scholarly journals Is poverty on young minds? Stereotype endorsement, disadvantage awareness, and social-emotional challenges in socioeconomically disadvantaged children.

2020 ◽  
Vol 56 (2) ◽  
pp. 336-349
Author(s):  
Amy E. Heberle ◽  
Alice S. Carter
Keyword(s):  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Disadvantaged Children ◽  
Stereotype Endorsement

scholarly journals Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 ◽  
Vol 20 (3) ◽  
pp. 821-843 ◽  
Author(s):  
Karen L. Bierman ◽  
Robert L. Nix ◽  
Mark T. Greenberg ◽  
Clancy Blair ◽  
Celene E. Domitrovich
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Controlled Trial ◽  
Socioeconomically Disadvantaged ◽  
Social Emotional ◽  
Emotional Skills ◽  
Disadvantaged Children ◽  
Intervention Impact ◽  
Head Start Programs ◽  
The Impact

AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.

scholarly journals Depressive Risk among Italian Socioeconomically Disadvantaged Children and Adolescents during Covid-19 Pandemic: A Cross-Sectional Online Survey

2021 ◽  
Author(s):  
Maria Serra ◽  
Anna Presicci ◽  
Luigi Quaranta ◽  
Maria Rosaria Erminia Urbano ◽  
Lucia Marzulli ◽  
...  
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Children And Adolescents ◽  
Low Income ◽  
Online Survey ◽  
Self Report ◽  
Socioeconomically Disadvantaged ◽  
Cross Sectional ◽  
Disadvantaged Children ◽  
Parent Version

Abstract Background Children and adolescents and low-income individuals are considered particularly vulnerable for mental health implications during the current COVID-19 pandemic. Depression is one of the most frequent negative emotional responses during an epidemic outbreak, mainly due to the imposed restriction of social contacts. We aimed to assess depressive symptomatology in a sample of Italian low-income minors and to determine if pandemic-related stressors and pre-existing neuropsychiatric diagnoses would behave as risk factors for depressive symptoms. Methods We performed a cross-sectional study during July 2020, at the end of the Italian first wave of COVID-19 pandemic. We recruited 109 Italian socioeconomically disadvantaged children and adolescents, from 7 to 17 years. We used an online survey to collect socio-demographic and clinical data and information about pandemic-related stressors, and to assess depressive symptoms with the Children’s Depression Inventory 2 (CDI 2), Parent Version (Emotional Problems subscale) and Self-Report Short Form. We performed logistic regression analysis to assess the association between depressive symptoms and potential risk factors for mental health. Results 22% and 14% of participants showed depressive symptoms at the CDI 2 Parent Version and Self-Report, respectively. Participants coming from families experiencing a lack of basic supplies during the pandemic (34.9%) were more expected to show depressive symptoms at CDI 2 Parent Version. Participants with a pre-existing neuropsychiatric diagnosis (26.6%) were more likely to exhibit depressive symptoms measured by CDI 2 Parent Version. Conclusions The results of our study may be representative of a particular group of frail subjects, the socioeconomically disadvantaged children and adolescents, who were more vulnerable to depressive symptoms if they suffered from a paucity of essential supplies during the pandemic or had pre-existing neurodevelopmental disorders. The promotion of educational and child-care programs and activities could be crucial in sustaining the prevention of mental distress in those frail subjects who particularly need support outside the family.

scholarly journals Alexithymia and Autistic Traits: Associations With Social and Emotional Challenges Among College Students

2021 ◽  
Vol 15 ◽  
Author(s):  
Potheini Vaiouli ◽  
Georgia Panayiotou
Keyword(s):  
Young Adults ◽  
Emotion Regulation ◽  
Social Skills ◽  
Social Communication ◽  
Significant Relationship ◽  
Autistic Traits ◽  
Emotional Difficulties ◽  
Social Emotional ◽  
Emotional Challenges ◽  
The Relationship

Background: Alexithymia is a multifaceted personality construct defined by marked difficulties in identifying and describing feelings and in externally oriented thinking. Given its intrinsic role in social-emotional processing, alexithymia is now recognized as a trans-diagnostic trait in a range of neurodevelopmental disorders, including autism. Research has pinpointed to the co-occurrence of autism with characteristics typical of alexithymic normative samples, such as social-communication difficulties and decreased emotion regulation abilities. Nonetheless, the role of individual facets of alexithymia in predicting challenges in social communication functioning is still understudied.Methods: In total, 275 young adults completed the Toronto Alexithymia Scale, the Autism Spectrum Quotient (short form), the Interpersonal Competence Questionnaire, and the Difficulties in Emotion Regulation Scale self-reported questionnaires for assessing alexithymic and autistic traits, social-communication abilities, and emotion regulation difficulties. We used regression models to establish cross-sectional associations between autism, alexithymia, and social-emotional difficulties. Also, we ran a parallel mediation analysis to determine whether the relationship between autistic traits and emotion regulations challenges are mediated by Alexithymia facets.Results: Analysis showed a significant positive association between autistic traits and alexithymic traits and between autistic traits and emotion regulation difficulties while, as expected, autistic traits were negatively correlated with social skills. A significant relationship was found among the participants’ levels of alexithymia and their interpersonal skills with two of three alexithymic subscales significantly contributing to the model. Similarly, a significant relationship was found among alexithymia subscales and emotion regulation difficulties with all three alexithymia subscales being statistically significant. Finally, analysis on two mediator models indicated a significant effect of autistic traits on social skills mediated by alexithymic traits as well as a significant indirect effect of autistic traits on emotion regulation difficulties mediated by alexithymic traits.Conclusion: The results of this study provide evidence of the influence of different alexithymic facets on the relationship between autistic traits and social-emotional challenges in young adults. Longitudinal studies may explore further alexithymia and its associations with social-emotional difficulties in autism as well as the potential implications of these findings in intervention and treatment programs.

Families Matter: A Cross-Sectional Study of Parent and Child Mental Health During COVID-19 (Preprint)

2021 ◽  
Author(s):  
Elsa Friis ◽  
Savannah R. Erwin ◽  
Jasmine Daniel ◽  
Rebecca Egger ◽  
Helen Egger
Keyword(s):  
Mental Health ◽  
Anxiety And Depression ◽  
Social Emotional ◽  
Emotional Challenges ◽  
The Social ◽  
Mental Health Challenges ◽  
Clinically Significant ◽  
Caregiver Anxiety ◽  
The Impact ◽  
Child Caregiver

BACKGROUND Background: The pandemic has disrupted all aspects of children’s lives and has increased children’s exposure to adversity and traumas known to increase the risk of mental health challenges. Recent studies have reported increased rates of mental health challenges in youth during the pandemic, yet few studies have examined the impact of the pandemic on the mental health of toddlers, preschoolers, and elementary school-age children. The pandemic has also adversely impacted caregiver mental health and other indirect factors, including economic instability, known to increase children’s risk for impairing mental health challenges. OBJECTIVE Objective: This study aimed to characterize the social-emotional challenges of children ages 2 to 12 years old during the pandemic and identify modifiable child, caregiver, and family-related risk factors that contribute to risk and are additional targets for intervention. METHODS Methods: Caregivers (N = 676) of children ages 2-12 completed an online survey in early fall 2021 using standardized screening tools to assess child social-emotional challenges and caregiver anxiety and depression. We used a new 16 scale to assess the impact of the pandemic at the child, caregiver, and family levels. We used hierarchical linear regression and logistic regression to explore the relationship between children’s mental health and caregivers’ mental health. We used path analysis to explore direct and indirect effects of the impact of pandemic stress on child emotional and peer challenges, mediated by caregiver anxiety and depression. RESULTS Results: Eighty-seven percent of the children were ages 2-8 years old (n=588) with 13% (n=88) between 9-12 years old. Caregivers endorsed significant child emotional and peer challenges with 80% (n = 536) of children at risk for clinically-significant emotional challenges and 57% (n = 388) at risk for clinically-significant peer social challenges. Emotional challenges increased with age (r = .20, P <.001). 50% (n=330) of caregivers screened positive for generalized anxiety and 24% (n=160) screened positive for depression. Cumulative COVID-19 impact was directly associated with increased child emotional challenges (r=.29, P<.001), peer challenges (r=.29, P<.001), caregiver anxiety (r = .32, P<.001), and caregiver depression (r = .42, P<.001). Caregiver anxiety accounted for 31% of the total effect of COVID-19 impact on child emotional challenges and 18% of the total effect on peer challenges. CONCLUSIONS Conclusions: The results of our study show that the COVID-19 pandemic is having direct and indirect adverse impacts on the social-emotional health of children ages 2 to 12 years old with impacts on very young children similar to impacts for older children. Only with an integrated, family-focused approach that includes young children will we be able to mitigate the current pediatric mental health crisis. CLINICALTRIAL n/a

Otitis Media in Early Childhood and Its Relationship to Later Verbal and Academic Performance

PEDIATRICS ◽  
1986 ◽  
Vol 78 (3) ◽  
pp. 423-430 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Margaret A. Sanyal ◽  
Margaret R. Burchinal ◽  
Albert M. Collier ◽  
Craig T. Ramey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Otitis Media ◽  
Otitis Media With Effusion ◽  
Care Program ◽  
Socioeconomically Disadvantaged ◽  
Disadvantaged Children ◽  
Study Population ◽  
Media Experience ◽  
The Relationship

The relationship between the occurrence of otitis media with effusion during the first 3 years of life and subsequent verbal and academic performance was examined in 61 socioeconomically disadvantaged children who attended a research day-care program. Study children were participants in a longitudinal study of child development in which the number of episodes of otitis media and duration of each otitis episode were reported prospectively from infancy. The incidence of otitis media was highest during the first 2 years of life. Bilateral otitis media accounted for 66% of the days with otitis media with effusion. Standardized tests of intelligence and academic performance were administered to the children when they were 3½ to 6 years of age. No evidence of associations between measures of early childhood otitis media experience and these measures of verbal or academic functioning was found in this study population.

Finessing the Academic and Social-Emotional Balance: A Revised Developmental Advising Model for Students with Learning Disabilities or AD/HD

2005 ◽  
Vol 25 (1) ◽  
pp. 51-63
Author(s):  
Jeannine Ryser ◽  
Peg Alden
Keyword(s):  
Learning Disabilities ◽  
Emotional Needs ◽  
Students With Learning Disabilities ◽  
Developmental Advising ◽  
Social Emotional ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
The Social ◽  
Advising Model

Advisor perceptions of and responses to the social and emotional needs of college students with learning disabilities (LDs) and attention deficit/hyperactivity disorder (AD/HD) are studied. Through a mixed-method approach of surveys and focus groups, four themes emerged: social-emotional issues that students present in the advising relationship; advisor challenges and responses to presenting issues; sources of advisor support; and monitoring of student medication. Data support a revised and expanded developmental advising model that includes the complex layering of social and emotional challenges that face students with LDs or AD/HD and the factors that keep this complex domain in balance with academic and career exploration. The revised model may also be useful for advisors whose students have any social or emotional challenges.

scholarly journals Social-emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings

2011 ◽  
Vol 21 (1) ◽  
Author(s):  
CJ Dalton
Keyword(s):  
Hearing Loss ◽  
Identity Formation ◽  
Well Being ◽  
The Body ◽  
Social Emotional ◽  
Self Identity ◽  
Emotional Challenges ◽  
Culturally Deaf ◽  
Speech And Language Development ◽  
Moderate Hearing Loss

Mild or moderate hearing loss (MMHL) is a communication disability that im-pacts speech and language development and academic performance. Students with MMHL also have threats to their social-emotional well-being and self-identity formation, and are at risk for psychosocial deficits related to cognitive fa-tigue, isolation, and bullying. While the body of research on deaf and culturally Deaf students is considerable, educational literature on students with MMHL is much less extensive, especially when considering their prevalence in regular classrooms (Niskar et al., 2001). This paper investigates the social-emotional challenges of hard of hearing students using self-determination theory (Deci & Ryan, 1985) as an organizing framework and highlights how classroom teachers can support relatedness, competence, and autonomy for students with MMHL.

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