Developmental and social–ecological perspectives on children, political violence, and armed conflict / E. Mark CUMMINGS in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.1-10 Titre : Developmental and social–ecological perspectives on children, political violence, and armed conflict Type de document : Texte imprimé et/ou numérique Auteurs : E. Mark CUMMINGS, Auteur ; Christine E. MERRILEES, Auteur ; Laura K. TAYLOR, Auteur ; Christina F. MONDI, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : An increasing number of researchers and policymakers have been moved to study and intervene in the lives of children affected by violent conflicts (Masten, 2014). According to a United Nations Children's Fund (2009) report, over 1 billion children under the age of 18 are growing up in regions where acts of political violence and armed conflict are, as Ladds and Cairns (1996, p. 15) put it, “a common occurrence—a fact of life.” In recent years, the United Nations Children's Fund, advocacy and human rights groups, journalists, and researchers have drawn public attention to the high rates of child casualties in these regions, and to the plights of those children still caught in the crossfire. It has thus become clear that both the challenges and the stakes are higher than ever to promote the safety and well-being of affected children around the world (Masten & Narayan, 2012; Tol, Jordans, Kohrt, Betancourt, & Komproe, 2012). En ligne : http://dx.doi.org/10.1017/s0954579416001061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Developmental and social–ecological perspectives on children, political violence, and armed conflict [Texte imprimé et/ou numérique] / E. Mark CUMMINGS, Auteur ; Christine E. MERRILEES, Auteur ; Laura K. TAYLOR, Auteur ; Christina F. MONDI, Auteur . - p.1-10. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.1-10 Index. décimale : PER Périodiques Résumé : An increasing number of researchers and policymakers have been moved to study and intervene in the lives of children affected by violent conflicts (Masten, 2014). According to a United Nations Children's Fund (2009) report, over 1 billion children under the age of 18 are growing up in regions where acts of political violence and armed conflict are, as Ladds and Cairns (1996, p. 15) put it, “a common occurrence—a fact of life.” In recent years, the United Nations Children's Fund, advocacy and human rights groups, journalists, and researchers have drawn public attention to the high rates of child casualties in these regions, and to the plights of those children still caught in the crossfire. It has thus become clear that both the challenges and the stakes are higher than ever to promote the safety and well-being of affected children around the world (Masten & Narayan, 2012; Tol, Jordans, Kohrt, Betancourt, & Komproe, 2012). En ligne : http://dx.doi.org/10.1017/s0954579416001061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

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

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