東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Exploring the Link Between School Su...

Johnson, Lyndsey Blake,

Linked to FindBook

Google Book

Amazon

博客來

Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review // Lyndsey Blake Johnson.
Author:	Johnson, Lyndsey Blake,
Description:	1 electronic resource (43 pages)
Notes:	Source: Masters Abstracts International, Volume: 86-01.
Contained By:	Masters Abstracts International86-01.
Subject:	Social work. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31327628
ISBN:	9798383220009

Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review /
Johnson, Lyndsey Blake,

Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review /Lyndsey Blake Johnson. - 1 electronic resource (43 pages)

Source: Masters Abstracts International, Volume: 86-01.

When considering a child's development, the family structure in which they are raised remains an integral part of their growth. Beyond research that focuses on the impact and prevention of adverse childhood experiences (ACEs) among children who are raised in complex family structures (e.g., single-parent families), literature has more recently focused on the impact for children in these households to engage in opportunities that promote positive child adjustment and resiliency. As children spend a large portion of their development within schools, understanding the ways in which these environments provide supports that promote positive child adjustment within single-parent families is pertinent. While there has been a contemporary shift in research as it now examines pathways to resilience among children in single-parent families, that research has not been integrated or summarized for the purpose of action or future directions of the field. To address this gap, the current scoping review aims to synthesize past research conducted on school supports and the promotion of positive child adjustment among single-parent families. With consideration for risk and resiliency and socio-ecological theories, the following research questions are addressed: 1) In what ways do school supports promote positive child adjustment, particularly among those raised in a single-parent household? and 2), What are the gaps in existing literature that may guide future research to continue supporting children and single-parent families within their schools and households? Utilizing PRISMA analysis and a systematic search process, results of the final research study sample (n=4) indicate that schools supports, specifically positive school climates, do positively impact academic adjustment and risk and socio-behavioral adjustment among children living in single-parent homes. Overall, one study utilized targeted interventions to explore child engagement with risk and antisocial behaviors, one study used a multimodal digital literacy curriculum to explore child social behaviors, and two studies utilized school climate reports to determine academic achievement. From the synthesis of studies conducted on this topic, this review suggests the need for further research to explore topics including specific prevention/intervention strategies, potential changes in school environments and staffing structures, and targeted psycho- and socio-emotional education within schools.

English

ISBN: 9798383220009Subjects--Topical Terms:

644197
Social work.
Subjects--Index Terms:

Adverse childhood experiences

Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review /
LDR:03980nmm a22004333i 4500 001 2436201
005 20251021112914.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798383220009
035 $a (MiAaPQD)AAI31327628
035 $a AAI31327628
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Johnson, Lyndsey Blake, $e author. $3 3826786
245 1 0 $a Exploring the Link Between School Supports and Child Adjustment Outcomes Among Children Growing Up in Single-Parent Families: A Scoping Review / $c Lyndsey Blake Johnson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (43 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 86-01.
500 $a Advisors: Martinson, Melissa Committee members: Roos, Joy; Tajima, Emiko.
502 $b M.S.W. $c University of Washington $d 2024.
520 $a When considering a child's development, the family structure in which they are raised remains an integral part of their growth. Beyond research that focuses on the impact and prevention of adverse childhood experiences (ACEs) among children who are raised in complex family structures (e.g., single-parent families), literature has more recently focused on the impact for children in these households to engage in opportunities that promote positive child adjustment and resiliency. As children spend a large portion of their development within schools, understanding the ways in which these environments provide supports that promote positive child adjustment within single-parent families is pertinent. While there has been a contemporary shift in research as it now examines pathways to resilience among children in single-parent families, that research has not been integrated or summarized for the purpose of action or future directions of the field. To address this gap, the current scoping review aims to synthesize past research conducted on school supports and the promotion of positive child adjustment among single-parent families. With consideration for risk and resiliency and socio-ecological theories, the following research questions are addressed: 1) In what ways do school supports promote positive child adjustment, particularly among those raised in a single-parent household? and 2), What are the gaps in existing literature that may guide future research to continue supporting children and single-parent families within their schools and households? Utilizing PRISMA analysis and a systematic search process, results of the final research study sample (n=4) indicate that schools supports, specifically positive school climates, do positively impact academic adjustment and risk and socio-behavioral adjustment among children living in single-parent homes. Overall, one study utilized targeted interventions to explore child engagement with risk and antisocial behaviors, one study used a multimodal digital literacy curriculum to explore child social behaviors, and two studies utilized school climate reports to determine academic achievement. From the synthesis of studies conducted on this topic, this review suggests the need for further research to explore topics including specific prevention/intervention strategies, potential changes in school environments and staffing structures, and targeted psycho- and socio-emotional education within schools.
546 $a English
590 $a School code: 0250
650 4 $a Social work. $3 644197
650 4 $a Education. $3 516579
650 4 $a Social sciences education. $3 2144735
650 4 $a Social studies education. $3 3422293
650 4 $a Individual & family studies. $3 2122770
653 $a Adverse childhood experiences
653 $a Positive child adjustment
653 $a Child's development
653 $a Socio-emotional education
690 $a 0452
690 $a 0515
690 $a 0534
690 $a 0628
710 2 $a University of Washington. $b Social Work. $e degree granting institution. $3 3771902
720 1 $a Martinson, Melissa $e degree supervisor.
773 0 $t Masters Abstracts International $g 86-01.
790 $a 0250
791 $a M.S.W.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31327628