Risk Factors Exposing Young Children to Behaviour Problems

Home quarantines and cumulative risk exposure among young children: Isolation and maladaptation.

“…However, the associations between children’s quarantine and their expressions of externalizing violent behaviors are slightly stronger among families living in high-density households. Considering the close linkage between residential density and poverty in the Israeli context (Birenbaum-Carmeli & Chassida, 2021), this finding is in line with previous documentation of the combined adverse effect of social isolation and low socioeconomic status (e.g., Fortin & Bigras, 1997; Lai et al, 2021; Samuel et al, 2018). Thus, as expected, the impacts of quarantines can depend on the size of the isolation space and the number of people sharing it.…”

“…Indeed, social restriction measures such as isolation and quarantine have long been recognized as a factor that risk exposing young children to behavior problems (Sprang & Silman, 2013; Voydanoff, 1990). When combined with low socioeconomic status, social isolation is considered a greater risk for a child’s development than poverty and social isolation taken separately (Fortin & Bigras, 1997). Studies on the mental health consequences for children isolated due to COVID-19 revealed symptoms of acute stress, depression, generalized anxiety, and adjustment disorder (Khan et al, 2021; Liu et al, 2020; Patrick et al, 2020; Racine et al, 2021; Ravens-Sieberer et al, 2023).…”

Incredible Hulks: Ship Schools and the Reformatory Movement

“…This view is not much different from the 'risk factors' described a century and a half later by Fortin and Bigras (1997), which 'when present early on in the child's life, are liable to develop social difficulties. '…”

“…This perception was further supported by prison chaplains, who had investigated the background of their charges. Osborn (1849) Fortin and Bigras (1997) describe as 'contextual factors', has been a consistent and continuing theme in the development of the juvenile justice system during the twentieth century. Expressed in different and less orotund language, it is this perspective that has led to the separation of youth from adult courts, more welfare oriented treatment of juvenile offenders and most recently a growing emphasis on diversion schemes (Audit Commission, 1996).…”

Lost lessons?: the Experience of a time‐limited home‐school support project

“…Firstly, they should occur early enough to prevent initial difficulties from developing into adolescent delinquency, mental health problems, or adult criminality (Rutter, 1990(Rutter, , 1991Loeber, 1990Loeber, , 1991Sutton, 1992;Ford and Lerner, 1992;Farrington, 1992;. Secondly, they should encompass both home and school environmentsÐthe two major influences on a child's life (Atherton, 1991;Wolfendale, 1989Wolfendale, , 1992Graham and Bowling, 1995;Fortin and Bigras, 1997). Research in both the UK and America is beginning to question the long-term effectiveness of schemes that focus only on the home or the school environment (Young and Halsey, 1995;Graham and Bowling, 1995;Dryfoos, 1990;Lerner, 1992;CPPRG, 1992).…”