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Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development
This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people’s social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. A total of 45 studies (30 interventions) involving 496,299 participants were included in the analysis. Post-intervention outcomes demonstrated significant but small improvements in participants’ social and emotional adjustment (d = 0.220), behavioural adjustment (d = 0.134), and internalising symptoms (d = 0.109). Interventions were not shown to impact on academic achievement. Origin of study and the inclusion of a community component as part of a whole school approach were found to be significant moderators for social and emotional outcomes. Further research is required to determine the active ingredients of whole school interventions that we can better understand the components necessary to achieve successful outcomes.
Journal Article
Finding me
This is Viola Davis' story, in her own words, and spans her incredible, inspiring life, from her coming-of-age in Rhode Island to her present day. Hers is a story of overcoming, a true hero's journey.
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Acceptance or Despair? Maternal Adjustment to Having a Child Diagnosed with Autism
Psychological adjustment to having one’s child diagnosed with an autism spectrum disorder has important implications for a parent’s mental health. In a longitudinal study, we examined the association between maternal adjustment to the diagnosis and measures of distress and well-being in 90 mothers of children with autism (baseline and 18 months). We used a novel 30-item scale “Adjustment to the Diagnosis of Autism.” Factor analysis identified three dimensions of adjustment: acceptance, self-blame, and despair. Acceptance appeared to be a protective response, as it was associated with lower depressive symptoms, cross-sectionally and over time. Conversely, caregivers with increasing levels of self-blame and despair about the diagnosis over 18 months had worsening of mental health and satisfaction with life during this period.
Journal Article
Multiple Informant Cluster Analysis Findings: Which Military-connected Preschool Aged Children Are Doing Well and Why?
Informed by models of resilience in military families, we explored factors theorized to be associated with social-emotional resilience and risk among young military-connected children. Our secondary analysis of cross-sectional data from 199 military-connected families (
n
= 346 parents) with at least one preschool-age child in the home (
n
= 199) led to the empirical identification of two distinct clusters: families with children demonstrating healthy social-emotional functioning and those showing indicators of less healthy social-emotional functioning when compared to the first group. We then identified factors associated with membership in each cluster to determine which deployment and parental well-being variables were salient for young child adjustment. Parent psychological symptoms, parenting, child behavior, and parent-child relationships were measured by parent report and observed interaction. Children with healthier social-emotional functioning were found to be residing with families experiencing less stress and distress. The importance of maternal trauma history is highlighted in our study, as elevated maternal symptoms across all three posttraumatic stress disorder symptom domains were associated with child social-emotional risk. Basic family demographic characteristics did not contribute significantly to the cluster distinctions, nor did military service factors such as active duty, reserve or veteran status, military rank or parent deployment history. These findings are important as the results deemphasize the importance of military service characteristics and highlight the importance of parent well-being when considering social-emotional risk and resilience of young children within military families.
Highlights
Military-connected families with lower levels of stress were more likely to have preschoolers with positive social-emotional adjustment.
Elevated maternal symptoms in all three posttraumatic stress disorder domains were associated with child behavioral risk.
Family military service and demographic characteristics did not contribute significantly to social-emotional child adjustment.
Journal Article
The Impact of Deployment on Parental, Family and Child Adjustment in Military Families
Since 9/11, military service in the United States has been characterized by wartime deployments and reintegration challenges that contribute to a context of stress for military families. Research indicates the negative impact of wartime deployment on the well being of service members, military spouses, and children. Yet, few studies have considered how parental deployments may affect adjustment in young children and their families. Using deployment records and parent-reported measures from primary caregiving (N = 680) and military (n = 310) parents, we examined the influence of deployment on adjustment in military families with children ages 0–10 years. Greater deployment exposure was related to impaired family functioning and marital instability. Parental depressive and posttraumatic stress symptoms were associated with impairments in social emotional adjustment in young children, increased anxiety in early childhood, and adjustment problems in school-age children. Conversely, parental sensitivity was associated with improved social and emotional outcomes across childhood. These findings provide guidance to developing preventive approaches for military families with young children.
Journal Article
Associations Between Parent–Teacher Cocaring Relationships, Parent–Child Relationships, and Young Children’s Social Emotional Development
BackgroundUnderstanding the correlates of young children’s social emotional development is important to optimally support children’s long-term success.ObjectiveThis study examined the associations among dimensions of parent–teacher cocaring relationships, infants’ and toddlers’ social emotional adjustment, and parent–child closeness and conflict.MethodOur sample consisted of 90 families utilizing full-time, center-based childcare for their 12–36 month old child, about a fourth of whom received subsidized childcare. Parents completed a set of questionnaires about themselves, their cocaring relationship with a particular classroom teacher, their relationship with their child, and the child’s social emotional functioning.ResultsAfter controlling for children’s age, parents’ race and education, and childcare subsidy receipt, HLM analyses revealed significant associations. After accounting for parent–child relationship quality, parents’ perceptions of cocaring endorsement were positively associated with child competence, and perceptions of cocaring undermining were positively associated with children’s dysregulation. In addition, reported cocaring endorsement demonstrated a marginal negative association with parent–child conflict. Parent–child conflict was significantly associated with all forms of children’s social emotional functioning, while parent–child closeness was only associated with child competence.ConclusionsFindings highlight the importance of adult-relationships in children’s early social emotional development, with an emphasis on the cocaring relationship as a bridge between home and child care contexts, and the utility of the cocaring framework as a guide for examination of and reflection on the processes underlying parent–teacher relationships.
Journal Article
Investigation of social capital and its relationship with emotional adjustment in infertile couples: A cross-sectional study
Background: Infertility is an abnormal event in the life of families and can have various consequences on a personal and social level. Therefore, infertile couples need to manage their emotional responses. Social capital, as one of the social determinants of health, can affect mental health.
Objective: This study was conducted to determine the relationship between social capital and emotional adjustment in infertile couples.
Materials and Methods: This cross-sectional study was conducted from October 2018 to February 2019 with 170 infertile couples visiting infertility centers in Sari, Iran. The data collection instruments included the social capital integrated questionnaire, an emotional adjustment scale and a demographic-reproductive checklist.
Results: All the social capital dimensions, except for the groups and networks dimension, had a score of higher than 50 (more than the mean score). Based on ANCOVA and the multiple linear regression results, the dimension of trust and solidarity had a significant negative relationship with emotional adjustment (p = 0.01), but no significant relationship was observed between the other social capital dimensions and emotional adjustment.
Conclusion: The trust and solidarity dimension had a significant relationship with emotional adjustment in infertile couples. Accordingly, increasing mutual trust between neighborhood residents can strengthen social capital, and in turn, improve emotional adjustment in infertile couples.
Key words: Social capital, Emotional adjustment, Infertility.
Journal Article
A 2-year longitudinal study of neuropsychological functioning, psychosocial adjustment and rehospitalisation in schizophrenia and major depression
Neuropsychological functioning turns out to be a rate-limiting factor in psychiatry. However, little is known when comparing neuropsychological and psychosocial functioning in inpatients with schizophrenia or severe depression in their treatment pathways including add-on psychoeducation or the latter combined with cognitive behavioral therapy up to 2-year follow-up. To evaluate this question, we investigated these variables in two randomised controlled trials including 196 patients with DSM-IV schizophrenia and 177 patients with major depression. Outcome measures were assessed in the hospital at pre- and posttreatment and following discharge until 2-year follow-up. We focused on neuropsychological and psychosocial functioning regarding its differences and changes over time in data of two pooled trials. There were significant time effects indicating gains in knowledge about the illness, short and medium-term memory (VLMT) and psychosocial functioning (GAF), however, the latter was the only variable showing a time x study/diagnosis interaction effect at 2-year follow-up, showing significant better outcome in depression compared to schizophrenia. Moderator analysis showed no changes in psychosocial and neuropsychological functioning in schizophrenia and in affective disorders due to age, duration of illness or sex. Looking at the rehospitalisation rates there were no significant differences between both disorders. Both groups treated with psychoeducation or a combination of psychoeducation and CBT improved in neuropsychological and psychosocial functioning as well as knowledge about the illness at 2-year follow-up, however, patients with major depression showed greater gains in psychosocial functioning compared to patients with schizophrenia. Possible implications of these findings were discussed.
Journal Article
Reading difficulty and socio-emotional adjustment: Internalizing patterns depend on age of identification
Children with reading difficulty experience stress in school that may put them at risk of negative socio-emotional adjustment involving externalizing or internalizing patterns. It is unclear what factors influence some children to experience externalizing patterns and others internalizing patterns. This study investigated the influences of the age of identification of reading difficulties and coping strategies on socio-emotional adjustment. Data were collected from 31 children with reading difficulty (ages 9 to 12 years), recruited from Winnipeg schools and child-care centres, on measures of coping strategy and socio-emotional adjustment and parent/guardian reported age-of-identification. Direct and indirect process analyses, using percentile bootstrapping, were used to examine mediating effects of coping strategies in the relationship between age-of identification and socio-emotional adjustment. Results showed late-identified children (in Grade 2 or later) were more likely to report using disengagement coping strategies. Early-identified children (before Grade 2) were more likely to report higher internalizing patterns. Evidence for partial mediation by secondary coping strategy on the relationship between age-of-identification and internalizing outcomes was found. No other mediation patterns were found, including indirect effects of age-of-identification on socio-emotional functioning through coping. Although early identification of reading difficulties is associated with greater risk of developing internalizing problems, patterns of coping with reading-related stress have limited influence. Clarifying how age of identification of reading difficulty influences socio-emotional adjustment will help resolve theoretical debates about the experience of reading difficulty as a risk factor for negative socio-emotional adjustment, and will help educators/clinicians to promote struggling readers' healthy socio-emotional adjustment.
Journal Article