Public attitudes toward funding preschool programs to prevent violence

Forde, David R.; Heckler, Nina C.

doi:10.1080/1478601x.2016.1267008

Cited by 2 publications

(3 citation statements)

References 31 publications

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“…Strong beliefs in individual explanations had a weak negative association with support for these policies. These findings are consistent with our hypotheses and cited research (e.g., Cozzarelli et al., 2001; Forde & Heckler, 2017) on causal attributions and policy support.…”

Section: Discussionsupporting

confidence: 93%

“…Much less research has connected adults’ attributions of childhood issues and support for policies benefiting children. Existing research includes childhood obesity (Barry et al., 2013; Dumitrescu et al., 2016; Jeong et al., 2018), children's vaccinations (Carpiano & Fitz, 2017), preschool programming (Forde & Heckler, 2017), juvenile justice (Trzcinski & Allen, 2012), and children's cellphone use (Jeong et al., 2018). This research also shows that believing in structural determinants for children's issues (e.g., the food industry) is associated with reduced blame of children or parents and increased support for policies that promote child well‐being or that regulate the responsible industries (Young et al., 2016).…”

mentioning

confidence: 99%

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Association of public explanations of why children struggle and support for policy solutions using a national sample

Klevens

Treves‐Kagan

Metzler

et al. 2021

Anal Soc Iss & Public Policy

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Purpose Despite evidence showing the importance of structural determinants for child well‐being and the existence of policies that can promote child well‐being, many communities are not adopting these policies. Limited awareness of structural determinants may explain this gap. This study establishes the public's recognition of structural determinants and their associations with support for policies that promote child well‐being. Methods Secondary analyses of survey data collected in 2019 from a random sample of 2496 adults in the United States. This survey asked why some children “struggle” (e.g., do poorly in school, use drugs, or get involved in crime). Respondents could select individual (e.g., lack of effort) and structural (e.g., low wages) explanations. Respondents were also asked about their support for policies that are supportive of children and families. Results Stronger beliefs of structural explanations were associated with greater support for policies that strengthen family economics, family‐friendly work, and afford access to high‐quality early childcare and education. Beliefs in individual explanations were inversely associated with support for these policies. Conclusions These findings suggest increasing recognition of the structural determinants that hinder child development may help increase support for policies that are effective in improving children's outcomes.

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

Association of public explanations of why children struggle and support for policy solutions using a national sample

Klevens

Treves‐Kagan

Metzler

et al. 2021

Anal Soc Iss & Public Policy

View full text Add to dashboard Cite

show abstract

“…Nesse sentido, mostram-se necessárias ações voltadas a transformar a cultura das escolas, tomando um forte posicionamento contra a violência, desde a primeira infância, e oferecendo suporte aos professores para usarem formas alternativas de manejar comportamentos das crianças e a sala de aula (UNESCO, 2017). A literatura, sobretudo internacional, tem divulgado estratégias desenvolvidas com respaldo da área da prevenção com vistas à promoção de uma convivência mais pacífica, tendo a escola sido o contexto mais favorável para tais intervenções (Bierman et al, 2008;Domitrovich, Cortes, & Greenberg, 2007;Embry, Flannery, Vazsonyi, Powell, & Atha, 1996;Embry & Biglan, 2008;Flay, Allred, & Ordway, 2001;Graham, 2012;Horner & Sugai, 2000;Kellam et al, 2011;Kuebel, 2017;Lebel & Chafouleas, 2010;Martin, 2011;Webster-Stratton, Reinke, Herman, & Newcomer, 2011), no entanto, o investimento de políticas públicas na área ainda é pouco frequente, se comparado ao da etapa do Ensino Fundamental (Forde & Heckler, 2017).…”

Section: Lista De Ilustraçõesunclassified

Prevenção à violência e promoção de comportamentos pró-sociais em pré-escolares: uma avaliação de necessidades

Freitas¹

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Given the high prevalence of school violence, it is necessary to develop actions aimed at preventing the problem and creating school contexts more effective in promoting prosocial behaviors from an early age. For this, it is important to carry out needs assessment studies. These are located in the prevention research cycle, at the stage of interventions development studies, having as one of its purposes the identification of difficulties and resources, in order to design a future strategy. Considering the above, the aim of this study was to conduct a needs assessment related to prosocial behavior promotion in preschool children, in order to prevent school violence. This is a mixed methods evaluative study, that included a sample of four teachers and 67 children from a public preschool, located in a city in southeastern São Paulo. To collect data, there were used an observation form to register teacher's practices related to prosocial behavior promotion, an observation form to register occurrence of prosocial behaviors among children, an inventory aimed at access teachers' educational social skills (IHSE-Prof), data extraction forms of weekly plans and bimonthly teacher planning, a semi-structured interview guide and a discussion focus group guide. A pilot study was conducted with a teacher and her class from another period of the school in order to refine proposed procedures. Data from each source underwent specific treatments and were submitted to descriptive analyzes. Resources and difficulties were detected for prosocial behavior promotion and violence prevention in the participating school. Resources include the existence, in teachers' repertoire, of practices that potentially promote prosocial behavior, some of them being more varied and others less, the presence of prosocial behaviors in children repertoires, a comprehensive understanding of preschool education mission, by most of the teachers, and teachers' favorable opinion in what concerns to the development of a future intervention in the school. Difficulties include teacher training gaps, lack of support for practice, repertoire of educational social skills to be developed, less understanding about the attributes of the preschool teacher, inconstantly planning and few planned content related to the promotion of prosocial behavior and social skills, and the perception that violence expressed in school only results from events occurred outside the institution. Thus, findings from the present study offer elements for the discussion about the process of schooling in the participating preschool and in the city where the institution is located, as well as have implications for the redirection of actions related to teaching, and provide subsidies for decision making of actions aimed at promoting prosocial behavior and preventing violence in schools.

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Public attitudes toward funding preschool programs to prevent violence

Cited by 2 publications

References 31 publications

Association of public explanations of why children struggle and support for policy solutions using a national sample

Association of public explanations of why children struggle and support for policy solutions using a national sample

Prevenção à violência e promoção de comportamentos pró-sociais em pré-escolares: uma avaliação de necessidades

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