Daily Poverty‐Related Stress and Coping: Associations with Child Learned Helplessness

Brown, Eleanor D.; Seyler, Mariam D.; Knorr, Andrea M.; Garnett, Mallory; Laurenceau, Jean-Philippe

doi:10.1111/fare.12217

Cited by 15 publications

(9 citation statements)

References 60 publications

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“…Second, we supplement symptom rating scales with an overt, behavioral measure of learned helplessness, and with a composite index of chronic physiological stress (allostatic load). Few studies have examined the link between childhood disadvantage and learned helplessness (Brown, 2009; Brown et al, 2016; Evans & Cassells, 2017; Evans & English, 2002), and this is the only study to show that maturational shifts in persistence to solve challenging puzzles are compromised by childhood poverty. A critical but understudied aspect of the etiology of physical and mental well-being concomitants of childhood poverty is learned helplessness.…”

Section: Discussionmentioning

confidence: 99%

“…Low-income preschool children facing a greater array of poverty-related stressors (e.g., residential mobility, unemployment) were less persistent on challenging, geometric puzzles than their peers facing fewer of these poverty-related stressors (Brown, 2009). Using a different sample of low-income children, Brown, Seyler, Knorr, Garnett, and Laurenceau (2016) found that daily fluctuations in these poverty-related stressors were tracked by task persistence at the end of each day over a 10-day period. Finally, 9-year-olds from low- versus middle-income homes were less persistent on challenging geometric puzzles (Evans & English, 2002) and this continued through age 17 (Evans & Cassells, 2017).…”

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confidence: 99%

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Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure

Evans

2021

Dev Psychopathol

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The current study assessed whether the proportion of childhood (age 0–9 years) in poverty altered the developmental trajectories (ages 9–24) of multimethodological indicators of psychological well-being. In addition, we tested whether exposure to cumulative risk over time mediated the association between poverty exposure and psychological well-being. Measures of psychological well-being included internalizing and externalizing symptoms, a behavioral index of learned helplessness (task persistence), and chronic physiological stress (allostatic load). Exposure to poverty during childhood predicted the trajectory of each development outcome: individuals with more poverty exposure during childhood showed (a) relatively high levels of internalizing symptoms that diminished more slowly with maturation, (b) relatively high levels of externalizing symptoms that increased faster over time, (c) less task persistence indicative of greater learned helplessness, and (d) higher levels of chronic physiological stress which increased faster over time relative to persons with less childhood poverty exposure. Trajectories of cumulative risk exposure from physical and psychosocial surroundings from 9–24 years accounted for the association between childhood poverty and the growth curves of internalizing and externalizing symptoms but not for learned helplessness or chronic physiological stress. Additional sensitivity analyses indicate that early childhood disadvantage is particularly problematic for each outcome, except for internalizing symptoms which seem sensitive to the combination of early and lifetime poverty exposure. We also explored whether domains of cumulative risk as well as two alternatives, maternal sensitivity or family cohesion, functioned as mediators. Little evidence emerged for any of these alternative mediating constructs.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure

Evans

2021

Dev Psychopathol

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“…Caregivers and parents of African-American young men are faced with the reality that their sons are often targeted by a biased justice system (Bobo & Thompson, 2006). Adolescents in poverty develop a sense of learned helplessness as they watch their parents struggle with the stress of making ends meet (Brown, Seyler, Knorr, Garnett & Laurenceau, 2016). For these families, having a bisexual child can bring up feelings of fear and self-blame for parents and caregivers, leading them to blame, reject and criticize their child.…”

Section: Adaptations Of Abft For Lgbq Youth Of Colormentioning

confidence: 99%

Promoting parental acceptance of bisexuality: A case study of attachment-based family therapy

Ibrahim

Russon

Levy

et al. 2018

Journal of Family Psychotherapy

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Attachment-based family therapy is an empirically supported, manualized treatment spanning over 15 years of research and clinical practice. Increasingly, research and clinical evidence emphasize the modification of family therapy models to meet the needs of diverse clients. Best practices require culturallysensitive therapists to attend to issues of race, gender identity, sexual orientation, ethnicity, class, and ability. The ABFT model has been evolving to address the health disparities associated with marginalization and attend to the specialized needs of diverse families. This clinical case study demonstrates how ABFT clinicians must adopt an intersectional approach to be successful in building and sustaining relational repair. Transcripts from a case with a religious, African-American family and their bisexual daughter outline the structure and sequence of ABFT. An analysis of this case illustrates the impact of intersectionality on clinical processes and mechanisms of change. KEYWORDSAdolescents; attachment; bisexuality; family therapy aims to repair interpersonal ruptures in parent/caregiver-child relationships. ABFT is designed to improve a family's capacity for affect regulation, interpersonal problem solving, and negotiation of attachment and autonomy. These improved capacities strengthen family cohesion creating a buffer against depression, suicidal thoughts, and risky behaviors (Garber, Robinson, & Valentiner, 1997;Restifo & Bögels, 2009). Once relationship ruptures are repaired, the later stages of treatment emphasize autonomybuilding and identity development. ABFT was designed specifically to address adolescent depression, suicide, and trauma and has been adapted to be used with other populations. ABFT has evolved over 15 years of research evaluating its efficacy, effectiveness, processes, and mechanisms of change .

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“…Indicators such as parental education, occupation, and income are only useful to the extent that they index the level of daily SES-related stress and deprivation that children face in their daily lives. Even among families below the poverty line, there is considerable heterogeneity in the level of daily poverty-related stressors that children encounter, as well as individual differences in the coping strategies employed by caregivers (Ackerman, Brown, & Izard, 2003;Brown, Seyler, Knorr, & Garnett, 2016).…”

Section: Practical and Theoretical Implicationsmentioning

confidence: 99%

“…Such an approach might be especially helpful when examining the contribution of SES to children's persistence on challenging experimental tasks such as the word learning measures in the current study. A recent study with Head Start preschoolers demonstrated that daily povertyrelated stress, but not family income-to-needs ratio, predicted children's persistence on a challenging puzzle task (Brown et al, 2016). Moreover, there is recent longitudinal evidence that persistence at least partially accounts for the relation between SES and educational outcomes (Whipple, Genero, & Evans, 2016).…”

Section: Practical and Theoretical Implicationsmentioning

confidence: 99%

Word learning from context : relations with language ability, socioeconomic status, and executive function

Hill¹

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During the school-age years, children learn most new word meanings from context rather than through deliberate vocabulary instruction. However, the actual process of word learning from context among schoolage children remains poorly understood. Prior research suggests that language ability and higher-order executive function skills such as working memory and inhibitory control of attention may aid children in acquiring new word meanings from context, but studies have not examined the effect of cognitive flexibility on word learning. In addition, although research has shown that children from families of low socioeconomic status (SES) often lag behind their peers from higher-SES backgrounds in vocabulary, there is no evidence to suggest that SES directly influences the word learning process itself. The purpose of this study was to examine the effects of language ability, SES, and executive function on word learning from context among typically developing children. Fifty children of ages nine to 11 years completed a standardized measure of language ability and tasks of working memory, inhibitory control, and cognitive flexibility along with a pretest to assess their understanding of 12 rare target words. Approximately one week later, the children read along with two short stories containing the target words while listening as the stories were narrated aloud by a computer. Posttest results showed that as a group, children made small but significant gains in knowledge of target word meanings from the stories. Analyses showed that both language ability and cognitive flexibility were related to gains in word knowledge, and that children tended to rely more on the stronger of these two skills if either language or cognitive flexibility was relatively weak. Children's SES backgrounds were not directly related to word knowledge gains, but results suggested that SES may influence the word learning process indirectly through an effect on children's cognitive flexibility.

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Daily Poverty‐Related Stress and Coping: Associations with Child Learned Helplessness

Cited by 15 publications

References 60 publications

Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure

Childhood poverty and psychological well-being: The mediating role of cumulative risk exposure

Promoting parental acceptance of bisexuality: A case study of attachment-based family therapy

Word learning from context : relations with language ability, socioeconomic status, and executive function

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