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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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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