Sandee McClowry

The empty space phenomenon: The process of grief in the bereaved family

Abstract Forty-nine families who experienced a death following childhood cancer were interviewed 7–9 years after the death. Interviews were analyzed using grounded theory technique for qualitative data for the purpose of examining the long-term responses of families to childhood death. In contrast to bereavement theories which claim that grief is usually resolved within two years, findings of this study suggest that many parents and siblings still experience pain and loss after 7–9 years. Analysis suggests that the death of a child creates an “empty space” for surviving family members. Three patterns of grieving were described by family members in response to this sense of emptiness: “getting over it,” “filling the emptiness,” and “keeping the connection.” Differences and similarities of these patterns are enumerated. The perceived significance of the relationship to the pattern of grief is hypothesized. Situations which stimulate a recurrence or continuation of the “empty space” are suggested and changes...

Teacher-child relationships and academic achievement: A multilevel propensity score model approach☆

A robust body of research finds positive cross-sectional and longitudinal associations between teacher-child relationships and childrens academic achievement in elementary school. Estimating the causal effect of teacher-child relationships on childrens academic achievement, however, is challenged by selection bias at the individual and school level. To address these issues, we used two multilevel propensity score matching approaches to estimate the effect of high-quality teacher-child relationships in kindergarten on math and reading achievement during childrens transition to first grade. Multi-informant data were collected on 324 low-income, Black and Hispanic students, and 112 kindergarten and first-grade teachers. Results revealed significant effects of high-quality teacher-child relationships in kindergarten on math achievement in first grade. No significant effects of teacher-child relationships were detected for reading achievement. Implications for intervention development and public policy are discussed.

Parental depression following the death of a child

Abstract Forty mothers and 26 fathers were examined for depression 2 and 7 years after the death of a child from cancer. There was no difference between parental depression at 2 and 7 years; however, 22% of the variance in parental depression at 7 years was accounted for by depression at 2 years. Both times, parental depression was unrelated to either the gender of the parents or the length of the childs illness. The findings suggest that parental depression following the death of a child from cancer does not change significantly between the second and seventh years postdeath in the natural course.

Social-Emotional Learning and Academic Achievement

Social-emotional learning (SEL) programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well as classroom climate. Some programs also theorize that program impacts on children’s outcomes will be partially explained by improvements in classroom social processes, namely classroom emotional support and organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of the SEL program INSIGHTS, this article tests whether assignment to INSIGHTS improved low-income kindergarten and first grade students’ math and reading achievement by first enhancing classroom emotional support and organization. Multilevel regression analyses, instrumental variables estimation, and inverse probability of treatment weighting (IPTW) were used to conduct quantitative analyses. Across methods, the impact of INSIGHTS on math and reading achievement in first grade was partially explained by gains in both classroom emotional support and organization. The IPTW method revealed that the program impact on reading achievement in first grade was partially explained through an improvement in classroom organization. Implications for research and practice are discussed.

Classwide Efficacy of INSIGHTS: Observed Teacher Practices and Student Behaviors in Kindergarten and First Grade.

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms (n = 120) were observed in the fall prior to the intervention and in the spring following the intervention. Multilevel random effects regression models showed an INSIGHTS main effect on observed teacher practices of emotional support from fall to spring. This effect was magnified in first grade. First-grade INSIGHTS classrooms also had higher teacher practices of classroom organization and lower classwide off-task behaviors over the school year compared to first-grade attention-control classrooms. Kindergarten INSIGHTS classrooms improved classwide student engagement from fall to spring compared to kindergarten attention-control classrooms. Grade-level variations are discussed along with implications for future research and practice.

Challenging Temperament, Teacher-Child Relationships, and Behavior Problems in Urban Low-Income Children: A Longitudinal Examination.

Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher–child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The present study examined whether teacher–child closeness and conflict moderated the association between temperamental negative reactivity and growth in disruptive behaviors in low-income Black and Hispanic kindergarten and 1st-grade children. Findings revealed that negative reactivity predicted higher overall levels of in-school disruptive behavior problems at the beginning of kindergarten as well as growth in behavior problems over kindergarten and 1st grade. However, the effect of negative reactivity on disruptive behaviors was attenuated when children had relationships with teachers characterized by high levels of closeness and low levels of conflict. Practice or Policy: Implications for further research and practice are discussed.

Duality in Context The Process of Preparedness in Communicating With At-Risk Children

The goal of this study was to explore the cultural meaning of parent-child communication behaviors in inner-city children at risk for common behavioral problems. Following participation in a preventive intervention called Insights Into Childrens Temperament, 40 parents of first and second-grade children were interviewed. The data were analyzed using a constant comparative method derived from grounded-theory techniques. Findings indicate that a complex communication process was used by parents with their at-risk innercity school-age children. The immediacy of safety concerns for the child, the childs temperament, and the current parental state informed the choice of communication behaviors chosen by the parent. The ultimate goal of communication for these participants was to equip their children with tools to assist them to safely navigate their school and community environments. Participants also offered several recommendations that could be useful for practitioners and researchers to incorporate into their work with inner-city families.

Daily hassles of married women with children: An empirical foundation for a preventive program☆

OBJECTIVE: The purpose of the study was to design an empirically based, preventative intervention program for married women with scbool-age children. DESIGN: A secondary analysis of an existing data set was first conducted. The daily hassles of 78 mostly Caucasian, middle-class, suburban, married women with children between 8 and 11 years old were explored. RESULTS: Hassles related to time pressures were most often reported. The results of the analysis were then used to plan a three phase clinical intervention: hassle identificatiom hassle management, and integration of adaptive skills. (J Am Psychiatr Nurses Assoc [2000]. 6, 107-111.)

Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children

ABSTRACT Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of INSIGHTS into Children’s Temperament on instructional support and students’ math and reading skills in kindergarten and 1st-grade classrooms. INSIGHTS is a temperament-based social-emotional learning intervention with teacher, parent, and classroom programs. A total of 22 low-income urban elementary schools, 90 teachers, and 435 children were included in the study. Schools were randomly assigned to INSIGHTS or an attention-control condition. Multilevel modeling demonstrated larger impacts of INSIGHTS on instructional support in 1st-grade classrooms with greater mean classroom-level shyness scores. A further set of multilevel analyses showed larger impacts of INSIGHTS on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice or Policy: Results suggest the importance of considering temperament at the classroom level when deciding how to allocate limited resources to the implementation of temperament-based intervention and/or social-emotional learning programs. Moreover, providing professional development supports to teachers of shy students—who are at risk for poorer instruction and academic skills—should be considered by policymakers and practitioners.

Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence From a Low-Income, Urban Sample

ABSTRACT Research Findings: Home-based involvement—defined as the actions parents take to promote children’s learning outside of school—is often the most efficient way for low-income parents to be involved with their children’s education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for low-income families. This is a notable oversight given established links between parent involvement and children’s educational outcomes. To learn more about this gap, we used data from 220 low-income, urban students to examine associations between 4 dimensions of child temperament—negative reactivity, task persistence, withdrawal/shyness, and motor activity—and home-based parent involvement. Parent–child conflict was also examined as a mechanism explaining associations between dimensions of child temperament and parent involvement. Hierarchical multiple regression analyses revealed that a withdrawn/shy temperament in children predicted lower levels of home-based parent involvement, whereas a task-persistent temperament predicted higher levels of home-based parent involvement. Parent–child conflict partially mediated the relationship between task persistence and home-based parent involvement. Practice or Policy: Results expand understanding of home-based involvement at kindergarten entry in low-income families and illuminate the need to consider child temperament within the context of early intervention programs.