Consistency and Continuity in Material and Psychosocial Adversity Among Australian Families with Young Children

Abstract

Prior studies on longitudinal continuity of adversity have mostly examined persistence of individual adversity, rather than of families and have focussed mainly on material disadvantage. However, adversity is multi-dimensional, and in the case of families with children, it includes psychosocial as well as material elements. While both material and psychosocial elements are recognized as critical to child development, these aspects of family adversity are often studied in isolation and there is a dearth of longitudinal evidence on the extent to which such factors are transient or persistent. Using the first three waves (

Within and beyond: Some implications of developmental contexts for reframing school psychology

“…School counselors and educational psychologists play a critical role in education, addressing specific students’ deficits, providing strategies to reduce exposure to developmental risks, and equipping students with lifelong skills to improve educational outcomes and break intergenerational cycles of disadvantage (Gubhaju, Rodgers, Butterworth, Strazdins, & Davidson, ). This article highlights two complementary approaches to further enhance this critical work.…”