Indirect effects of the Family Check‐Up on youth extracurricular involvement at school‐age through improvements in maternal positive behavior support in early childhood

Extracurricular involvement in the school‐age years has widespread potential benefits for children's subsequent socioemotional development, especially for low‐income youth. However, there is a dearth of research on interventions aimed at increasing school‐age extracurricular involvement in low‐income youth. Thus, the present study aimed to test the collateral effect of a brief, family‐focused intervention for low‐income families, the Family Check‐Up, on children's school‐age extracurricular involvement via improvements in maternal positive behavior support (PBS) in early childhood. The sample (n = 630, 50% female, 50% White, 28% Black/African American) represented a subsample of families from the Early Steps Multisite Study. At the age of two, families were randomly assigned to the Family Check‐Up or Women, Infants, and Children Nutritional Supplement Services as usual. Mother‐child dyads participated in observed interaction tasks at child ages 2 and 3 that were subsequently coded to assess PBS. Primary caregivers reported on children's school‐age extracurricular involvement at ages 7.5, 8.5, and 9.5. Results indicated that although there was not a direct path between intervention status and children's school‐age extracurricular involvement, a significant indirect path emerged from intervention group to changes in PBS between ages 2 to 3 to children's school‐age extracurricular involvement. The results are discussed in terms of implications for designing preventive interventions in early childhood that promote extracurricular involvement at school‐age, particularly for children at risk for maladaptive outcomes.     

Peer paradox: the tensions that peer relationships raise for vulnerable youth

The contribution peer relationships make to positive adolescent development is well recognized. Accordingly, peer problem measures typically assess youth with few age‐appropriate peers as having peer problems. Yet, youth facing high levels of personal and/or social adversity may reduce their association with antisocial peers as part of coping or risk mitigation strategies. While such strategies will result in higher scores on peer problem measures, they may also facilitate resilience and constitute a resource social workers can draw on in their work with youth. To test this proposition of peer adaptation as a risk mitigation strategy, mixed‐methods data relating to two groups of youth who were exposed to different levels of adversity were compared on a standardized peer problem measure and a range of risk measures. Qualitative interviews extended this data and explored vulnerable youth perceptions of social withdrawal as a coping strategy. Results from the survey and qualitative data indicated that a subgroup of youth facing high levels of adversity restricted association with antisocial peers to reduce their behavioural risks. However, without adequate support from adults in both formal support systems and youths' social ecologies to compensate for the loss of peer friendships, this strategy did not reduce behavioural risk in the medium term. The social withdrawal strategy also appeared to heighten mental health concerns for these youth. The implications of this finding for the development of policy and practice with vulnerable youth are discussed.     

Nowhere to go: Housing pathways of college students with foster care and homelessness experience

This study builds on previous research to understand longer term housing experiences in late adolescence and early adulthood for vulnerable college students. Using a biographical, qualitative method, we study high school and college housing and family circumstances for 27 students with homelessness or foster care experience enrolled in 4-year colleges in Georgia. We identified three different housing pathway types in high school—family homelessness, unaccompanied youth and foster care. Housing instability and frequent moves were common in high school among all housing pathway types. In college, students who were able to find low or no-cost housing and those who identified a foster care pathway in high school achieved greater housing stability. Others students experienced a continuation of housing instability that began in high school. Additional funding to cover the cost of on-campus housing would likely contribute to increased stability. Additional strategies, such as rental assistance programmes tailored for college students, may be needed to address housing instability for vulnerable college students. More research on the unmet housing needs and the consequences of housing instability during college for homeless and foster youth is needed to further a housing policy agenda that focuses on practical solutions.     

A comparison of youth resilience across seven South African sites

The resilience of children and youth is an increasingly important area of research. Young people growing up in distressed communities, characterized by poverty, crime and family troubles, are particularly vulnerable. Resilience can assist these young people in navigating through these challenges towards independent living, particularly as they transition out of adolescence and into young adulthood. Children in South Africa are almost universally vulnerable, but children growing up in residential care facilities and children from poverty‐stricken communities are particularly in need of resilience. This quantitative study of 575 South African children compared their resilience in terms of individual, family and community protective factors across seven sites, including child and youth care centres, schools in poor communities and schools in middle‐class suburban communities. Contrary to expectations, the study found that children in one of the children's homes and one of the poor communities had the highest levels of resilience. Moreover, all but one of the sites scored very high on at least one of the resilience variables, suggesting unique profiles of resilience across the sites. Practice implications for child and family social work are discussed.     

Ambition gone awry: the long-term socioeconomic consequences of misaligned and uncertain ambitions in adolescence

Objective: The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods: Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results: Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion: Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.     

Pathways to educational aspirations: resilience as a mediator of proximal resources and risks

Educational aspirations play an important role in educational achievement, understanding more about the factors that shape aspirations should enable educators and others who support young people to better articulate educational ambitions and then to work towards their achievement. Given this, the current paper uses a form of integrative data analysis to examine two issues. First, it identifies that a social ecological measure of resilience mediates the impact which proximal risks and resources have upon young people’s educational aspirations. Second, it establishes that the linkages between these proximal risks and resources, resilience and educational aspirations are similar for young people facing high levels of adversity and young people on more or less normative developmental pathways. The paper draws on a data collected in the first wave of the Youth Transitions Study; a longitudinal mixed-methods investigation of the factors that influence transitions to adulthood for a group of vulnerable teenagers.     

Exceptions to High School Dropout Predictions in a Low-Income Sample: Do Adults Make a Difference?

Adult–child relationship factors were examined to determine whether they differentiated between individuals who follow expected versus unexpected educational pathways. Low-income participants (96 men, 83 women) in the United States were followed from birth through age 23. Individuals were identified who followed expected versus unexpected pathways to high school graduation or dropping out based on academic achievement and behavioral problems. Patterns of parental involvement in school were significantly different between expected dropouts and unexpected graduates in middle childhood. In contrast, expected graduates had higher levels of parent involvement in middle childhood, more supportive parent–child relationships in early adolescence, and higher levels of social competence with adults than unexpected dropouts .     

When Can We Expect the Unexpected? Predicting Educational Attainment When it Differs from Previous Expectations

Individuals' expectations are strong predictors of their behaviors; educational expectations predict enrollment in postsecondary education. Yet in many cases, a youth's previous educational expectations are not met or are exceeded. This study examines correlates of educational expectations and unexpected educational attainment using longitudinal data from Monitoring the Future, a U.S. national study. Demographic characteristics, educational experiences in high school, and other risk and protective factors were related to expectations for educational attainment during high school. Logistic regressions indicated that high school curriculum, average grades, educational aspirations, and parents' educational level were particularly strong indicators of youth not meeting their expectation to graduate from a 4-year college, or graduating from college despite expecting not to graduate by age 25/26. We discuss the implications of unexpected pathways in terms of discontinuity during transitions and consider the implications for improved educational and career counseling during high school .     

Fitting In: The Roles of Social Acceptance and Discrimination in Shaping the Academic Motivations of Latino Youth in the U.S. Southeast

Using data on 459 Latino ninth graders from the LA-SIAA and the NC-SIAA studies, we evaluate the specific educational values and beliefs that motivate the academic achievement of Latino youth and contrast the school experiences of Latino youth in an emerging Latino community, North Carolina, with the school experiences of youth living in a traditional settlement community, Los Angeles. Despite their greater fears of discrimination, we find that Latino youth in North Carolina are more academically motivated than their peers in Los Angeles. This is partially because they are more likely to be immigrants. Being an immigrant, having a stronger sense of ethnic identification, and having a stronger sense of family obligation were each linked to a more positive view of school environments. Therefore, these factors each partially explained the immigrant advantage in academic motivation and helped to counter the harmful effects of discrimination on academic motivation.     

Children's Reactions to Parental Separation and Divorce: The Views of Children and Custodial Mothers

Children in two age groups, middle childhood and adolescence, were asked to describe how they felt when their parents separated. Although most children reported negative feelings, others reported neutral or positive feelings. Mothers' reports of their children's reactions also revealed a good deal of diversity. When asked to describe how they felt at the time of the interview, most children claimed to have accepted the situation. However, a small group of children, mainly of primary school age, reported continuing distress.     

Youth in foster care: developmental assets and attitudes towards adoption and mentoring

The present study explores the relationship between the characteristics of youth in foster care and youth attitudes about mentoring and adoption. Using a positive youth development framework, the study examines the relationship between youth risk and resilience variables (youth risk scores, youth assets and youth perception of control) and youth attitudes about mentoring and adoption. Data were collected from 54 youth, ages 10 to 17 years, through intake interviews and surveys. Participants were 25 male and 29 female adolescents; 33 were Caucasian and 21 were African American. Overall, the youth had positive attitudes about both mentoring and adoption, with Caucasian youth having more positive attitudes than African American youth. A 2 × 2 (Gender × Race) analysis of variance revealed greater feelings of control for male and Caucasian youth. Hierarchical regression analyses revealed that the youths' perceptions of their strengths and assets were related to how positively they viewed mentoring and adoption.     

‘I chose the bad’: Youth's meaning making of being involved in self-harm content online during adolescence

This article aims to explore how young adults (18–23) who have a history of self-harm experienced involvement in self-harm content online during adolescence. The qualitative data analysis follows the steps of Interpretative phenomenological analysis and resulted in four meta-themes: (1) ‘Solitude during adolescence—finally found a place to fit in’, (2) ‘Tempting but dangerous—a game that never should end’, (3) ‘Searching for self—it was like an online diary’ and (4) ‘No one in charge’. Each superordinate theme characterizes essential features of subjective reasons for becoming involved in and their way out of self-harm content online. Digital involvement is discussed in light of developmental challenges during adolescence—such as exploration of borders, autonomy and self-identity formation. For lonely people, online involvement with self-harm content may enable ‘a potential space’ in between reality and fiction sufficient for relational and personal exploration. Involvement in self-harm content online may cover a need to belong, to express and share problems, and for support. This knowledge should inform clinicians to ask patients about involvement in risk content online and motivate decision-makers to develop ways to detect and support vulnerable adolescents online and offline.     

School Size and the Interpersonal Side of Education: An Examination of Race/Ethnicity and Organizational Context*

Objectives. The purpose of this study was to extend research on the connection between school size and student outcomes by examining how school size was related to interpersonal processes and whether the interpersonal effects of school size varied by race/ethnicity. Methods. We applied multilevel modeling techniques to a sample of 14,966 students in 84 schools from the National Longitudinal Study of Adolescent Health. Results. Increasing school size was associated with decreasing student attachment to school and to teachers as well as extracurricular participation. Student attachment and teacher bonding diminished with increasing school size at a decreasing rate (reaching minimums in schools with between 1,700–2,000 students), but extracurricular participation dropped at a steady rate. These patterns did not differ substantially by race/ethnicity. Conclusions. The size of the educational institution influences interpersonal dynamics among actors in the institution and does so similarly across student groups. More generally, this research demonstrates the importance of organizational characteristics for social life.     

The Impact of Music on Childhood and Adolescent Achievement*

Objective. The study examines the association between music involvement and academic achievement in both childhood and adolescence using three measures of music participation: in school, outside of school, and parental involvement in the form of concert attendance. Methods. We review prior work pertaining to music's impact on achievement and then draw from two nationally representative data sources (ECLS‐K and NELS:88). Our analyses apply logistic and OLS regression techniques to assess patterns of music involvement and possible effects on math and reading performance for both elementary and high school students. Results. Music involvement varies quite systematically by class, and gender status, and such involvement holds implications for both math and reading achievement, and for young children and adolescents. Notably, associations with achievement persist in our modeling even when prior achievement levels are accounted for. Although music does mediate some student background effects, this mediation is only minimal. Conclusions. Music participation, both inside and outside of school, is associated with measures of academic achievement among children and adolescents. Future work should further delineate the relevant processes of music involvement, as well as how background inequalities and music involvement intersect in relation to educational performance.     

Prospective Relations Between Adolescents' Social‐emotional Competencies and Their Friendships

Little is known about what factors predict the formation of reciprocal same‐sex friendships during early adolescence. To examine whether social‐emotional competencies aid in establishing and maintaining these friendships at the beginning and end of seventh grade, 380 German youth (mean age = 12.6 years; 49 percent boys; 100 percent White) reported on their peer support networks and on three broad categories of social‐emotional competencies (i.e., non‐constructive anger regulation, constructive anger regulation, emotional awareness, and expression disclosure). Regression analyses indicated the number of reciprocal friendships at Time 2 (T2) was predicted by adolescents' constructive anger regulation through redirection of attention, and social support when angry at the friend, even after controlling for Time 1 number of friends and peer acceptance. Among girls, willingness to self‐disclose marginally predicted their number of reciprocal friends at T2. Results are discussed in terms of the specific social‐emotional competencies that facilitate involvement in reciprocal friendships.     

RELATIONAL SCHEMAS, HOSTILE ROMANTIC RELATIONSHIPS, AND BELIEFS ABOUT MARRIAGE AMONG YOUNG AFRICAN AMERICAN ADULTS

The present study tests a developmental model designed to explain the romantic relationship difficulties and reluctance to marry often reported for African Americans. Using longitudinal data from a sample of approximately 400 African American young adults, we examine the manner in which race-related adverse experiences during late childhood and early adolescence give rise to the cynical view of romantic partners and marriage held by many young African Americans. Our results indicate that adverse circumstances disproportionately suffered by African American youth (viz., harsh parenting, family instability, discrimination, criminal victimization, and financial hardship) promote distrustful relational schemas that lead to troubled dating relationships, and that these negative relationship experiences, in turn, encourage a less positive view of marriage.     

Examining individual‐level academic risk and protective factors for foster youth: School engagement,behaviors, self‐esteem,and social skills

Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed.     

The education of children in care and children in need: Who falls behind and when?

We seek to explain the development of the educational gap between children in “out‐of‐home care” (CLA), children deemed in social need (CIN), and other pupils. A cohort of 642,805 pupils aged 16 in 2013 was used to chart the educational progress of the full cohort, the CLA (n = 6,236), the CIN in 2012 or 2013 but not CLA (n = 20,384), and a sample individually matched with the CLA (n = 11,084). At age 7, attainment of the CLA and CIN was approximately 1 standard deviation lower than the cohort average and predicted attainment at 16. At this point, the persistent “CIN” (those with earlier and persistent needs) had the lowest attainment relative to others, and this declined further during secondary school. Those entering care before or during primary school had very low attainment at age 7, but their relative attainment did not decline. Attainment of CLA and CIN at age 16 likely reflects early environment, special educational needs, and poor relationships with secondary school. Policy, research, and intervention should focus on CIN as well as CLA, do so before entry to care, and take account of the onset of, and probable reasons for, educational difficulties.     

Differential Impacts of Stressful Life Events and Social Support on the Mental Health of Mainland Chinese Immigrant and Local Youth in Hong Kong: A Resilience Perspective

Based on a resilience perspective, this study attempted to explorethe risk and protective factors influencing the mental healthof immigrant and local youths in Hong Kong. A structured questionnairewhich consisted of The Chinese Adolescents Life Events Checklist,The Perceived Satisfaction of Social Support Scale and The BriefSymptoms Inventory was used. Two hundred and ten local and immigrantyouths between the age of 15 and 20 were individually interviewedby the trained interviewers. Contrary to our hypotheses, thefindings revealed that immigrant youth had better mental healthand similar levels of stress than local youth. Moreover, peersupport was found to exert a strong impact on the mental healthof immigrant youth. While ‘Interpersonal relationshipdifficulties’ was identified as a common risk factor facedby local and immigrant youths, immigrant youth faced additionalrisk factors in relation to a change to a new school and parentalconflicts. On the other hand, endurance of hardship, socialcompetence and peer support were considered as the protectivefactors that might be associated with better mental health inimmigrant youth. The implications of this study included: toadopt a resilience perspective to understand the protectivemechanisms that enhance the mental health of immigrant youth;to develop a national strategy to build up the interpersonalrelationship skills of youth in a society; and to organize specificprogrammes to strengthen the peer system and tackle parentalconflicts in immigrant youths.