Sacha Klein

The Availability of Neighborhood Early Care and Education Resources and the Maltreatment of Young Children

Using Census and administrative data for 2052 Census tracts in a large urban county, this study explores the relationship between several indicators of social organization and neighborhood rates of child maltreatment for 0- to 5-year-olds. Spatial regression models demonstrate that neighborhoods with a higher percentage of 3- and 4-year-olds attending preschool or nursery school, both locally and in adjacent neighborhoods, had lower rates of early maltreatment referrals and substantiations. Neighborhoods with more licensed child care spaces relative to child care need, as defined by the number of 0- to 5-year-old in the neighborhood with working parents, had lower rates of early child maltreatment referrals. However, neighborhoods with a greater spatial density of child care center spaces, defined as the number of licensed child care center spaces or “slots” per square mile, had higher rates of early child maltreatment referrals. Neighborhoods characterized by concentrated socioeconomic disadvantage, inadequate resources for informal child supervision, and ethnic heterogeneity experienced higher rates of early child maltreatment referrals and substantiations, while neighborhoods with larger concentrations of affluent residents and immigrants experienced lower rates. These results point to the importance of community context in understanding child maltreatment risk. They also suggest that early care and education resources may deserve special attention when developing community-based prevention programs to reduce the maltreatment of young children.

Neighborhood collective efficacy, parental spanking, and subsequent risk of household child protective services involvement

Children exposed to negative neighborhood conditions and parental spanking are at higher risk of experiencing maltreatment. We conducted prospective analyses of secondary data to determine the effects of neighborhood collective efficacy and parental spanking on household Child Protective Services (CPS) involvement, and whether spanking mediates the relationship between neighborhood collective efficacy and CPS involvement. The sample (N = 2,267) was drawn from the Fragile Families and Child Wellbeing Study (FFCWS), a stratified random sample of 4,789 births between 1998-2000 in 20 large U.S. cities. Logistic regression models were employed to test the effects of neighborhood collective efficacy and spanking at child age 3 on mothers report of CPS contact during the subsequent two years. The product-of-coefficient approach was used to test the mediation hypothesis. One aspect of neighborhood collective efficacy (i.e., Social Cohesion/Trust) is associated with lower odds of CPS involvement (OR = .80, 95% CI 0.670-0.951) after controlling for Informal Social Control, parental spanking, and the covariates. Parental spanking predicts increased odds of CPS involvement during the next two years (OR = 1.38, 95% CI 1.001-1.898), net of neighborhood collective efficacy and the covariates. The mediation hypothesis is not supported. Promoting both cohesive and trusting relationships between neighbors and non-physical discipline practices is likely to reduce the incidence of household CPS involvement.

Racial/Ethnic Differences in Determinants of Trauma Symptomatology among Children in the U.S. Child Welfare System Exposed to Intimate Partner Violence

Past research links childhood exposure to intimate partner violence (IPV) to Post-Traumatic Stress Disorder (PTSD), with preliminary evidence that white children may be more traumatized by IPV exposure than African American children. Despite this, few studies have explored the moderating effect of race/ethnicity on children’s IPV exposure and subsequent trauma symptoms. Using a diverse sample of children in the U.S. child welfare system (n = 713) with high prevalence of IPV exposure, this study employs subpopulation analysis with multivariate regression to explore whether race/ethnicity moderates the relationship between IPV exposure and trauma symptoms, and whether differential predictors of trauma exist for white, African American, and Hispanic children exposed to IPV. Race/ethnicity moderates the relationship between childhood exposure to IPV and trauma, with Hispanic children exhibiting fewer trauma symptoms than white children as IPV exposure becomes more frequent. Differential predictors of trauma also emerged by child race/ethnicity. Caregiver’s depression predicted white and African American children’s trauma, while neighborhood quality predicted Hispanic children’s trauma. This study suggests that race/ethnicity correlates with different risk factors for child welfare-supervised children and, as such, should be considered when designing and implementing interventions for this population.

Using Bayesian analysis to examine associations between spanking and child externalizing behavior across race and ethnic groups

While corporal punishment is widely understood to have undesirable associations with childrens behavior problems, there remains controversy as to whether such effects are consistent across different racial or ethnic groups. We employed a Bayesian regression analysis, which allows for the estimation of both similarities and differences across groups, to study whether there are differences in the relationship of corporal punishment and childrens behavior problems using a diverse, urban sample of U.S. families (n = 2653). There is some moderation of the relationship between corporal punishment and child behavior by race or ethnicity. However, corporal punishment is associated with increases in behavior problems for all children. Thus, our findings add evidence from a new analytical lens that corporal punishment is consistently linked to increased externalizing behavior across African American, White, or Hispanic children, even after earlier externalizing behavior is controlled for. Our findings suggest that corporal punishment has detrimental consequences for all children and that all parents, regardless of their racial or ethnic background, should be advised to use alternatives to corporal punishment.

The benefits of early care and education for child welfare-involved children: Perspectives from the field

Increasing access to early care and education (ECE) for children in the child welfare system (CWS) remains a critical issue in the United States, as the numbers of young children entering this system steadily increases. Mounting evidence suggests that participation in at least some types of ECE can mitigate the need for child welfare supervision. Moreover, ECE participation has been linked to positive developmental and school readiness outcomes, lower rates of foster placement, and greater placement stability for children in the CWS. Despite this research, ECE is not widely used by this population. This study informs recent local and federal efforts to increase ECE utilization among children in the CWS by exploring the perspectives of three stakeholder groups (child welfare caseworkers, ECE providers, and parents/caregivers) regarding the benefits of CWS-supervised childrens participation in ECE for 1) the children themselves, 2) their parents/caregivers, and 3) their caseworkers. A total of ten focus groups were conducted with these stakeholders in a large urban area in the western U.S. (n = 79). Meeting transcripts were analyzed with Atlas TI software to identify themes. Results highlight multiple ways in which participants perceived ECE as being beneficial for CWS-supervised children, as well as for their parents/caregivers, and caseworkers. These findings offer suggestions for ways to motivate caseworkers and parents/caregivers to enroll CWS-supervised children in ECE by educating them about benefits, not only for the children, but also for themselves.