A Bilingual “Neighborhood Club”: Intervening with Children Exposed to Urban Violence

Ceballo, Rosario; Ramírez, Candelaria; Maltese, Kelly L.; Bautista, Elida M.

doi:10.1007/s10464-006-9016-9

Cited by 8 publications

(7 citation statements)

References 19 publications

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“…Regardless, the efficacy and effectiveness of interventions must be systematically evaluated in order to build a body of knowledge of what works to help youths exposed to community violence (Weisz, Sandler, Durlak, & Anton, 2005). Given that community violence disproportionately affects ethnic minorities and often underserved communities, interventions should also consider and evaluate their accessibility as well as cultural sensitivity (Ceballo et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Community violence: A meta-analysis on the effect of exposure and mental health outcomes of children and adolescents

et al. 2009

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Meta-analytic techniques were used to estimate the effects of exposure to community violence on mental health outcomes across 114 studies. Community violence had its strongest effects on posttraumatic stress disorder (PTSD) and externalizing problems and smallest impact on other internalizing symptoms. Victimization by community violence most predicted symptomatology compared to witnessing or hearing about community violence. Witnessing community violence had a greater effect than hearing about violence on externalizing problems, but both types of exposure had an equal impact on other internalizing problems. PTSD symptoms were equally predicted by victimization, witnessing, or hearing about community violence. Compared to children, adolescents reported a stronger relationship between externalizing behaviors and exposure, whereas children exhibited greater internalizing problems than did adolescents.

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Section: Discussionmentioning

confidence: 99%

Community violence: A meta-analysis on the effect of exposure and mental health outcomes of children and adolescents

et al. 2009

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“…Using adolescents’ voices, we explored how their neighborhood perceptions were related to their well-being. In addition, we focused on strengths (i.e., positive neighborhood characteristics) rather than on deficits (i.e., disadvantage) to show that despite structural economic challenges, the residents in neighborhoods may act as a form of social capital for adolescent well-being, suggesting that interventions, which help people relocate to different neighborhoods (i.e., Moving to Opportunity), are not the only feasible and viable way to enhance youth mental health and academic success (Ceballo, Ramirez, Maltese, & Bautista, 2006).…”

Section: Discussionmentioning

confidence: 99%

Early Adolescent Perceptions of Neighborhood

Witherspoon

Hughes

2013

The Journal of Early Adolescence

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Considerable evidence shows the detriments of neighborhood social disorganization for urban youth. Researchers have focused less on potential neighborhood strengths or on the interplay of neighborhood perceptions and objective neighborhood characteristics. The authors examined the presence and perception of positive and negative neighborhood characteristics among urban ethnically diverse families, the similarity in early adolescents’ and mothers’ perceptions, and the association between sociodemographic characteristics, perceptions, and youth outcomes. The sample consisted of 608 ethnically diverse early adolescents and 128 mother–adolescent dyads. Adolescents’ reports of positive and negative neighborhood characteristics were empirically distinct and moderately correlated. Mothers and adolescents viewed their neighborhoods differently. Census measures of neighborhood disadvantage were positively associated with adolescents’ and mothers’ perceptions of negative neighborhood characteristics but differently associated with positive neighborhood characteristics. Neighborhood characteristics were differentially associated with youth outcomes. The authors discuss the importance of the neighborhood context, particularly positive neighborhood characteristics, for urban families.

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“…Second, surrounding neighborhood characteristics influence how parenting is performed (Ceballo et al 2006). After-school programs, day cares, community facilities (i.e., libraries), and cultural organizations (i.e., ethnic associations) provide parents with an assortment of resources.…”

Section: An Ecological Framework For Parentingmentioning

confidence: 99%

Educational Status Hierarchies, After-School Activities, and Parenting Logics: Lessons from Canada

2020

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This article draws from American research on ‘‘concerted cultivation’’ to compare the parenting logics of 41 upper-middle-class parents in Toronto, Canada. We consider not only how parents structure their children’s after-school time (what parents do) but also how the broader ecology of schooling informs their parenting logics (how they rationalize their actions). We find that parenting practices mirror American research. Upper-middle-class families enroll their children in multiple lessons and cultivate their children’s skills. However, unlike their American counterparts, Canadian parenting logics are not explicitly stratification oriented, guided by a desire to access elite universities. Canada’s relatively flat stratification system of higher education, where prestige differences between universities are minimal, prompts the emergence of a more expressive parenting ethos. Our findings draw attention to the macrofoundations of social behavior by articulating the connection between parenting logics and educational status hierarchies. We conclude by considering the implications of cross-national differences to theories of parenting and social stratification.

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A Bilingual “Neighborhood Club”: Intervening with Children Exposed to Urban Violence

Cited by 8 publications

References 19 publications

Community violence: A meta-analysis on the effect of exposure and mental health outcomes of children and adolescents

Community violence: A meta-analysis on the effect of exposure and mental health outcomes of children and adolescents

Early Adolescent Perceptions of Neighborhood

Educational Status Hierarchies, After-School Activities, and Parenting Logics: Lessons from Canada

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