Perceived strengths of urban girls and boys experiencing homelessness

Abstract

Homelessness, with concomitant poverty and mobility, is often associated with multiple negative outcomes for school-aged children; less is known about the positive characteristics of children experiencing homelessness. This study focused on understanding the mother-perceived strengths of 50 elementary school-aged children experiencing homelessness. Mothers typically identified multiple child strengths, even among children experiencing emotional or behavioural difficulties. These strengths included positive personality and behavioural characteristics, intelligence and academic achievement and positive physical attributes. Implications for intervention and further research are discussed.

Understanding the ecology and development of children and families experiencing homelessness: Implications for practice, supportive services, and policy.

“…In turn, it is inappropriate to paint with a broad brush in viewing families experiencing homelessness. Instead, it is critical in work with youth and families to identify their strengths, resources, and capacities and find ways to build upon them (Bender, Thompson, McManus, Lantry, & Flynn, 2007; Israel & Jozefowicz‐Simbeni, 2009; Lindsey, 2000). Similarly, it is important to recognize that the caregivers and youngsters within these families have identities that go beyond the challenges they face or their experience of homelessness.…”

The possibilities of public literacy spaces

“…She recommends strategies to work effectively with homeless and "highly mobile" youths, stressing specifically the importance of identifying literacy strengths in students who are otherwise deemed "at risk." Moore's (2013) suggestions stem from studies like Miller, & Schreiber (2012) and Israel, & Jozefowicz-Simbeni (2009) who report that minimal effort has been done to uncover homeless students' abilities. Moore also notes Kim's (2013) research which asks teachers to reevaluate their presumptions of deficits when working with students from families and communities different from that of their (i.e., the teachers') own.…”