“It's a Struggle but I Can Do It. I'm Doing It for Me and My Kids”: The Psychosocial Characteristics and Life Experiences of At-Risk Homeless Parents in Transitional Housing

2013 ◽  
Vol 41 (2) ◽  
pp. 177-191 ◽  
Author(s):  
Kendal Holtrop ◽  
Sharde' McNeil ◽  
Lenore M. McWey
Keyword(s):  
At Risk ◽  
Life Experiences ◽  
Transitional Housing ◽  
Psychosocial Characteristics ◽  
Homeless Parents

Creating a Digital Learning Community for Undergraduate Minority Science Majors

2013 ◽  
pp. 34-52
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
At Risk ◽  
Learning Community ◽  
Life Experiences ◽  
Real Life ◽  
Global Environment ◽  
American Education ◽  
Digital Learning ◽  
The World ◽  
Global World ◽  
Unites States

Over the last three-decades, educators and policymakers have been alarmed about the state of American education and whether the Unites States can continue to lead the world in innovation. At risk is the performance of our students and their ability to be competitive in today’s increasingly complex and challenging global environment. Clearly, while the importance of education in a global society vis-à-vis the welfare of a nation needs no defense, we must understand through real life experiences how complexity and competitiveness inform the global world.

scholarly journals The Significance of Time, Place and Traumatic Experience on at-Risk Youths’ View of their Well-Being: A Preliminary Study

2020 ◽  
Vol 13 (6) ◽  
pp. 2157-2180
Author(s):  
Silvia Exenberger ◽  
Stefanie Reiber
Keyword(s):  
At Risk ◽  
Cultural Context ◽  
Life Experience ◽  
Life Experiences ◽  
Well Being ◽  
Traumatic Experience ◽  
Indian Ocean Tsunami ◽  
Cultural Backgrounds ◽  
Allocation Process ◽  
Preliminary Study

Abstract This preliminary study explores the perspectives of at-risk youths from different cultural backgrounds on their well-being. We propose that youths’ “well-being awareness” – i.e. what sources of well-being adolescents spontaneously become aware of when they are asked about – is strongly related to their socio-cultural context, their life experiences, and the time when they reflect about it. This study focused on the meaning of well-being sources, which were constructed by youths from different cultural backgrounds who faced different traumatic life experiences. We developed and applied a theoretical framework to understand youths’ well-being awareness. Focus group discussions were analyzed of 48 male youths aged 12–18 years. They either faced the Indian Ocean Tsunami in 2004 (11 boys from South India), or severe intra-familial conflicts (17 European boys), or were unaccompanied minor refugees (20 boys of Asian and African origin). Youths were asked what makes them happy and sad and about their coping strategies, only followed by questions for clarification. First, the data were analyzed inductively based on grounded theory. Second, the gained well-being descriptions were deductively allocated to the most basic elements of human well-being according to White (2008): material, subjective and relational dimension. Through this allocation process the influence of the socio-cultural context (place), life-experience, and time on the meaning of well-being of each youth group became clear. Well-being should be viewed as a process: on the one hand youths conceptions of well-being are deeply rooted in their culture of origin, on the other hand the importance of well-being and its indicators change depending on youths’ traumatic experience and the time of asking about it.

scholarly journals Relationship Between Adherence to Remote Monitoring and Patient Characteristics: Observational Study in Women With Pregnancy-Induced Hypertension

10.2196/12574 ◽  
2019 ◽  
Vol 7 (8) ◽  
pp. e12574 ◽  
Author(s):  
Thijs Vandenberk ◽  
Dorien Lanssens ◽  
Valerie Storms ◽  
Inge M Thijs ◽  
Lotte Bamelis ◽  
...  
Keyword(s):  
At Risk ◽  
Remote Monitoring ◽  
Attachment Styles ◽  
Patient Characteristics ◽  
Cognitive Factors ◽  
Pregnancy Induced Hypertension ◽  
Psychosocial Characteristics ◽  
Induced Hypertension ◽  
Severity Of Depression ◽  
Adherence Group

Background Pregnancy-induced hypertension (PIH) is associated with high levels of morbidity and mortality in mothers, fetuses, and newborns. New technologies, such as remote monitoring (RM), were introduced in 2015 into the care of patients at risk of PIH in Ziekenhuis Oost-Limburg (Genk, Belgium) to improve both maternal and neonatal outcomes. In developing new strategies for obstetric care in pregnant women, including RM, it is important to understand the psychosocial characteristics associated with adherence to RM to optimize care. Objective The aim of this study was to explore the role of patients’ psychosocial characteristics (severity of depression or anxiety, cognitive factors, attachment styles, and personality traits) in their adherence to RM. Methods Questionnaires were sent by email to 108 mothers the day after they entered an RM program for pregnant women at risk of PIH. The Generalized Anxiety Disorder Assessment-7 and Patient Health Questionnaire-9 (PHQ-9) were used to assess anxiety and the severity of depression, respectively; an adaptation of the Pain Catastrophizing Scale was used to assess cognitive factors; and attachment and personality were measured with the Experiences in Close Relationships-Revised Scale (ECR-R), the Depressive Experiences Questionnaire, and the Multidimensional Perfectionism Scale, respectively. Results The moderate adherence group showed significantly higher levels of anxiety and depression, negative cognitions, and insecure attachment styles, especially compared with the over adherence group. The low adherence group scored significantly higher than the other groups on other-oriented perfectionism. There were no significant differences between the good and over adherence groups. Single linear regression showed that the answers on the PHQ-9 and ECR-R questionnaires were significantly related to the adherence rate. Conclusions This study demonstrates the relationships between adherence to RM and patient characteristics in women at risk of PIH. Alertness toward the group of women who show less than optimal adherence is essential. These findings call for further research on the management of PIH and the importance of individual tailoring of RM in this patient group. Trial Registration ClinicalTrials.gov NCT03509272; https://clinicaltrials.gov/ct2/show/NCT03509272

scholarly journals Prospectively assessed early life experiences in relation to cortisol reactivity in adolescents at risk for asthma

2012 ◽  
Vol 55 (2) ◽  
pp. 133-144 ◽  
Author(s):  
Kim Kelsay ◽  
Donald Y.M. Leung ◽  
David A. Mrazek ◽  
Mary D. Klinnert
Keyword(s):  
At Risk ◽  
Early Life ◽  
Life Experiences ◽  
Cortisol Reactivity

scholarly journals Relationship Between Adherence to Remote Monitoring and Patient Characteristics: Observational Study in Women With Pregnancy-Induced Hypertension (Preprint)

2018 ◽  
Author(s):  
Thijs Vandenberk ◽  
Dorien Lanssens ◽  
Valerie Storms ◽  
Inge M Thijs ◽  
Lotte Bamelis ◽  
...  
Keyword(s):  
At Risk ◽  
Remote Monitoring ◽  
Attachment Styles ◽  
Patient Characteristics ◽  
Cognitive Factors ◽  
Pregnancy Induced Hypertension ◽  
Psychosocial Characteristics ◽  
Induced Hypertension ◽  
Severity Of Depression ◽  
Adherence Group

BACKGROUND Pregnancy-induced hypertension (PIH) is associated with high levels of morbidity and mortality in mothers, fetuses, and newborns. New technologies, such as remote monitoring (RM), were introduced in 2015 into the care of patients at risk of PIH in Ziekenhuis Oost-Limburg (Genk, Belgium) to improve both maternal and neonatal outcomes. In developing new strategies for obstetric care in pregnant women, including RM, it is important to understand the psychosocial characteristics associated with adherence to RM to optimize care. OBJECTIVE The aim of this study was to explore the role of patients’ psychosocial characteristics (severity of depression or anxiety, cognitive factors, attachment styles, and personality traits) in their adherence to RM. METHODS Questionnaires were sent by email to 108 mothers the day after they entered an RM program for pregnant women at risk of PIH. The Generalized Anxiety Disorder Assessment-7 and Patient Health Questionnaire-9 (PHQ-9) were used to assess anxiety and the severity of depression, respectively; an adaptation of the Pain Catastrophizing Scale was used to assess cognitive factors; and attachment and personality were measured with the Experiences in Close Relationships-Revised Scale, the Depressive Experiences Questionnaire, and the Multidimensional Perfectionism Scale, respectively. RESULTS The moderate adherence group showed significantly higher levels of anxiety and depression, negative cognitions, and insecure attachment styles, especially compared with the over adherence group. The low adherence group scored significantly higher than the other groups on other-oriented perfectionism. There were no significant differences between the good and over adherence groups. Single linear regression showed that the answers on the PHQ-9 and ECR-R questionnaires were significantly related to the adherence rate. CONCLUSIONS This study demonstrates the relationships between adherence to RM and patient characteristics in women at risk of PIH. Alertness toward the group of women who show less than optimal adherence is essential. These findings call for further research on the management of PIH and the importance of individual tailoring of RM in this patient group. CLINICALTRIAL ClinicalTrials.gov NCT03509272; https://clinicaltrials.gov/ct2/show/NCT03509272

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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