Poverty and the social participation of young people—an analysis of poverty-related withdrawal mechanisms

Damelang, Andreas; Kloß, Georgi

doi:10.1007/s12651-013-0148-8

Cited by 12 publications

(5 citation statements)

References 19 publications

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“…Although children attending preschool in economically disadvantaged neighborhoods did not differ in these outcomes at entry into PATHS (H1 results), the group from economically disadvantaged neighborhoods appeared to benefit more in these outcomes from PATHS when compared to control group children. This is an important finding as these outcomes have been found to be concurrently and predictively associated with an increased risk of a range of negative adjustment outcomes, including social-emotional difficulties (Rubin et al, 2009;Damelang and Kloss, 2013). Taken together, the PATHS program may provide an important boost for this subgroup of children (attending preschool in disadvantaged neighborhoods).…”

Section: Discussionmentioning

confidence: 86%

“…In addition, children attending schools in economically disadvantaged neighborhoods, who took part in PATHS showed reduced levels of inattention, social withdrawal, and anxiety relative to children in control group who also attend preschool in disadvantaged neighborhoods. Given that inattention (e.g., Lundervold et al, 2017a,b), as well deficits in other social and emotional skills (e.g., Damelang and Kloss, 2013) are critical risk factors for academic achievement and adjustment, offering PATHS as an early intervention in ECEC, particularly in preschools in economically disadvantaged areas, could be a key societal measure to impede disparities among children and to promote the best possible development. As PATHS endorses child engagement, including appropriate interactions between children and their environment, such as teachers and peers, a social and emotional learning (SEL) preschool curriculum may be an important tool for teachers who work with preschool children.…”

Section: Discussionmentioning

confidence: 99%

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Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

et al. 2022

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Early interventions that foster the participation, engagement, and development of children attending preschools, including those in economically disadvantaged (low-income) neighborhoods, are of high priority. One such intervention is a universal socioemotional learning (SEL) program called Promoting Alternative Thinking Strategies (PATHS®) which aims to promote social emotional competence and positive adjustment in children, in general, and may have unique benefits for children attending preschool in low incomes areas. In the SEL field, areas in need of exploration include the possible role that neighborhood income level (i.e., all residents’ income in a postal code that a preschool is located in) could have for children’s social emotional competence and positive adjustment and how neighborhood income level may relate to benefits of an intervention such as PATHS. The study aims were to investigate 1) the baseline group differences in social emotional competence and adjustment depending on the neighborhood income level and 2) to determine if neighborhood income level moderated the effects of PATHS on children’s social emotional competence and adjustment from pre to posttest. Participants were 275 children aged four to five years old, from the preschools randomized into an immediate intervention (n = 145 children) or a wait-list control group (n = 130 children). Overall, 42.9% (n = 118) of the children attended preschools in economically disadvantaged neighborhoods and 57.1% (n = 157) of the children attended preschools in economically advantaged neighborhoods. Children’s social emotional competence and adjustment were assessed through child tasks, child observations and teacher reports. The moderation of intervention effects by the preschools’ neighborhood income was tested in a series of just-identified structural equation models (SEM) that explored interaction effects (income*PATHS interactions). At baseline, relative to children attending preschool in economically advantaged preschools, children attending preschool in economically disadvantaged neighborhoods showed lower levels of inhibitory control, working memory, task orientation and higher levels of inattention. Children attending preschools in economically disadvantaged neighborhoods participating in PATHS also showed reductions in inattention, social withdrawal and anxiety compared to control group children also attending preschool in disadvantaged neighborhoods. Additionally, PATHS children from advantaged neighborhoods improved their prosocial behavior, but not their social independence, relative to control group children who also attended preschool in advantaged neighborhoods. Offering PATHS as an SEL intervention in early childhood education and care settings could help to reduce disparities among children in a number of key outcomes.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

et al. 2022

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“…Given the importance of work and labor market inclusion in modern societies, the results are not surprising. Unemployment often goes hand‐in‐hand with a retreat from social life, which is reflected in lower levels of voluntary participation (Damelang & Kloß, 2013). The results show that it is especially the development on the labor having high importance for the development of voluntary participation.…”

Section: Analysis and Resultsmentioning

confidence: 99%

Social capital and the impact of the recent economic crisis: Comparing the effects of economic and fiscal policy developments

Hörisch

Obert

2020

Soc Policy Adm

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In this contribution, we offer an analysis that evaluates the impact of the recent financial and economic crisis on social capital. An economic crisis offers a unique chance to study people's associational lives, volunteering, network-making, and trust-building under duress. Theoretical perspectives on the relationship between social capital and economic development emphasize a reciprocal relationship between the two. Therefore, we hypothesize that if economic performance is compromised, this might lead to an erosion of social capital. More importantly, however, we also argue that states can actively intervene by means of fiscal policy measures. We will illustrate our approach by comparing 29 Organisation for Economic Cooperation and Development countries before and after the crisis. Using qualitative comparative analysis, we demonstrate that imperatives related to fiscal policy stimuli provide leverage on social capital development.

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“…There is a strong relationship between experiences of family poverty or hardship and participation in fee-paying activities (Barber et al, 2010; Damelang & Kloß, 2013), particularly when young people are required to pay for uniforms or equipment (Skattebol & Redmond, 2019). While the reduction of fees or financial subsidies are clearly one mechanism to increase participation (e.g., Foley et al, 2021), the relationship between experiences of poverty and extracurricular activity participation is complex and requires a more comprehensive approach that addresses structural barriers.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Financial Hardships and the Development of Risk-Taking Behaviors: The Protective Role of Extracurricular Activities

et al. 2022

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Past research has demonstrated an association between financial hardships and risk-taking behaviors (defined as delinquent or transgressive acts). However, this effect may differ based upon the provision of protective spaces, like those offered in extracurricular activities. In the current study, we examined the longitudinal effect of financial hardships on risk-taking in a sample of Australian adolescents ( N = 3,852). We found experiences of financial hardship at the age of 12/13 predicted higher risk-taking 2 years later. Further, a longitudinal indirect effect was observed, where financial hardships were associated with higher risk-taking 4 years later via increased exposure to risk-taking peers. Non-sporting activity participation (e.g., debating, dance) was found to offset the risks associated with experiencing financial hardships. Participation in sports was not significantly related to any of our outcomes. Our data highlights how the provision of non-sporting activities may improve behavioral outcomes, especially among more financially disadvantaged adolescents.

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Poverty and the social participation of young people—an analysis of poverty-related withdrawal mechanisms

Cited by 12 publications

References 19 publications

Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

Does attending preschool in an economically advantaged or disadvantaged neighborhood moderate the effects of the preschool edition of promoting alternative thinking strategies®?

Social capital and the impact of the recent economic crisis: Comparing the effects of economic and fiscal policy developments

The Relationship Between Financial Hardships and the Development of Risk-Taking Behaviors: The Protective Role of Extracurricular Activities

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