessary to follow a holistic approach to observe the challenges imposed by the switch of the process of deferring teaching from presence to distance, imposed by the pandemic emergency on families. In fact, a holistic approach can promote student engagement and prevent the onset of cognitive-behavioral and affective problems linked to disengagement in ERE.

A Prospective Study of the Impact of Home Monitoring on the Family

PEDIATRICS ◽  
1984 ◽  
Vol 74 (3) ◽  
pp. 323-329
Author(s):  
Abby L. Wasserman
Keyword(s):  
Home Monitoring ◽  
Initial Contact ◽  
Semistructured Interviews ◽  
The Family ◽  
Motor Problems ◽  
Two Phases ◽  
A Prospective Study ◽  
The Impact ◽  
Speech Learning

Fourteen families whose infants required home monitoring for apnea were followed for approximately 5 years from the initial contact (1977). Each family received at least three psychiatric interviews and two follow-up contacts. Effects on the monitored infant, siblings, and parents were examined in open and semistructured interviews. At first follow-up (mean of 21 months after monitoring discontinuance), seven of 14 monitored children were characterized as spoiled by parents. By the second follow-up, 2½ years later, nine children showed speech, learning, and motor problems; five of these nine children had required resuscitation during their initial episode. Apnea severity was also related to both duration of monitoring and number of additional psychiatric interviews requested by parents or staff. Of 16 older siblings, 12 had psychological problems reported by their parents at first follow-up; these problems appeared to be largely resolved by the second follow-up, although three children were still having problems that caused parental concern. Monitoring, as well as the apnea itself, caused substantial distress manifested in depression, fatigue, and anxiety in many parents, particularly mothers. However, despite their considerable distress, none of the families discontinued monitoring prematurely. Results of the study indicated that the monitoring experience can be divided into four phases: doubt/acceptance, dependence/frustration, discontinuance, and late effects, with substantial differences in parents' responses occurring only in the last two phases.

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