Welcome to the Neighborhood? Long‐Term Impacts of Moving to Low‐Poverty Neighborhoods on Poor Children's and Adolescents' Outcomes

This study examined 7‐year follow‐up data from the Yonkers Project, a study of a 1985 court‐ordered neighborhood desegregation program in Yonkers, NY. Low‐income Black and Latino families residing in impoverished neighborhoods who were randomly selected to relocate to publicly funded townhouses in middle‐class communities and demographically similar families who were not selected to move were interviewed. Self‐ and parent‐report data on 8–18‐year‐old children and youth's educational outcomes, problem behavior, and parent–child relations were examined (N=221). Youth 15–18 years of age who relocated to more advantaged neighborhoods reported lower school performance and more hyperactive behavior problems and substance use than peers who remained in impoverished neighborhoods. Program effects on parenting also emerged, with mover parents reporting less stringent monitoring and harsh disciplinary techniques than stayers. Family economic resources and neighborhood conditions, assessed approximately 5 years before, accounted for some of the program effects at 7 years.     

Individual relationship education program as a prevention method for intimate partner violence

ABSTRACT

Intimate partner violence (IPV) can have detrimental effects on the lives of partners and children. The authors examined the effectiveness of a relationship education program, titled Within My Reach (WMR), to prevent IPV in a naturalistic nonrandomized adult sample. The sample included participants who endorsed no physical violence in their relationship and no to very low controlling behaviors at pretest. At 6-month follow-up the participants in the WMR group reported statistically significant fewer controlling behaviors than the comparison group (d = .45). Although there were no statistically significant differences between the WMR and comparison group in physical violence at 6-month follow-up, the findings were in still favor of the WMR group (d = .15).     

The invisibility of disability for homeless youth

A largely unexplored complexity in the lives of youth who have experienced homeless is the presence of intellectual, developmental and/or learning disabilities. Although emerging research shows that youth with cognitive disabilities are more likely to become homeless and that rates of cognitive disabilities are higher among the homeless population than the population in general, exploring the intersection of disability and homelessness for youth has not been a priority. In this study, a critical disability and systems failure lens is brought to bear on the vulnerability of youth who experience this intersection. Based on interviews with key informants in the disability, homelessness, education, employment and child welfare sectors in three sites in Ontario, Canada, the invisibility of disability among homeless youth is brought to light. We explore the ways youth with a disability in the homelessness sector are made vulnerable, the insurmountable barriers to getting access to the requisite assessment for disability services and the siloed nature of the homelessness and disability service sectors. An argument is made that “working outside the box” to assist youth to navigate significant system disjunctures is insufficient.     

Home visiting program impacts on reducing homelessness among young mothers

In the current study, we aimed to determine the effects of Healthy Families Massachusetts (HFM), a statewide home visiting program, on young mothers’ experiences with homelessness during enrollment and after program completion. Data were drawn from a longitudinal, randomized control trial evaluation of HFM. Data collection occurred across 5 time points between 2008 and 2015 from a sample of 704 participants. The current analyses were restricted to a subsample of mothers (n?=?443) with Time 5 data (74 months post-enrollment; 59.1% program, 40.9% control), which was representative of the Time 1 sample. We used data from maternal phone interviews to assess program effects on experiences with homelessness. Young mothers who participated in HFM were less likely to experience homelessness when their children were preschool-age or older than mothers in the control group. During program participation, the number of home visits was negatively associated with concurrent homelessness when children were infants or toddlers.     

Work that –s!: Drag queens,gender, identity,and traditional Newfoundland English

Making use of three data sets of Newfoundland English, this paper uncovers the linguistic and social motivations and strategies used by young speakers to reclaim and re‐shape a traditional, local, relic language feature (verbal –s attachment, as in I goes). While each group that we discuss (young females, drag queens, and a sample of the Newfoundland population) is differently situated with respect to the broader local culture (i.e. they each have their own social identities), similarities and parallels in the reclamation and use of verbal –s indicate important processes that occur in the enregisterment and reappropriation of a salient, traditional linguistic form. Results indicate that the local social and linguistic reconstruction of a speech feature can change a path of decline and prove fertile ground for creating a unique identity that moves toward the global while still motioning to the past of a community.     

The 4R-SUCCESS program: promoting children’s social and scholastic skills in dyadic classroom activities

Research on peer mediated learning shows that students learn through interactions with classmates, but little is known about the skills that children need to be productive learning partners, and educators lack programs for teaching children how to collaborate effectively with classmates. Described in this article is a program of research that was undertaken to address these needs by: (1) empirically creating a collaborative skills curriculum for grade school children, and (2) developing, refining, and implementing a class-wide program for improving grade school children’s social and scholastic skills for collaborative learning activities (i.e., the 4R-SUCCESS program).     

Student Training Promotes Mentoring Awareness and Action

Student training is a critical but often overlooked aspect of the mentoring process. Composite mentoring, involving the strategic selection of a diverse set of mentors, is proposed to guide students to take a more active role in their own mentoring experiences. A mentoring program with composite mentoring as a guiding framework was designed and implemented for college women pursuing science careers. The effectiveness of the program is illustrated, and students reported enhanced mentoring and career‐related experiences. Implications for advising, career counseling, and mentoring program design are discussed.     

Mother‐Child Coregulation During Delay of Gratification at 30 Months

Fifty‐eight 30‐month‐old children and their mothers were observed during a task in which the child was asked to refrain from touching an attractive toy. Child and maternal regulatory strategies were independently coded in 5‐sec intervals. Consistent with past research, the ability to refrain from touching the toy was associated with less time orienting to the forbidden object and more time focusing on other stimuli. Mothers of children who refrained from touching the toy were more likely to use distraction as a technique to assist in their children's regulation than were mothers of touchers, whereas mothers of children who transgressed used more nondistracting strategies than did mothers of nontouchers. Analysis of contingent behaviors suggested that mothers and children effectively coregulated behavior during this challenging situation, as children and mothers followed one another's lead in the allocation of attention away from the toy. These findings indicate the benefits of proactive, rather than reactive, parental strategies for assisting child delay of gratification.