Cumulative Effects of Poverty on Children’s Social-Emotional Development: Absolute Poverty and Relative Poverty

Lee, Kyunghee; Zhang, Liangliang

doi:10.1007/s10597-021-00901-x

Cited by 19 publications

(10 citation statements)

References 39 publications

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“…We used a relative poverty line while the Sierra Leone and the Uganda studies used international poverty lines. Using a relative poverty threshold might better identify individuals with limited resources that are at risk of having adverse socio-emotional outcomes [45]. Our study might have overestimated the poverty impact of OOP payment for surgical care; the reference household expenditure for calculating catastrophic healthcare expenditure was based on expenditure after surgery which may already have reduced as a financial coping strategy.…”

Section: Discussionmentioning

confidence: 99%

Costs, catastrophic out-of-pocket payments and impoverishment related to accessing surgical care among households in rural Ethiopia

Hailemichael,

Eshetu,

Timothewos

et al. 2023

Preprint

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BackgroundThe objective of this study was to assess the costs, catastrophic out-of-pocket (OOP) health expenditure, impoverishment and coping mechanisms used to pay for surgical care in a predominantly rural area of Ethiopia.MethodsWe conducted a community-based, cross-sectional household survey of 182 people who had undergone a surgical procedure. Participants were interviewed in their homes at six weeks post-operation. Using a contextually adapted version of the Study of global AGEing and adult health (SAGE) questionnaire, we estimated direct and indirect costs of surgical care from a household perspective. Catastrophic out-of-pocket (OOP) health expenditure was estimated using thresholds of 10% and 25% of annual household consumption expenditure. Impacts of surgical care payments on poverty levels was estimated by comparing pre-and post-operative OOP payments. Analysis of variance, t-test and a logit model were used to assess factors associated with catastrophic OOP health expenditure.ResultsMost surgical patients were women (87.9%), with 65% receiving obstetric surgical care. Direct costs dominated expenditure: direct medical costs Birr 1649.5 (44.6%), direct non-medical costs Birr 1226.5 (33.2%), indirect costs Birr 821.9 (22.2%). Catastrophic OOP surgical care expenditure was experienced by 69.2% households at the 10% threshold and 45.6% at the 25% threshold. The increase in average normalized poverty gap due to OOP surgical care expenditure was higher in non-obstetric (14.1%) compared to obstetric (5.8%) procedures, and for non-emergency (13.3%) compared to emergency care (6.3%). To pay for surgical care, 38% of households had sold assets and 5% had borrowed money.ConclusionsDue to surgical care, households faced severe financial burdens leading to impoverishment. Households implemented hardship coping strategies to mitigate the financial constraints. Provision of free maternal care reduced but did not eliminate these burdens. There is a pressing need to tailor financial risk protection mechanisms to achieve universal coverage for surgical care.

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Section: Discussionmentioning

confidence: 99%

Costs, catastrophic out-of-pocket payments and impoverishment related to accessing surgical care among households in rural Ethiopia

Hailemichael,

Eshetu,

Timothewos

et al. 2023

Preprint

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“…The urban relative poverty rate in many provinces and cities of the central and western regions is about 40% ( 56 ). Relative poverty has been shown to have an adverse effect on children's social-emotional development, and research has indicated that the adverse effect of relative poverty is bigger when children are older ( 57 ). The results of the current study show that mental health is affected by school adaptation, positive academic emotions, and conduct problem behaviors in relative poverty.…”

Section: Discussionmentioning

confidence: 99%

School adaptation and adolescent immigrant mental health: Mediation of positive academic emotions and conduct problems

Xie

Zou

Wang

2022

Front. Public Health

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IntroductionImmigrant adolescents must adapt their physical and mental attitudes to attain healthy development due to dramatic changes in their living and learning environments after relocation. From the perspective of positive psychology, this study explored the specific influence of school adaptation on mental health among immigrant adolescents, mainly focusing on the mediating effects of positive academic emotions and conduct problems.MethodsWe selected primary and secondary school students from five relocated resettlement schools in Qianxinan Buyi and Miao Autonomous Prefecture, which has the largest population of relocated people in Guizhou Province, China. Using cluster sampling, 550 relocated students in Grades 5–12 from the five schools were recruited to complete a battery of questionnaires, including the Immigrant Adolescents' School Adaptation Scale, the General Health Scale, and the Positive Academic Emotions Questionnaire, and the Adolescents' Behavioral Tendency Questionnaire. In addition, this study used the bias-corrected bootstrap method to explore the chain-mediating effect of positive academic emotions and conduct problems between school adaptation and mental health.ResultsThe results showed that immigrant adolescents had significant gender differences only in conduct problems. However, significant learning stage differences existed in school adaptation, mental health, positive academic emotions, and conduct problems. School adaptation, positive academic emotions, and mental health were significantly positively correlated. In contrast, conduct problems were significantly negatively correlated with mental health. School adaptation influenced mental health through the mediation effects of positive academic emotions and conduct problems. These effects contained three paths: the separate mediation effects of positive academic emotions and conduct problems and the chain mediation effect of positive academic emotions and conduct problems.

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“…Perhaps as a consequence, parental educational attainment links to parents’ beliefs and behaviors (e.g., lower expectations for their children, less cognitive stimulation provided), and parent educational attainment is a powerful predictor of children’s academic outcomes when compared to other variables (such as parental income; Davis-Kean et al, 2021). The influence of poverty on SEC development depends on age; among students ages 5–12, experiencing moderate levels of poverty at age 11–12 is associated with the most deleterious SEC outcomes (Lee & Zhang, 2022).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender.

Rimm-Kaufman,

Soland,

Kuhfeld

2024

American Psychologist

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Educators have become increasingly committed to social and emotional learning in schools. However, we know too little about the typical growth trajectories of the competencies that schools are striving to improve. We leverage data from the California Office to Reform Education, a consortium of districts in California serving over 1.5 million students, that administers annual surveys to students to measure social and emotional competencies (SECs). This article uses data from six cohorts of approximately 16,000 students each (51% male, 73% Latinx, 11% White, 10% Black, 24% with parents who did not complete high school) in Grades 4–12. Two questions are addressed. First, how much growth occurs in growth mindset, self-efficacy, self-management, and social awareness from Grades 4 to 12? Second, do initial status and growth look different by parental educational attainment and gender? Using accelerated longitudinal design growth models, findings show distinct growth trends among the four SECs with growth mindset increasing, self-management mostly decreasing, and self-efficacy and social awareness decreasing and then increasing. The subgroup analyses show gaps between groups but patterns of growth that are more similar than different. Further, subgroup membership accounts for very little variation in growth or declines. Instead, initial levels of competencies predict growth. Also, variation within groups is greater than variation between groups. The findings have practical implications for educators and psychologists striving to improve SECs. If schools use student-report approaches, predicting steady and consistent positive growth in SECs is unrealistic. Instead, U-shaped patterns for some SECs appear to be normative with notable declines in the sixth grade, requiring new supports.

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Cumulative Effects of Poverty on Children’s Social-Emotional Development: Absolute Poverty and Relative Poverty

Cited by 19 publications

References 39 publications

Costs, catastrophic out-of-pocket payments and impoverishment related to accessing surgical care among households in rural Ethiopia

Costs, catastrophic out-of-pocket payments and impoverishment related to accessing surgical care among households in rural Ethiopia

School adaptation and adolescent immigrant mental health: Mediation of positive academic emotions and conduct problems

Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender.

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