Do Extended Family Members Protect Children from Disadvantaged Neighborhoods? Focusing on Behavioral Problems of Children

Kang, Jeehye

doi:10.1007/s10566-019-09489-6

Cited by 2 publications

(3 citation statements)

References 39 publications

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“…Statistically, it was a larger difference between extended and single families than between extended and nuclear families. Our finding is consistent with a recent study from the USA which reported that children living in extended family households had more EBP than children living in nuclear family households [ 19 ]. Most of the present research in Western countries on family structure focuses on the presence or absence of a child’s biological parents in a household, and on parents’ marital or cohabitation status [ 46 , 47 ].…”

Section: Discussionsupporting

confidence: 93%

“…In studies examining extended family households as a potential risk factor of child EBP, results are ambiguous. Some studies have suggested that living in an extended family has a positive impact on children [18], whereas other studies show higher levels of EBP in extended families than in nuclear families [19][20][21]. The cultural and economic context of families may probably explain the discrepancy.…”

Section: Introductionmentioning

confidence: 99%

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Family correlates of emotional and behavioral problems in Nepali school children

Mahat²,

Brøndbo

et al. 2022

PLoS ONE

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Background There is a substantial gap in our knowledge about family correlates of child emotional and behavioral problems in low- and middle-income countries (LMIC). The present study contributes to filling this gap by examining such correlates in a larger population study in Nepal. Methods Our study is a cross-sectional, observational study among 3840 Nepali children aged 6–18 years from 64 schools and 16 districts in the three main geographical regions in the country. We used the Nepali version of the Child Behavior Checklist (CBCL)/6-18 to assess children’s internalizing and externalizing problems and an additional background information questionnaire to assess possible family correlates which included parental education, family structure, migrant worker parents, parental mental and physical illness, family conflicts, and child-rearing. The associations between family variables and child internalizing and externalizing problems were analyzed using bivariate correlations and multiple regression. Results Using bivariate analysis, we found that mental and physical illness in parents, conflict in the family, parental disagreement in child-rearing, and physical punishment of child correlated positively with both Internalizing Problems and Externalizing Problems. The same associations were found by using multiple regression analysis. In addition, parental education, family structure, and migrant worker mothers were associated with Externalizing Problems. However, the effect sizes were small. Conclusion The results suggest that in Nepal, child mental problems were associated with several family risk factors. Further, the study points to the need of strengthening prevention- and intervention measures to minimize family risk factors of child mental health disorders.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Family correlates of emotional and behavioral problems in Nepali school children

Mahat²,

Brøndbo

et al. 2022

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Living with extended family might have negative implications for children, especially relating to behavioural development (Kang, 2019). However, Gaydosh (2015) is of the opinion that being cared for by a relative or kin can also be a buffer against the negative consequences of parental absence.…”

Section: Children Left With Relativesmentioning

confidence: 99%

Teachers’ perspectives on the factors contributing to childhood adversity

Moen

2021

Pastoral Care in Education

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The aim of the study was to determine from teachers' unique perspectives, the types of adversities young South African children are exposed to. The sample consisted of 135 primary school, foundation phase teachers from six different provinces. The data were collected by using an adversity checklist which also included an open-ended question. An overwhelming number of teachers (71%) identified divorce as the most prevalent adversity in the school context. The results suggest that the negative effects of divorce on the wellbeing of the child, conflict between separated/divorced parents, children left with relatives and long working hours are some of the unfavourable effects of divorce and separation that foundation phase teachers notice in school settings. The pastoral role of the teacher in identifying and supporting children exposed to adversity was also highlighted.

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Do Extended Family Members Protect Children from Disadvantaged Neighborhoods? Focusing on Behavioral Problems of Children

Cited by 2 publications

References 39 publications

Family correlates of emotional and behavioral problems in Nepali school children

Family correlates of emotional and behavioral problems in Nepali school children

Teachers’ perspectives on the factors contributing to childhood adversity

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