Sentences with phrase «family socioeconomic factors»

Combination of stressful family socioeconomic factors (poverty, severe deprivation, marital breakup, single parenting, unemployment, loss of support from extended family)

The strongest correlates of achievement gaps are local racial / ethnic differences in parental income, local average parental education levels, and patterns of racial / ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly though residential and school segregation patterns.

Not exact matches

The study also included data on various individual characteristics (e.g. extraversion and hostility in childhood; physical health in childhood and adulthood) and family and environmental factors (e.g., socioeconomic status in childhood, social integration in adulthood).

According to the senior author Ken Smith, Ph.D., a population health researcher at Huntsman Cancer Institute and a distinguished professor of family studies and population science at the University of Utah, «This study shows that early - life socioeconomic status, based on factors such as parental occupation at birth, may be associated with cancer risk in adulthood.

They measured total socioeconomic adversity by weighing factors such as average parental education, family economic hardship, family make - up and employment status.

«The discordant twin design minimizes a number of potentially confounding factors that may explain the association between childhood verbal ability and subsequent alcohol use by «controlling» for differences on variables [such as] socioeconomic differences or family factors that, if excluded, could cloud the interpretation of findings.»

The study also found that factors including family background, health, home learning, parenting and early care and education explained over half the gaps in reading and math ability between children in the lowest versus highest socioeconomic strata.

Low stress resilience was associated with an increased risk of developing type 2 diabetes after adjusting for body mass index, family history of diabetes, and individual and neighbourhood socioeconomic factors — the 20 % of men with the lowest resistance to stress (scores 1 - 3) were 51 % more likely to have been diagnosed with diabetes than the 20 % with the highest resistance to stress (scores 7 - 9) with diabetes risk decreasing in an approximately linear fashion with increased resistance to stress.

Writing in the journal Neurobiology of Aging, a research team, led by senior author William S. Kremen, PhD, professor of psychiatry and co-director of the Center for Behavior Genetics of Aging at UC San Diego School of Medicine, found that major adverse events in life, such as divorce, separation, miscarriage or death of a family member or friend, can measurably accelerate aging in the brains of older men, even when controlling for such factors as cardiovascular risk, alcohol consumption, ethnicity and socioeconomic status, which are all associated with aging risk.

In California, both NME and pertussis clusters were associated with factors characteristic of high socioeconomic status such as lower population density; lower average family size; lower percentage of racial or ethnic minorities; higher percentage of high school, college, or graduate school graduates; higher median household income; and lower percentage of families in poverty.

Some, like family history, age, gender, ethnicity, and socioeconomic status, are non-modifiable risk factors.

Research suggests that EL families» socioeconomic status, lack of social connectivity, language barriers, differing cultural perspectives about family engagement in education, and lack of familiarity with U.S. school procedures are all factors that constrain EL families» awareness of school options and opportunities.

Of course, it may be argued that schools are counteracting socioeconomic factors that would otherwise lead to ever - growing inequality (if, for example, family background becomes increasingly important for scholastic success as children age and homework becomes more important).

In my research, the factor most predictive was coming from a single - parent family (even after controlling for socioeconomic status).

To find out how the individual states performed in 2000 compared with what we might expect on the basis of conditions in each state, I computed the correlation of completion rates with expectations based on three factors: state average socioeconomic characteristics (family income, education, and occupation); the percentage of two - parent families; and the rate at which students change schools.

The result is a growing wave of studies that are able to isolate the effect of schools and teachers from the myriad other factors — such as race, family socioeconomic status, English proficiency, and student mobility.

Students arrive with a tremendous amount of baggage, with various health and nutrition factors, family issues, neighborhood influences and differing socioeconomic levels.

Also in 1966, the Coleman Report said that family background and socioeconomic factors play a role in «achievement» — but it was interpreted to mean that «school resources» don't matter.

As above, other factors (race / ethnicity, socioeconomic background, family status, age, and income) will influence answers to these questions.

This attendance gap is well recognised in the literature and exists in spite of targeted interventions that span a number of decades.30 This significant gap has been attributed to several factors, including greater family mobility, social and cultural reasons for absence, the higher rate of emotional and behavioural problems in Aboriginal children, the intergenerational legacy of past practices of exclusion of Aboriginal children from schools, and its impact on shaping family and community values regarding the importance of attending school in Indigenous families compared with non-Indigenous families.6 7 31 Additional socioeconomic and school factors differed slightly between the Indigenous and non-Indigenous cohorts.

This then established the relationship between neighbourhood socioeconomic status (SES) and a number of children's health and developmental outcomes.9 Longitudinal research suggested structural characteristics such as poverty and demography were mediated through community - level social processes that influenced the functioning of families and children.10, 11 Today, however, there is still limited understanding of the modifiable community - level factors likely to benefit outcomes for young children despite socioecological frameworks suggesting there are multiple levels of influence (individual, family, community) on early child development (ECD).12, 13 Investigating these influences is thought best undertaken through a combination of quantitative and qualitative methods that can test these multiple influences on ECD.14, 15

In addition, little knowledge is available on the effect of parenting support programmes delivered to immigrant parents.24 The few studies available have mostly shown little or no improvement in the mental health of immigrant parents25 26 or even poorer outcomes for immigrant families27 and families with low socioeconomic status.28 Scarcity of studies in this area may simply because few immigrant parents participate in such programmes.24 Several studies have reported difficulties in recruiting and retaining immigrant parents in parenting support programmes.29 30 Factors such as belonging to an ethnic minority, low socioeconomic status, practical aspects or experienced alienation and discrimination all contribute to low participation.28 31 Other studies have demonstrated that low participation and a high dropout rate of immigrant parents are associated with a lack of cultural sensitivity in the intervention, poor information about the parenting programme and lack of trust towards professionals.24 A qualitative study conducted with Somali - born parents in Sweden showed that Somali parents experienced many societal challenges in the new country and in their parenting behaviours.

A number of factors have been associated with poor school attendance, including low socioeconomic status and low levels of parental education.1 3 In Australia, Indigenous young people have been identified to have significantly worse attendance and school retention when compared with non-Indigenous children, and it has been suggested that this is a key driver of the gap in academic outcomes between non-Indigenous and Indigenous young people.6 — 8 In addition Moore and McArthur9 identified that maternal and family risks, such as family instability, mental illness and drug and alcohol issues, are associated with reduced child participation in school.

Likewise, more children in the Lovaas group were in typical schools subsequent to intervention (17 vs 1), although this specific outcome may have been attributable to factors, including differences in socioeconomic status and family constellation, that were evident between the groups.

Indeed, Jay Belsky incorporated all of these risk factors into his process model of parenting, 11 and data from multiple studies support links to child well - being.12 In an experiment on the effectiveness of a program for low - birth - weight infants, Lawrence Berger and Jeanne Brooks - Gunn examined the relative effect of both socioeconomic status and parenting on child abuse and neglect (as measured by ratings of health providers who saw children in the treatment and control groups six times over the first three years of life, not by review of administrative data) and found that both factors contributed significantly and uniquely to the likelihood that a family was perceived to engage in some form of child maltreatment.13 The link between parenting behaviors and child maltreatment suggests that interventions that promote positive parenting behaviors would also contribute to lower rates of child maltreatment among families served.

A family's culture and the family's socioeconomic status are also key factors, plus whether the boy has siblings or not, if other traumas exist and whether emotional support exists for the boys are contributing to boys» responses to divorce, as well.

This study examines potential racial and ethnic differences in early adolescent girls» desired and perceived normative role timing and the extent to which various socioeconomic and family factors and school and job aspirations might be linked with girls» role - timing expectations.

Childhood risk factors were assessed up to 9 years of age: neurodevelopmental characteristics (perinatal insults, gross motor skills, and intelligence quotient); parental characteristics (mother's internalising symptoms, including depression and anxiety, mother — child interactions, criminal conviction history, and parental disagreement about discipline); family characteristics (number of residence changes, socioeconomic status, unwanted sexual contact, and loss of a parent); and child behaviour and temperament (inhibited or undercontrolled temperament, peer problems, and depressive symptoms).

Family background, health, home learning, parenting, and early care and education factors explain over half the gaps in reading and math ability between US children in the lowest versus highest socioeconomic status quintiles, suggesting a need for comprehensive early interventions.

The second problem is that the environmental factors examined in the studies usually cited as evidence for gene - environment interactions — for example, high family conflict (Bergeman, Plomin, McClearn, Pedersen, & Friberg, 1988), low socioeconomic status (Cloninger, Sigvardsson, Bohman, & von Knorring, 1982), or criminal parents (Mednick, Gabrielli, & Hutchings, 1987)-- can not account for differences between siblings reared together.

OBJECTIVE: To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients.

Background and contextual factors include our family and cultural background, socioeconomic background, and how the marital relationship will be viewed and supported by family and friends.

In the third article, we described the impact of socioeconomic factors on child health and the efforts of school nurses to foster meaningful community connections to support school children and their families.

No significant association was found between socioeconomic factors (parental education and source of income) and family functioning

Socio - cultural, familial factors (e.g., ethnicity, culture, religion, spirituality, socioeconomic status, family values) in relation to sexual values and behaviors.

Prevention efforts have identified a number of within - group contextual factors involved in the etiology of substance use among Latino youth including family socioeconomic status, nativity status, acculturation processes, acculturation stress, and structural barriers.

Some external factors, such as children's relationships with family members and their cultural or socioeconomic background, and individual factors, such as physical, intellectual, developmental or behavioural disabilities, may also influence young children's peer experiences.

As a father of a blended family of five children, and an experienced clinician, James knows how physical, emotional and socioeconomic factors can impact even the strongest of individuals, couples and families.

Ideally, the results of this study should be confirmed by studies with a longitudinal design and access to information on psychological as well as socioeconomic family factors.

[jounal] Olsson, M. B. / 2008 / Socioeconomic and psychological variables as risk and protective factors for parental well - being in families of children with intellectual disabilities / Journal of Intellectual Disability Research 52 (12): 1102 ~ 1113

Factors such as socioeconomic status (SES), preinjury family functioning, resources and stresses, and initial response to the injury appear to moderate the impact of pediatric TBI on caregivers, placing some families at greater risk for long - term difficulties (Rivara et al., 1996; Wade, Wolfe, Brown, & Pestian, 2005; Wade et al., 2002).

Based on these mixed results and limitations in generalizability, more studies are needed with (a) adequate controls for key socioeconomic and family composition factors known to be associated with behavior problems in children, (b) early assessment of temperament, (c) samples that include higher risk children (e.g., low - income families, children with health problems, etc.), and (d) controls for behavior problems that predate the exposure to recent family conflict.

As a father of a blended family of five children, and as an experienced clinician, James knows how physical, emotional and socioeconomic factors can impact even the strongest of individuals, couples and families.Learn More

Logistic regression was used to assess the association of child mental health conditions and parent mental health status, while examining socioeconomic, parent, family, and community factors as potential effect modifiers and confounders of the association.

Socioeconomic status ranged from lower to upper - middle class according to Hollingshead's two - factor classification, with most fathers and mothers in the upper - middle class (61.2 and 68.2 %, respectively), and approximately half of the families with both parents in the upper - middle class (49.2 %).

Contextual factors include socioeconomic status, family stress, and conflict; parent factors included parental depression; parenting factors included parental hostility, support, and scaffolding skills; child factors included child effortful control (EC), negative affect (NA), and sensory regulation.