However, youths growing up
in impoverished, inner - city neighborhoods face obstacles to conventional development.1, 2 Many African - American adolescents are caught up
in the subculture of «the streets» and,
in the transition to adulthood, risk becoming school dropouts, premature parents, marginally
employed adults, welfare recipients, and struggling
family members.
«The National
Family Violence Survey upon which Straus bases his major conclusions about the relative rates of violence by partners and against children rely solely on self - reported acts of force by
adults, do not determine whether these acts actually occurred,
employ a definition of child abuse that bears little or no relation to the definitions used
in the child welfare field or by the courts, and take no account of actual consequences, such as injury.
Walter immediately began to
employ these ideas and practices
in his roles as a licensed psychologist,
family therapist, counselor and consultant
in a variety of court, legal, policy and organizational settings addressing clergy and professional sexual misconduct of youth and vulnerable
adults.
In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.
In the long term, those participating children are more likely to be
employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10
In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.
In addition, the impact is greatest for children from low - income
families.11 Differences
in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.
in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living
in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.
in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living
in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.
in poverty have limited resources to provide for their
families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive
adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14