Developmental Effects of Parent–Child Separation

2019 ◽  
Vol 1 (1) ◽  
pp. 387-410 ◽  
Author(s):  
Anne Bentley Waddoups ◽  
Hirokazu Yoshikawa ◽  
Kendra Strouf
Keyword(s):  
Community Support ◽  
Well Being ◽  
Host Community ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Community Based Interventions ◽  
Left Behind ◽  
Child Separation ◽  
Parent Child

Parent–child separation occurs for many reasons, both involuntary and voluntary. We review the effects on children and youth of parent–child separation due to several of the most common reasons that are responsible for the growth in this family circumstance worldwide. These include early institutionalization; war, persecution, and conflict; separation during asylum; trafficking; conscription into armed conflict; and being left behind when parents migrate for economic or other reasons. Overall, the effects of parent–child separation are consistently negative on children's social-emotional development, well-being, and mental health. They are more severe when the separation is prolonged or accompanied by other forms of deprivation or victimization. Mitigating and protective factors include earlier stable family placement in the case of early institutionalization, parent–child communication and parenting quality, and community support in the host community. We conclude with an evaluation of group, school-based, and community-based interventions for children and youth affected by parent–child separation.

scholarly journals Impact of parent-child separation on children’s social-emotional development: a cross-sectional study of left-behind children in poor rural areas of China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Huifeng Shi ◽  
Yuanyuan Wang ◽  
Mengshi Li ◽  
Chang Tan ◽  
Chunxia Zhao ◽  
...  
Keyword(s):  
Emotional Development ◽  
Rural China ◽  
Emotional Problems ◽  
Primary Caregivers ◽  
Cumulative Exposure ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Left Behind ◽  
Child Separation ◽  
Parent Child

Abstract Background Parent-child separation is a considerable adversity for left-behind children (LBC), but there is little evidence on the association between detailed characteristics of parent-child separation and social-emotional development among LBC. This study examined the characteristics of parent-child separation and its impacts on developmental delay among under-3 LBC in poor rural China. Methods We used data from 811 LBC surveyed in five poor counties in rural China in 2018. Detailed characteristics of their parental migration were recalled by their primary caregivers in face-to-face interviews. The children’s social-emotional development was measured by using the Ages and Stages Questionnaire: Social-Emotional. Logistic regression was employed to examine the association of detailed characteristics of parent-child separation with early social-emotional problems after adjusting for the children’s and primary caregivers’ sociodemographic characteristics. Results 287 (35.4%) children were left behind by fathers and cared for by mothers (FM-MC), while 524 (64.6%) were left behind by both parents and cared for by grandparents (PM-GC). The rate of social-emotional problems among LBC was 36.8% (PM-GC vs FM-MC: 40.6% vs 29.5%; aOR 1.51, 95% CI: 1.06 to 2.16). For paternal migration, the medians of the child’s age at the first migration and average duration per migration were 3 months (IQR: 1 to 9 months) and 4.48 months (IQR: 2.38 to 7.54 months), respectively. For maternal migration, the corresponding values were 9 months (IQR: 6 to 13 months) and 4.65 months (IQR: 2.71 to 7.62 months), respectively. On average, LBC had been separated from fathers for 72% of their life due to paternal migration and from mothers for 52% of their life due to maternal migration. No significant association was found between the detailed characteristics of paternal migration and social-emotional development among LBC, while social-emotional problems among LBC were significantly associated with the proportion of cumulative duration of maternal migration in the child’s lifetime (aOR 2.83; 95% CI: 1.13 to 7.10). Conclusions LBC under 3 years had a high risk of social-emotional problems in poor rural China. Cumulative exposure to maternal migration may be detrimental to LBC’s early social-emotional development. Programs are necessary to support these children as well as their families.

Protective factors for social-emotional well-being of refugee children in the first three years of settlement in Australia

2017 ◽  
Vol 103 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Karen Zwi ◽  
Lisa Woodland ◽  
Katrina Williams ◽  
Pamela Palasanthiran ◽  
Santuri Rungan ◽  
...  
Keyword(s):  
Protective Factors ◽  
Protective Factor ◽  
Stressful Life Events ◽  
Rating Scale ◽  
Community Support ◽  
Well Being ◽  
Structured Interview ◽  
Marital Stability ◽  
Refugee Children ◽  
Social Emotional

AimThis longitudinal study investigated protective factors for social-emotional well-being in refugee children in Australia.MethodsNewly arrived refugee children aged 4–15 years were recruited between 2009 and 2013 and assessments were conducted at two points, at years 2 and 3 postarrival. Social-emotional well-being was assessed using the Strengths and Difficulties Questionnaire (SDQ). Protective factors were assessed by structured interview and the Social Readjustment Rating Scale (SRRS); scores <150 reflect fewer stressful life events in the previous year.ResultsForty-three eligible refugee children were recruited. The SDQ was completed by parents in 90% and protective factor data in 80% at years 2 and 3 of follow-up. Protective factors for normal SDQ scores were: originating from Africa (p=0.01), father present on arrival (p=0.019) and family SRRS scores <150 at year 2 (p=0.045). The median number of protective factors was 4 (range 1–8). Better SDQ scores were associated with ≥4 protective factors (p<0.006). Furthermore, more protective factors increased the child’s likelihood of a stable or improved SDQ score over time (p<0.04). Modifiable protective factors likely to promote social-emotional well-being include stability in the child’s school and residence, parental employment, financial and marital stability, proximity to one’s own ethnic community and external community support.ConclusionsCumulative protective factors, some of which are potentially modifiable, can predict social-emotional well-being in newly arrived refugee children. Children with four or more protective factors are at low risk of poor social-emotional well-being.

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

The Development of Young Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Evelien Dirks
Keyword(s):  
Cognitive Development ◽  
Hard Of Hearing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parent Child Interactions ◽  
Mental State Language ◽  
Early Parent ◽  
Hearing Children ◽  
State Language ◽  
Parent Child

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

scholarly journals Family Quality of Life and Partnership for Families of Students With Deaf-Blindness

2018 ◽  
Vol 41 (1) ◽  
pp. 50-62 ◽  
Author(s):  
Kathleen Kyzar ◽  
Sara Brady ◽  
Jean Ann Summers ◽  
Ann Turnbull
Keyword(s):  
Quality Of Life ◽  
Well Being ◽  
National Sample ◽  
Family Interaction ◽  
Children And Youth ◽  
Family Quality Of Life ◽  
Social Emotional ◽  
Factor Solution ◽  
The Relationship

Family–professional partnerships are a key support for families of children with disabilities, but little is known about families of children with deaf-blindness. This study examined (a) the factor structures of the Beach Center on Disability Family–Professional Partnership and Family Quality of Life (FQOL) Scales utilizing a national sample of families of children and youth with deaf-blindness (age birth to 22 years), and (b) the relationship between family–professional partnership and FQOL at the subdomain levels. Results suggested a two-factor solution for family–professional partnership (Enhancing Connection and Enhancing Capacity) and a three-factor solution for FQOL (Family Interaction/Parenting Well-being, Social/Emotional Well-being, Physical/Material Well-being). Enhancing Capacity Partnership moderated the relationship between Enhancing Connection Partnership and Family Interaction/Parenting Well-being FQOL. The significance of these findings in light of the existing family–professional partnership literature is discussed, and implications for research and practice are offered.

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