Adverse childhood experiences: Mechanisms of risk and resilience in a longitudinal urban cohort / Alison GIOVANELLI in Development and Psychopathology, 32-4 (October 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-4 (October 2020) . - p.1418-1439 Titre : Adverse childhood experiences: Mechanisms of risk and resilience in a longitudinal urban cohort Type de document : texte imprimé Auteurs : Alison GIOVANELLI, Auteur ; Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur ; Suh-Ruu OU, Auteur Article en page(s) : p.1418-1439 Langues : Anglais (eng) Mots-clés : ACEs  generative mechanisms  risk and resilience  underserved communities Index. décimale : PER Périodiques Résumé : There is an extensive literature describing the detrimental effects of adverse childhood experiences (ACE; e.g., abuse, neglect, and household dysfunction) on physical and mental health. However, few large-scale studies have explored these associations longitudinally in urban minority cohorts or assessed links to broader measures of well-being such as educational attainment, occupation, and crime. Although adversity and resilience have long been of interest in developmental psychology, protective and promotive factors have been understudied in the ACE literature. This paper investigates the psychosocial processes through which ACEs contribute to outcomes, in addition to exploring ways to promote resilience to ACEs in vulnerable populations. Follow-up data were analyzed for 87% of the original 1,539 participants in the Chicago Longitudinal Study (N = 1,341), a prospective investigation of the impact of an Early Childhood Education program and early experiences on life-course well-being. Findings suggest that ACEs impact well-being in low-socioeconomic status participants above and beyond the effects of demographic risk and poverty, and point to possible mechanisms of transmission of ACE effects. Results also identify key areas across the ecological system that may promote resilience to ACEs, and speak to the need to continue to support underserved communities in active ways. En ligne : http://dx.doi.org/10.1017/s095457941900138x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Adverse childhood experiences: Mechanisms of risk and resilience in a longitudinal urban cohort [texte imprimé] / Alison GIOVANELLI, Auteur ; Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur ; Suh-Ruu OU, Auteur . - p.1418-1439. Langues : Anglais (eng) in Development and Psychopathology > 32-4 (October 2020) . - p.1418-1439 Mots-clés : ACEs  generative mechanisms  risk and resilience  underserved communities Index. décimale : PER Périodiques Résumé : There is an extensive literature describing the detrimental effects of adverse childhood experiences (ACE; e.g., abuse, neglect, and household dysfunction) on physical and mental health. However, few large-scale studies have explored these associations longitudinally in urban minority cohorts or assessed links to broader measures of well-being such as educational attainment, occupation, and crime. Although adversity and resilience have long been of interest in developmental psychology, protective and promotive factors have been understudied in the ACE literature. This paper investigates the psychosocial processes through which ACEs contribute to outcomes, in addition to exploring ways to promote resilience to ACEs in vulnerable populations. Follow-up data were analyzed for 87% of the original 1,539 participants in the Chicago Longitudinal Study (N = 1,341), a prospective investigation of the impact of an Early Childhood Education program and early experiences on life-course well-being. Findings suggest that ACEs impact well-being in low-socioeconomic status participants above and beyond the effects of demographic risk and poverty, and point to possible mechanisms of transmission of ACE effects. Results also identify key areas across the ecological system that may promote resilience to ACEs, and speak to the need to continue to support underserved communities in active ways. En ligne : http://dx.doi.org/10.1017/s095457941900138x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society / Arthur J. REYNOLDS in Development and Psychopathology, 33-2 (May 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-2 (May 2021) . - p.466-482 Titre : Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society Type de document : texte imprimé Auteurs : Arthur J. REYNOLDS, Auteur Année de publication : 2021 Article en page(s) : p.466-482 Langues : Anglais (eng) Mots-clés : Head Start  developmental psychology  early childhood development  poverty  social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society [texte imprimé] / Arthur J. REYNOLDS, Auteur . - 2021 . - p.466-482. Langues : Anglais (eng) in Development and Psychopathology > 33-2 (May 2021) . - p.466-482 Mots-clés : Head Start  developmental psychology  early childhood development  poverty  social programs and policies Index. décimale : PER Périodiques Résumé : In a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all. En ligne : http://dx.doi.org/10.1017/s0954579420001777 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Psychological well-being in midlife following early childhood intervention / Christina F. MONDI in Development and Psychopathology, 35-1 (February 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-1 (February 2023) . - p.357-382 Titre : Psychological well-being in midlife following early childhood intervention Type de document : texte imprimé Auteurs : Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur Article en page(s) : p.357-382 Langues : Anglais (eng) Mots-clés : early childhood education  mechanisms of early intervention  preschool  psychological wellbeing  poverty Index. décimale : PER Périodiques Résumé : The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participantsâ?? psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed. En ligne : https://doi.org/10.1017/S0954579421001528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Psychological well-being in midlife following early childhood intervention [texte imprimé] / Christina F. MONDI, Auteur ; Arthur J. REYNOLDS, Auteur . - p.357-382. Langues : Anglais (eng) in Development and Psychopathology > 35-1 (February 2023) . - p.357-382 Mots-clés : early childhood education  mechanisms of early intervention  preschool  psychological wellbeing  poverty Index. décimale : PER Périodiques Résumé : The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participantsâ?? psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed. En ligne : https://doi.org/10.1017/S0954579421001528 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

School mobility and developmental outcomes in young adulthood / Janette E. HERBERS in Development and Psychopathology, 25-2 (May 2013)  

Public ISBD [article]  inDevelopment and Psychopathology > 25-2 (May 2013) . - p.501-515 Titre : School mobility and developmental outcomes in young adulthood Type de document : texte imprimé Auteurs : Janette E. HERBERS, Auteur ; Arthur J. REYNOLDS, Auteur ; Chin-Chih CHEN, Auteur Article en page(s) : p.501-515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : School mobility has been shown to increase the risk of poor achievement, behavior problems, grade retention, and high school dropout. Using data over 25 years from the Chicago Longitudinal Study, we investigated the unique risk of school moves on a variety of young adult outcomes including educational attainment, occupational prestige, depression symptoms, and criminal arrests. We also investigated how the timing of school mobility, whether earlier or later in the academic career, may differentially predict these outcomes over and above associated risks. Results indicate that students who experience more school changes between kindergarten and 12th grade are less likely to complete high school on time, complete fewer years of school, attain lower levels of occupational prestige, experience more symptoms of depression, and are more likely to be arrested as adults. Furthermore, the number of school moves predicted outcomes above and beyond associated risks such as residential mobility and family poverty. When timing of school mobility was examined, results indicated more negative outcomes associated with moves later in the grade school career, particularly between 4th and 8th grades. En ligne : http://dx.doi.org/10.1017/S0954579412001204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] School mobility and developmental outcomes in young adulthood [texte imprimé] / Janette E. HERBERS, Auteur ; Arthur J. REYNOLDS, Auteur ; Chin-Chih CHEN, Auteur . - p.501-515. Langues : Anglais (eng) in Development and Psychopathology > 25-2 (May 2013) . - p.501-515 Index. décimale : PER Périodiques Résumé : School mobility has been shown to increase the risk of poor achievement, behavior problems, grade retention, and high school dropout. Using data over 25 years from the Chicago Longitudinal Study, we investigated the unique risk of school moves on a variety of young adult outcomes including educational attainment, occupational prestige, depression symptoms, and criminal arrests. We also investigated how the timing of school mobility, whether earlier or later in the academic career, may differentially predict these outcomes over and above associated risks. Results indicate that students who experience more school changes between kindergarten and 12th grade are less likely to complete high school on time, complete fewer years of school, attain lower levels of occupational prestige, experience more symptoms of depression, and are more likely to be arrested as adults. Furthermore, the number of school moves predicted outcomes above and beyond associated risks such as residential mobility and family poverty. When timing of school mobility was examined, results indicated more negative outcomes associated with moves later in the grade school career, particularly between 4th and 8th grades. En ligne : http://dx.doi.org/10.1017/S0954579412001204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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