Experiences of housing insecurity among participants of an early childhood intervention programme

Turnbull, H.; Loptson, Kristjana; Muhajarine, Nazeem

doi:10.1111/cch.12091

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…This is in line with previous research indicating that teacher perceptions of parents are related to parents' level of education (Kohl et al, 2000). Our findings also are consistent with prior work showing that material hardships may be a clearer indicator of home conditions/ experiences than poverty, as poverty fails to account for many nonmonetary assets (e.g., family/social support, housing, or access to transportation; Heflin, 2014;Turnbull et al, 2014). Interventions which target these SDOH may be effective access points from which to improve outcomes for those families most at risk for educational disparities.…”

Section: Discussionsupporting

confidence: 92%

“…Material hardships may be particularly disruptive to parents’ abilities to engage in children's early learning as the acquisition of food, shelter, and safety take priority over less immediate needs such as attending school functions (Turnbull et al, 2014). While parents from low-income backgrounds may place great value on their child's learning, their ability to engage in the specific activities which are expected by schools are more likely to be affected by daily crises related to lack of resources compared to families with higher incomes.…”

Section: Expectations and Barriers To Parent Engagementmentioning

confidence: 99%

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Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Paulson

Plesko

Gross

et al. 2021

The Journal of School Nursing

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This study examined associations between four indicators of social determinants of health (SDOH; parent education, poverty, material hardships, and child health problems), chronic school absence, and teachers’ ratings of parents’ engagement in their children's education. Surveys were collected from 304 parents and 26 teachers from eight Baltimore City Public Schools. Results revealed that teachers’ ratings of parent engagement were consistently lower among families experiencing adverse SDOH and/or whose children were chronically absent; however, there was no significant relationship between teachers’ ratings of parent engagement and child health problems. Additionally, chronic absence partially mediated the relationship between three SDOH indicators (total material hardships, parent education level, and child health problems) and teacher-rated parent engagement. Poverty was excluded from mediation analysis due to evidence of multicollinearity suppressive effects. Addressing the SDOH assessed in this study may be an effective strategy to reduce chronic absence, promote parent engagement, and foster equity in education.

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Section: Discussionsupporting

confidence: 92%

Section: Expectations and Barriers To Parent Engagementmentioning

confidence: 99%

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Paulson

Plesko

Gross

et al. 2021

The Journal of School Nursing

View full text Add to dashboard Cite

show abstract

“…Housing insecurity has also been observed as a barrier to uptake of programme content [ 23 , 33 ] as well as situations where families’ urgent needs or crises have hindered implementation of the foreseen content of interventions [ 23 , 34 ]. These barriers were also observed in the Rinkeby programme, in relation to families who experienced adversities.…”

Section: Discussionmentioning

confidence: 99%

A better start for health equity? Qualitative content analysis of implementation of extended postnatal home visiting in a disadvantaged area in Sweden

Barboza

Kulane

Burström

et al. 2018

Int J Equity Health

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BackgroundHealth inequities among children in Sweden persist despite the country’s well-developed welfare system and near universal access to the national child health care programme. A multisectoral extended home visiting intervention, based on the principles of proportionate universalism, has been carried out in a disadvantaged area since 2013. The present study investigates the content of the meetings between families and professionals during the home visits to gain a deeper understanding of how it relates to a health equity perspective on early childhood development.MethodsThree child health care nurses documented 501 visits to the families of 98 children between 2013 and 2016. A qualitative data-driven conventional content analysis was performed on all data from the cycle of six visits per child, and a general content model was developed. Additional content analysis was carried out on the data from visits to families who experienced adverse situations or greater needs.ResultsThe analysis revealed that the home visits covered three main categories of content related to the health, care and development of the child; the strengthening of roles and relations within the new family unit; and the influence and support located in the broader external context around the family. The model of categories and sub-categories proved stable over all six visits. Families with extra needs received continuous attention to their additional issues during the visits, as well as the standard content described in the content model.ConclusionsThis study on home visiting implementation indicates that the participating families received programme content which covered all the domains of nurturing care as recommended by the WHO Commission on Social Determinants of Health and recent research. The content of the home visits can be understood to create enabling conditions for health equity effects. The intervention can be seen to represent a practical example of proportionate universalism.

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Parents' Experiences of Receiving Professional Support Through Extended Home Visits During Pregnancy and Early Childhood—A Phenomenographic Study

Bäckström

Thorstensson

Pihlblad

et al. 2021

Front. Public Health

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Background: While becoming a parent can be challenging for all, it can particularly be challenging for those parents and children who are in a vulnerable situation—e.g., in families whose members have problems related to health, relationships, or socioeconomic status. It is essential for health care professionals to identify the more vulnerable families at an early stage. Home visits are one cost-effective way of identifying and supporting such families. This study describes the parental experiences of an intervention that involves professional support in the form of extended home visits. The aim of the study is to describe the parents' understanding of their experiences of receiving professional support through extended home visits both during pregnancy and the first 15 months of their child's life.Methods/Design: A phenomenographic approach was used. Semi-structured interviews were conducted with 12 parents who had received the intervention. The interviews were analyzed using the seven-step phenomenography model described by Sjöström and Dahlgren.Results: The following three descriptive categories emerged from the analysis: (1) conceptions concerning the meaning of the physical environment, (2) conceptions concerning extended home visits promoting feelings of self-confidence in the parental role, and (3) conceptions concerning extended home visits promoting parental participation and relations.Conclusion and Clinical Implications: Extended home visits as a form of professional support appear to promote parental self-confidence in parenting ability, giving parents a feeling of security that facilitates conversation with professionals. Children and their entire families had natural roles during home visits, which allowed the children to behave more characteristically. Furthermore, the home visits were understood to facilitate social support through social activities at the child health center as well as integration into Swedish society for migrant parents. Professional support should be adjusted to the unique individual needs of parents, which demands a variety of supportive interventions—for example, reorganizing one or two of the regular clinical visits currently being scheduled as home visits instead.

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Experiences of housing insecurity among participants of an early childhood intervention programme

Cited by 3 publications

References 15 publications

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

A better start for health equity? Qualitative content analysis of implementation of extended postnatal home visiting in a disadvantaged area in Sweden

Parents' Experiences of Receiving Professional Support Through Extended Home Visits During Pregnancy and Early Childhood—A Phenomenographic Study

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