Families,Resources, and Suicide: Combined Effects on Mortality

Important resources from family support systems, employment, and educational attainment inhibit the risk of death. Independently, these factors are particularly salient for suicide, but how they combine to affect mortality is less clear. Analyses of National Health Interview Survey data from 1986 to 2004 (N = 935,802), prospectively linked to mortality through 2006 (including 1,238 suicides), reveals a process of compensation in the way work status and family combine to affect adult suicide: Individuals who are not working experience more suicide defense from more protective family support systems than do working adults. But a process of reinforcement occurs in the combination of education and family: More education associates with more protection from the family than does less education. The findings demonstrate how families and resources combine to affect mortality in unique ways.     

Employee communication,job engagement,and organizational commitment: A study of members of the Millennial Generation

The purpose of this study was to explore the relationship between job engagement and two key components of employee-organization relationships (EOR). Findings from a survey of members of the Millennial Generation (N = 539) in the United States indicate that job engagement mediates the relationship between employee communication and organizational commitment. It is concluded that when employees are engaged in their work, their commitment to the organization is strengthened and the likelihood of them leaving the organization decreases. Furthermore, an argument is made in light of the study’s findings that engagement and commitment work in concert to strengthen EORs overall. To foster engagement, organizations should remove obstacles to internal information flow and provide ongoing feedback to employees about individual and organizational issues.     

Bullying and Victimization Among Young Elementary School Children: The Role of Child Ethnicity and Ethnic School Composition

School-aged children with an ethnic minority background are relatively often involved in bullying and victimization, but the role of ethnic composition of schools in this context remains unclear. This study examined the relation between ethnic minority background, ethnic school composition, and bullying behaviour around primary school entry in the Netherlands. The study was based on a 2008/2009 school survey in Rotterdam, a Dutch city where about 50 % of children have a non-Dutch background. For 8523 children, teacher reports of bullying behaviour at age 5–6 years were available. Children with a non-Dutch background had higher odds of being a victim (adjusted OR 1.41, 95 % CI 1.11, 1.80), bully (OR 1.38, 95 % CI 1.20, 1.58) or bully-victim (OR 1.38, 95 % CI 1.19, 1.62) than children of Dutch national origin. Ethnic diversity in schools increased children’s risk of bullying behaviour (e.g. OR_victim per 0.1 increase in 0–1 diversity range = 1.06, 95 % CI 1.00, 1.13), with children of both Dutch and non-Dutch national origin relatively more often involved in bullying in ethnically diverse schools. The proportion of same-ethnic peers in school reduced the risk of bullying among children of Dutch national origin (e.g. OR_victim per 10 % more same-ethnic children = 0.90, 95 % CI 0.83, 0.98), but not among non-Dutch children. In conclusion, ethnic minority background and ethnic diversity within schools are risk factors for bullying among 5–6 year olds. Plausibly, reductions in absolute numbers of bullying events may be obtained with tailor-made interventions in ethnically diverse schools. Such interventions should preferably be offered early in the school curriculum.     

Demographic Comparison of American Individuals in Polyamorous and Monogamous Relationships

Research on polyamorous relationships has increased substantially over the past decade. This work has documented how polyamory is practiced and why individuals might pursue such arrangements. However, there is a lack of a systematic investigation of who is in polyamorous relationships and how they might differ from individuals in monogamous relationships. The present study is one of the first to address this by comparing the demographic backgrounds of individuals in polyamorous (N = 2,428) and monogamous (N = 539) relationships in the United States. Compared to participants in monogamous relationships, those in polyamorous relationships were more likely to report minority sexual identities. Despite similar age distributions, individuals in polyamorous relationships were more likely to report being in a civil union, being divorced, and earning less than $40,000 per year compared to individuals in monogamous relationships. People in polyamorous relationships were also more likely to select “other” options for most demographic characteristics, suggesting that they tend to choose less traditional response options in general. The current research highlights several demographic differences that need to be considered and potentially controlled for in future comparisons of polyamorous and monogamous relationships.     

Child Obesity and the Interaction of Family and Neighborhood Socioeconomic Context

Population Research and Policy Review - The literature on neighborhoods and child obesity links contextual conditions to risk, assuming that if place matters, it matters in a similar way for...     

Poverty and educational achievement in the US: A less-biased estimate using PISA 2012 data

In the current paper, we employ the most recent Programme for International Student Assessment (PISA) data to calculate a less-biased estimate of poverty on US achievement. The PISA was specifically chosen as it is an assessment removed from a specific curriculum and instead focuses on concepts that students should know in order to participate in a global economy. Using a propensity score matching approach, our findings suggest that US students in poverty have notable educational attainment deficiencies compared to a matched group of students who are not in poverty. In other words, when we select two students who have a great deal in common but for the fact that one comes from a poverty background, the student in poverty is expected to perform nearly 28 points, or about a quarter of a standard deviation lower, on the PISA assessment. In real terms, this puts math achievement for children not in poverty on-par with the Organisation for Economic Co-operation and Development (OECD) average, while children in poverty are well below the OECD average.     

Attention and Executive Functions as Mediators of Attachment and Behavior Problems

The purpose of this study was to provide a more comprehensive understanding of the relation between early parent‐child interactions and subsequent behavior problems and how certain cognitive processes mediate this relation. Specifically, this study investigated whether attention, inhibition, and planning skills mediate the relation between attachment security and behavior problems. Data were collected as part of the National Institute of Child Health and Development‐Study of Early Child Care and Youth Development when children (N = 1004) were between 36 months and the third grade. Results from structural equation models indicated that sustained attention mediated the relation between disorganized attachment and social problems. Planning mediated the relation between disorganized attachment and subsequent thought problems, attention problems, and delinquent behavior. Avoidant, ambivalent, and disorganized attachment directly predicted several behavior problems. Implications for theory and future research are discussed.     

A habitus of instability: youth homelessness and instability

This research introduces the concept of a habitus of insecurity to account for the lives of homeless young people. It outlines how conditions of existence are internalised and how homeless young people come to expect and in turn recreate instability in their lives. This research addresses the internalisation and naturalisation of experiences of instability, insecurity and marginalisation and how people can come to subjectively aspire to what they are socialised to see as objectively probable or ‘for the likes of them'. The research draws on ethnographic research and participant observation to examine the complex lives of homeless young people and how they are shaped by instability and insecurity inculcated before, during and after experiences of homelessness. This research highlights that people should not be defined merely by their experiences of homelessness of housing status, but by the complex array of conditions that shape their lives.     

Exploring the Eligibility Criteria of the Child Support Grant and its Impact on Poverty

One of the most important policy objectives in the post-apartheid South African economy is to reduce poverty. Although economic growth and job creation are the preferred sources of alleviating poverty and inequality, social grant spending has contributed significantly to reduce poverty (Van der Berg et al. in Poverty trends since the transition: what we know. Stellenbosch Economic Working Papers: 19/09. Stellenbosch: Stellenbosch University, 2009). Recently proposals were tabled by the Department of Social Development of South Africa (Fin24 in R3.3bn plan to extend child support grant to 21. http://www.fin24.com/Economy/R33bn-child-care-grant-extension-to-21-on-cards-20150316. Accessed August 7, 2015, 2015) to extend the age eligibility of the child support grant (CSG) to 21 years (at the time of writing children aged up to 18 years are eligible). This sparked an interest to investigate the impact on poverty of changes to the eligibility criteria of CSG, as well as its fiscal implications. Using person and household data from the 2010/2011 Income and Expenditure Survey, various simulations are performed to assess the impact on poverty rates and changes to social spending, given the following changes: (1) if all age-eligible children applied; (2) if all beneficiaries received the grant amount for the full 12-month duration; (3) if the age eligibility criterion is extended; and (4) if the monthly child grant income amount is revised upwards. We also examine how changes in the eligibility criteria affect the income distribution.