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ARE SUPPORTIVE FOSTER CAREGIVERS ASSOCIATED WITH IMPROVED FOSTER CARE ALUMNI OUTCOMES? A LONGITUDINAL EXAMINATION OF THE EFFECT OF SUPPORTIVE FOSTER CAREGIVERS ON MENTAL HEALTH OUTCOMES IN A NATIONALLY REPRESENTATIVE SAMPLE
Title
ARE SUPPORTIVE FOSTER CAREGIVERS ASSOCIATED WITH IMPROVED FOSTER CARE ALUMNI OUTCOMES? A LONGITUDINAL EXAMINATION OF THE EFFECT OF SUPPORTIVE FOSTER CAREGIVERS ON MENTAL HEALTH OUTCOMES IN A NATIONALLY REPRESENTATIVE SAMPLE
Creator
Dunn, Megan Reeves
Date
2021
Description
Foster youth are a vulnerable population associated with poor health outcomes, but relatively little research has identified factors that may...
Show moreFoster youth are a vulnerable population associated with poor health outcomes, but relatively little research has identified factors that may mitigate adverse outcomes for these youth. The present study augments previous research by utilizing a nationally representative, longitudinal study (The National Longitudinal Study of Adolescent to Adult Health or Add Health) to investigate whether foster youth in the United States face significantly different mental and behavioral health outcomes compared with same-age peers, and second, whether presence of a supportive foster caregiver may predict better mental and behavioral health outcomes in the foster youth subsample. Using data from Waves III and IV of the Add Health study (N = 12,288 participants, of which n = 282 were foster youth), analyses examined whether foster status and higher caregiver support was related to rates of depression symptoms, suicidal ideation, marijuana use, and alcohol use. Surprisingly, there were few differences between those with and without a foster history; higher frequency of marijuana use among foster youth was the only significant difference. However, analyses in the foster youth subsample indicated that the presence of a supportive caregiver was associated with lower rates of depression symptoms and lower endorsement of suicidal ideation, demonstrating caregiver support as a possible protective factor for foster youth. Future research must continue to explore potential benefits of caregiver support, as it may inform policy that can improve long-term outcomes for foster youth.
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Relations Between Inhibitory Control, Teacher Support, and Externalizing Behaviors in Elementary School Children
Title
Relations Between Inhibitory Control, Teacher Support, and Externalizing Behaviors in Elementary School Children
Creator
Kurian, Jennifer
Date
2021
Description
The aim of this study was to examine the relation between child hot and cool inhibitory control (IC) at the beginning of the school year and...
Show moreThe aim of this study was to examine the relation between child hot and cool inhibitory control (IC) at the beginning of the school year and externalizing behaviors at the end of the year, and to determine if teacher support moderates this relation in early elementary school. Participants included a diverse sample of 138 children in grades 1 (n = 62) and 2 (n = 76), with a mean age of 7.2 years (SD = 10.1 months), about half of whom were male. Hot IC was assessed with the Puzzle Box Task and cool IC with the Happy-Sad Stroop Task. Teacher support was rated by independent observers using the Adapted Teaching Style Rating Scale. A composite teacher-report score based on ratings on subscales from two measures, the Strengths and Weaknesses of Attention Deficit Hyperactive Disorder Symptoms and Normal Behavior and the Strengths and Difficulties Questionnaire, was used to assess externalizing behavior at both time points. Results of hierarchical regression analyses revealed that, contrary to expectation, neither hot nor cool IC significantly predicted child externalizing behavior at the end of the school year. A moderation analysis also failed to show a significant moderating effect for teacher support. The only variable that significantly predicted externalizing behavior at the end of the year was externalizing behavior at the beginning of the year. There were significant concurrent associations between hot IC and externalizing behaviors at both the beginning and end of the school year. These findings suggest that externalizing behaviors in early elementary school are relatively stable. Thus, early and comprehensive intervention may be critical for implementing prevention strategies designed to increase self-regulation and thereby decrease externalizing behaviors after formal school entry.
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