Assessing the Socio-Economic Status of Families

Osborn, Albert F.

doi:10.1177/0038038587021003008

Cited by 24 publications

(22 citation statements)

References 15 publications

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“…Potential risk factors for bullying involvement (e.g. 6,18 ) or emotional problems were assessed at birth: sex, socioeconomic status (SES: low, moderate or high according to parental education and job status 14,19 ) and disability was defined as suffering cerebral palsy (CP 20 ), blindness or deafness 14,21 in year 2 in both cohorts. Emotional problems in year 2 were assessed with the Internalizing Scale of the Child Behavior Checklist (CBCL) in the BLS and with the Emotional Problems subscale of the SDQ in the EPICure study.…”

Section: Methodsmentioning

confidence: 99%

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Wolke

Baumann

Strauss

et al. 2015

The Journal of Pediatrics

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Neil. (2015) Bullying of preterm children and emotional problems at school age : crossculturally invariant effects. Journal of Pediatrics . ISSN 0022-3476 (In Press) Permanent WRAP url: http://wrap.warwick.ac.uk/67094 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP url' above for details on accessing the published version and note that access may require a subscription. Financial Disclosure: The authors have no financial relationships to disclose. Conflict of Interest:The authors declare no conflicts of interest. What's Known on This SubjectPreterm children are at greater risk for cognitive and developmental problems in childhood and emotional problems in adolescence than term-born peers. There is also emerging evidence that they may be more often bullied by peers at school age. What This Study AddsPreterm children are especially vulnerable to being bullied at school and those bullied over a number of years are at highly increased risk of emotional problems in early adolescence.Reducing bullying may alleviate emotional problems in preterm children. and 6/7. The primary outcome was emotional problems in year 6/7. The effects of prematurity and bullying on emotional problems were investigated with regression analysis and controlled for sex, socioeconomic status, disability, and pre-existing emotional problems. RESULTS.Preterm children were more often bullied in both cohorts than term comparisons (BLS: RR 1.27, 95% CI 1.07-1.50; EPICure: RR 1.69, 95% CI 1.19-2.41). Both prematurity and being bullied predicted emotional problems, but after controlling for confounders, only being bullied at both ages remained a significant predictor of emotional problem scores in both cohorts (BLS: B (95% CI) 0.78 (0.28, 1.27); p<.01; EPICure: 1.55 (0.79, 2.30);p<.001). In the EPICure sample, being born preterm and being bullied just at one time point additionally predicted emotional problems. CONCLUSIONS.Preterm children are more vulnerable to being bullied by peers. Those children who experience bullying over years are more likely to develop emotional problems.Health professionals should routin...

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Section: Methodsmentioning

confidence: 99%

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Wolke

Baumann

Strauss

et al. 2015

The Journal of Pediatrics

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“…A comprehensive description and evaluation of the SI is given in Osborn (1987). The total SI score has a mean of 50, standard deviation of 10.2 and a range of 19 to 73.…”

Section: Defining a Vulnerable Groupmentioning

confidence: 99%

Resilient children: A longitudinal study of high achieving socially disadvantaged children

Osborn

1990

Early Child Development and Care

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Current interest in "resilient" children -those who are vulnerable to psychopathology yet achieve competence -prompted a study of such children using data from the 1970 British birth cohort. The conceptual framework used to define a sample of "resilient" children within the cohort is described, and results from analyses designed to identify contextual, parenting and experiential factors which substantially increased the chance of resilience in vulnerable children are presented. Vulnerability was defined in terms of the family's socio-economic status when the child was 5, and a Competency Index, based on cognitive/ educational attainment and behavioural adjustment at 10 years, determined which of the vulnerable group were "resilient". The main finding was that having positive, supportive and interested parents was a major factor which enabled socially vulnerable children to achieve competence. Maternal depression -a condition to which low SES mothers were at high risk -substantially reduced the chance of resilience.

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“…Como observam Alves e Soares (2009), ao utilizar estas variáveis, as pesquisas assumem o pressuposto que a educação é o elemento-chave da qualificação para o trabalho (ou o pré-requisito para as ocupações com maior prestígio) e a renda é a consequência, ou seja, são a causa e o efeito da posição socioeconômica do indivíduo. Quanto aos procedimentos, métodos alternativos para fazer face à complexidade das novas realidades da sociedade ou em função de críticas a estudos anteriores, como Osborn (1987), têm colaborado para o avanço da área.…”

Section: Referencial Teóricounclassified

Proposta de um Indicador Socioeconômico para os Alunos das Escolas Públicas dos Municípios Brasileiros

Alves

Gouvêa

Viana

2014

Dados

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A o longo do século XX chegou-se a um consenso sobre a importân-cia da escolarização da população diante das inúmeras evidên-cias de forte associação entre educação e desenvolvimento econômico e das externalidades positivas geradas pela educação no campo políti-co e social, tais como o fortalecimento da democracia, modernização da sociedade, melhoria dos indicadores de saúde pública, alívio da pobreza, redução da desigualdade social, convívio social pacífico etc. (Schultz, 1973;Blaug, 1992;Tedesco, 2002;Cury, 2008). Compreendeu-se também que os resultados da educação no âmbito da sociedade eram indiretos e decorrentes dos retornos do processo educacional aos indivíduos por meio do desenvolvimento de: (i) habilidades em leitura, escrita, matemática, história e ciência; (ii) pensamento crítico e capacidade de resolver problemas; (iii) habilidades sociais e ética no trabalho; (iv) cidadania e responsabilidade social; (v) fundamentos para saúde física; (vi) habilidades emocionais (tais como autoconfiança, respeito pelos outros, capacidade de resistir a pressões para ter comportamentos pessoais irresponsáveis); (vii) apreço pelas artes e literatura; além de (viii) habilidades para o mundo do trabalho (Rothstein e Jacobsen, 2008). Assim, diante dos resultados esperados pela sociedade e pelos indivíduos e do avanço das conquistas no campo dos direitos sociais, a oferta da educação em muitas nações passou a ser um dever do Estado (Bobbio, 1992;Cury, 2008).

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Assessing the Socio-Economic Status of Families

Cited by 24 publications

References 15 publications

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Bullying of Preterm Children and Emotional Problems at School Age: Cross-Culturally Invariant Effects

Resilient children: A longitudinal study of high achieving socially disadvantaged children

Proposta de um Indicador Socioeconômico para os Alunos das Escolas Públicas dos Municípios Brasileiros

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