Linking early head start children’s social–emotional functioning with profiles of family functioning and stress.

Abstract

This study examined profiles of family functioning, stress, psychological well-being, and social support in families participating in early head start; family characteristics that relate to profile membership; and the relationship of profiles to child social–emotional functioning. Because families’ levels of functioning and well-being vary widely within low-income samples, we used a person-centered approach to understand how variations among families are linked with children’s social–emotional skills. Our latent profile analysis of a sample of 246 families identified three profiles of family functioning and well-being: low stress, high family functioning (63%); moderate family stress, low family functioning (25%); and high psychological distress and parenting stress (12%). Children’s social–emotional functioning, both social competence and problem behavior, related to profile membership. Children in the low stress, high family functioning profile displayed the most optimal social–emotional skills. These results highlight the importance of supporting family functioning and decreasing family stress to influence young children’s positive behaviors.

University-Community Partnerships to Support Responsive Caregiving: The Hearts and Minds on Babies Implementation Story

“…Structural barriers impact family involvement in programming, including a lack of flexibility in parents’ work schedules and difficulty arranging family involvement activities outside of program hours (Golas et al, 2006 ; Spoth & Redmond, 2000 ). Interpersonal barriers also exist, including a lack of trust between EHS staff and parents, family stress, teachers’ job stress and dissatisfaction, and parent-teacher differences in caregiving beliefs (Hooper et al, 2022 ). For center-based EHS programs to impact caregiving across home and school contexts, it is necessary to develop coordinated programming that addresses these barriers.…”

How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model

“…The home learning environment, as an effective combination of activities and resources at home, is a major factor in the development of children’s social–emotional competence ( Domitrovich et al, 2017 ; Lehrl et al, 2020 ). Previous studies have shown that factors such as socioeconomic status, family functions, family activities, and parenting styles influence the development of young children’s social–emotional competence ( Liu J. et al, 2020 ; Schapira and Aram, 2020 ; Hooper et al, 2022 ). However, the home learning environment is greater than just the sum of its component environmental elements.…”

Funcionalidad familiar y bienestar psicológico en adultos

“…Por otra parte, en un estudio en el que se analizó los perfiles de estrés, apoyo social, bienestar psicológico y funcionamiento familiar se encontró que los niños con un perfil de alto funcionamiento familiar y bajo estrés tenían destrezas socioemocionales más adecuadas (Hooper et al, 2022). Además, en una revisión bibliográfica acerca de adolescentes transgéneros, se llegó a la conclusión que el factor protector esencial del bienestar psicológico es el apoyo percibido, en especial el familiar; no obstante, cuando este se percibe como rechazo se torna en factor de riesgo para esta población (Cárdenas et al, 2021).…”