REPRODUCTIVE AND ENVIRONMENTAL CASUALTIES: A REPORT ON THE 10-YEAR FOLLOW-UP OF THE CHILDREN OF THE KAUAI PREGNANCY STUDY

PEDIATRICS ◽  
1968 ◽  
Vol 42 (1) ◽  
pp. 112-127
Author(s):  
Emmy Werner ◽  
J. M. Bierman ◽  
Fern E. French ◽  
Kenneth Simonian ◽  
Angie Connor ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Small Group ◽  
Emotional Support ◽  
Emotional Problems ◽  
Sensory Systems ◽  
Perinatal Complications ◽  
Intellectual Achievement ◽  
Mental Abilities

The effects of perinatal complications and quality of environment were studied in a cohort of 1955 births and a selected sample of 1956 births in the Kauai Pregnancy Study. The 10-year follow-up of the 866 children utilized records, teachers' ratings, and group tests as screening devices and diagnostic examinations by psychologists, pediatricians, and allied disciplines. Independent environmental ratings of socioeconomic status, educational stimulation, and emotional support were based on home interviews. Differences found between children with and without perinatal stress centered on a small group of survivors of severe complications who had a significantly higher proportion of major physical handicaps, predominantly of the central nervous and sensory systems, a higher proportion of I.Q.'s below 85 and lower mean scores on the factors V, R, N, and P of the Primary Mental Abilities Test. No differences were found between children with and without perinatal complications in the proportion of poor grades and the incidence of language, perceptual, and emotional problems, except for those in institutions. Environmental ratings showed a significant association with intellectual, achievement, and emotional problems at age 10. Many more children were affected by unfavorable environment than by severe perinatal stress.

CUMULATIVE EFFECT OF PERINATAL COMPLICATIONS AND DEPRIVED ENVIRONMENT ON PHYSICAL, INTELLECTUAL, AND SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN

PEDIATRICS ◽  
1967 ◽  
Vol 39 (4) ◽  
pp. 490-505
Author(s):  
Emmy Werner ◽  
Kenneth Simonian ◽  
Jessie M. Bierman ◽  
Fern E. French
Keyword(s):  
Socioeconomic Status ◽  
Social Development ◽  
Home Environment ◽  
Intellectual Development ◽  
Cumulative Effect ◽  
Ethnic Origin ◽  
Intellectual Stimulation ◽  
Family Stability ◽  
Perinatal Complications

This is a report of the relationships found between perinatal complications of the newborn and quality of the early childhood environment, and physical, intellectual and social development at age 2. The study group of 670 is a representative sample of live births during the Kauai (Hawaii) Pregnancy Study in 1955. Each newborn infant was rated on a 4-point scale based on type and severity of complications recorded during pregnancy, labor, and delivery. Two percent had severe complications and 10% had moderate complications, leaving 88% subject to no complications judged to be more than mild. Distributions of perinatal scores were not significantly affected by ethnic origin, age of mother, socioeconomic status, family stability, or mother's intelligence. The quality of the environment of each child was also rated on scales based on socioeconomic status, family stability, and mother's intelligence in order to reflect material opportunities, intellectual stimulation, and emotional support available during the first 2 years of the child's life. Three-quarters or more of the families were judged to be average or above by each of the environmental influences. At age 2, children were given pediatric and psychological examinations. Fourteen percent were rated below average in health status or physical development, 16% in intellectual development, and 12% in social development, findings consistent with previous studies. However, there was relatively little overlap among the children identified as below normal by the three criteria confirming the need for cooperative assessment by pediatricians and psychologists. With increasing severity of perinatal stress, there was an increase in the proportion of 2 year olds considered to be below normal in physical status and in intellectual and social development. In all three areas, the developmental lag was especially pronounced for children with severe perinatal stress. In general, the quality of the home environment had a significant effect on both mental and social development by age 2, and the effect increased with severity of perinatal complications. It is important not to overlook the potential benefits of good early environment not only for children born with perinatal stress but also for the much larger number without stress who are born to families providing an unfavorable home environment. As the effects of environment are already apparent by age 2, it is necessary to provide enrichment programs much earlier than in current practice.

Educating Intelligence: Determinants of School Behavior of Disadvantaged Children

1967 ◽  
Vol 33 (9) ◽  
pp. 601-608 ◽  
Author(s):  
Burton Blatt ◽  
Frank Garfunkel
Keyword(s):  
Socioeconomic Status ◽  
Standardized Tests ◽  
School Behavior ◽  
Disadvantaged Children ◽  
Clear Cut ◽  
One Year

This report discusses the effects of a two year intervention on preschool disadvantaged children, as found in a one year follow up. Research and experimental variables of a more or less controllable nature tend to obscure any clear cut conclusion as to the extent and quality of change in these children. It is certainly questionable whether existing standardized tests are appropriate with regard to either the intervention or the socioeconomic status of the children involved.

scholarly journals The Impact of Family Autism Camp on Families and Individuals with ASD

2016 ◽  
Author(s):  
Luchara Wallace
Keyword(s):  
Autism Spectrum Disorders ◽  
Emotional Support ◽  
Autism Spectrum ◽  
Information Gathering ◽  
Daily Lives ◽  
The Family ◽  
Spectrum Disorders ◽  
The Impact

Families of children with disabilities, such as Autism Spectrum Disorders (ASD), often search for opportunities to acquire information about and receive emotional support from others who may have or had similar experiences. An evaluation of the Dakota Black Goose Family Autism Camp sought to determine the impact of the family camp experience. Pre- and Post-Camp surveys were administered upon families’ arrival at Camp and prior to their departure (n=17) to evaluate the overall quality of the program as well as the level of informational and emotional support anticipated and received. Follow-up interviews were completed six months post Camp to determine how and if families incorporated the information provided at Camp into their daily lives. Overall, participants in Dakota Black Goose Family Autism Camp found a great deal of benefit from participation, especially as it related to information gathering, networking and emotional support, and opportunities for family members with ASD to be able to engage with others in a safe and accepting environment.

Parental involvement in home-based education and children's academic achievement in China

2019 ◽  
Vol 47 (12) ◽  
pp. 1-15
Author(s):  
Yongtao Gan ◽  
Sude Bilige
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Parental Involvement ◽  
Emotional Support ◽  
Latent Class ◽  
Home Based ◽  
8Th Grade ◽  
Best Fitting ◽  
Fitting Model

Chinese children's academic achievement has consistently been found to relate to parental involvement. We surveyed 4,222 students in the 8th grade at 15 junior high schools in Hainan Province, China. The data were examined using correlation analysis followed by latent class analysis. The latent class dimensions of parental involvement in home- based education were parent–child communication, home supervision, homework help, emotional support, and parental expectations. A series of models were estimated specifying one through five latent classes. Four types of home-based parental involvement were identified: supportive, basic, strict, and disengaged. After determining the best fitting model, we tested our hypotheses with multiple analysis of variance of parents' socioeconomic status and the students' academic achievement by type of home-based parental involvement. There were, accordingly, significant differences for both socioeconomic status and their children's academic achievement. Scores for both achievement and socioeconomic status were highest among students with supportive home-based parent involvement, followed by those with basic, strict, and disengaged involvement, in descending order. The quantity and quality of parental involvement positively related to the children's academic achievement. We recommend that parents support their children's learning using high-quality communication and involve their children in democratic decision making.

Cathartic Effect of Suicide Attempts Not Limited to Depression

Crisis ◽  
2003 ◽  
Vol 24 (2) ◽  
pp. 73-78 ◽  
Author(s):  
Yves Sarfati ◽  
Blandine Bouchaud ◽  
Marie-Christine Hardy-Baylé
Keyword(s):  
Quality Of Life ◽  
Depressive Symptoms ◽  
Personality Traits ◽  
Rating Scales ◽  
Suicide Attempts ◽  
World Health ◽  
Life Questionnaire ◽  
Short Term

Summary: The cathartic effect of suicide is traditionally defined as the existence of a rapid, significant, and spontaneous decrease in the depressive symptoms of suicide attempters after the act. This study was designed to investigate short-term variations, following a suicide attempt by self-poisoning, of a number of other variables identified as suicidal risk factors: hopelessness, impulsivity, personality traits, and quality of life. Patients hospitalized less than 24 hours after a deliberate (moderate) overdose were presented with the Montgomery-Asberg Depression and Impulsivity Rating Scales, Hopelessness scale, MMPI and World Health Organization's Quality of Life questionnaire (abbreviated versions). They were also asked to complete the same scales and questionnaires 8 days after discharge. The study involved 39 patients, the average interval between initial and follow-up assessment being 13.5 days. All the scores improved significantly, with the exception of quality of life and three out of the eight personality traits. This finding emphasizes the fact that improvement is not limited to depressive symptoms and enables us to identify the relative importance of each studied variable as a risk factor for attempted suicide. The limitations of the study are discussed as well as in particular the nongeneralizability of the sample and setting.

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