Family Coping as a Protective Factor for Poor Children

This study examined family influences on coping and adjustment among 90 low-income Latino middle school children (46% Female; Average age = 11.38, SD = .66) and their primary caregivers (93% Female; Average age = 36.12, SD = 6.13). All participants identified as Hispanic/Latino, with 75% of families identifying as Mexican-origin Latino, 77% of parents identifying as immigrants, and 32% of children identifying immigrants. All children participating in the study were receiving free or reduced lunch, a poverty indicator. Hierarchical linear modeling analyses revealed that family reframing is related to fewer symptoms of psychopathology and that familism enhances the protective effect of family reframing, while passive appraisal is linked to worse functioning. Path analyses showed that family reframing also has indirect effects on symptoms through child primary control coping. Additional analyses identified family mobilizing support and family ethnic socialization as potential contributors to child secondary control coping. Family mobilizing support may also be helpful for single-parent families, while family spiritual support is helpful for immigrant families. Qualitative findings from an initial focus group and from the larger sample are also discussed. Results are discussed with regard to the implications of this research for preventive interventions with families in poverty. Understanding the protective links of family coping and cultural strengths to mental health outcomes of poor children can influence intervention or prevention programming and policy targeting at-risk youth and families

Examining the implementation of Teacher–Child Interaction Training-Universal in public schools

The Teacher–Child Interaction Training-Universal (TCIT-U) is a professional development program for teachers that promotes positive relational interactions and strengthens classroom management. This study examines the implementation of TCIT-U in a public school district to guide future implementation and sustainability. This study uses qualitative methods to examine the implementation of TCIT-U across preschool through second-grade classrooms in a suburban public school district in Illinois, United States. Eight teachers and five coaches participated in focus groups, while three administrators completed interviews. Qualitative data from focus groups and interviews are supplemented by quantitative data on satisfaction, teacher sense of efficacy, teacher observations, and school records. Results demonstrated high levels of acceptability, good feasibility, high satisfaction, and several notable improvements across teachers and students, such as improved teachers\u27 confidence and self-efficacy in managing classrooms. Nevertheless, there were implementation challenges, including timing, competing demands, and district priorities. The results from this study offer guidance for future implementation of TCIT-U as an acceptable, feasible, and universal intervention

The Longitudinal Effects of Maternal Mental Health on Child Coping

Mexican-origin immigrant women have reported significantly more symptoms of depression and comorbid anxiety than white women and Latino men. Generally, depressed and anxious people are more likely to exhibit higher negative affect and lower positive affect. This is especially significant within a family context, because parental negative affect has been shown to be related to poor child development and behavior, whereas positive affect has been associated with positive child coping and greater resilience. This current study is examining how maternal depression and anxiety impact child coping (primary, secondary and disengagement coping), and if this association is mediated by observed maternal positive and negative affect

The Practice of Evidence-Based Treatments in Ethnic Minority Youth

Abstract available at publisher's web site.http://dx.doi.org/10.1016/j.chc.2010.07.00

Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families

Living with persistent poverty is toxic for one's psychological health. This study examined SES, income, neighborhood disadvantage, and poverty-related stress as predictors of a wide range of psychological problems including anxiety, depression, aggression, relationship problems, physical problems, and trouble with the law. Longitudinal analyses were conducted with a low-income multiethnic sample of 98 families recruited from the greater Denver, CO metropolitan area (300 family members: 136 adults, 82 preadolescents, 82 adolescents) using hierarchical linear modeling to predict all eight ASEBA narrow band syndromes. Analyses showed that poverty-related stress was directly related to anxious/depressed symptoms and social problems and interacted with prior symptoms, contributing to worsening symptoms for delinquency, attention problems, somatic complaints, and anxious/depressed symptoms. Hollingshead SES also had direct predictive effects for certain syndromes, though these effects were in the opposite direction predicted. In contrast, lower income-to-needs predicted more problems as expected. Neighborhood disadvantage also predicted psychological syndromes. Developmental differences are discussed. Our data show that parents are not the only family members who are affected by stress from living in poverty. SES, neighborhood disadvantage and poverty-related stress take a toll on children, adolescents, and adults.Poverty Stress Neighborhood SES Family Children Adolescents Psychopathology

A qualitative analysis of ethnic/racial congruence in schools and the challenges and supports newcomer families experienced during the COVID-19 pandemic

This qualitative study aims to understand the different challenges and supports newcomer families experienced during the COVID-19 pandemic. It also seeks to understand the association between support received and ethnic representation in schools. Participants for this study were parents from the pilot evaluation of a school-based intervention for newcomer youth. Interviews and school demographics were analyzed to identify challenges, supports, and ethnic/racial congruence.Newcomer parents experienced challenges with meeting human needs, such as financial, health, and academic challenges. The study also concludes that schools should work towards better demographic collection that represents all students and their multiple identities

Academic Achievement Among Immigrant and U.S.-Born Latino Adolescents: Associations With Cultural, Family, And Acculturation Factors

This study examined proximal risk and protective factors that contribute to academic achievement among 130 Latino students. Participating students were 56.2% female and 35.3% foreign‐born (mean age = 11.38, standard deviation = .59). Acculturative stress, immigrant status, child gender, parental monitoring, traditional cultural values, mainstream values, and English language proficiency were explored in relation to academic achievement. Higher levels of parental monitoring, English language proficiency, and female gender were associated with higher grades, while mainstream values were associated with lower grades. In addition, a significant interaction between acculturative stress and immigrant status was found, such that higher acculturative stress was related to poorer grades for U.S.‐born students in particular. Thus, parental monitoring and female gender are potential protective factors, while identification with mainstream values and low English language proficiency are risk factors for poor grades. U.S.‐born students may be particularly vulnerable to the effects of acculturative stress