Sanctions and Education Outcomes for Children in TANF Families

Most research on the impact of Welfare Reform has been upon the employment status of parents and trends in declining caseloads. Recent research has examined how children in Temporary Assistance to Needy Families (TANF) program families are faring, with growing interest in the effects upon children of the disruptions to cash benefits that result from program sanctions, the policies that are intended to motivate parents to comply with work requirements. Adding to the body of knowledge on children and TANF sanctions, this study used administrative data to examine school attendance rates and disruptions to enrollment, for children from families with at least one sanction. Findings indicate that there are important probable connections between the factors that contribute to challenges to employment that relate to parenting and the school engagement of children in TANF families.     

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.     

From clouds of chemical warfare to blue skies of peace: the Tehran Peace Museum,Iran

Despite the limited number of peace museums around the world, there exists an essential role for existing peace museums to promote a culture of peace and peace education. The purpose of this article was to introduce the origins, rationale, scope and work of the Tehran Peace Museum in Iran. The concept of the museum is to facilitate peace education and develop peaceful environments drawn from the personal experiences of war survivors. The museum encompasses exhibitions about the horrors of chemical and nuclear warfare and is balanced with awareness programmes, bridge-building dialogues, connections with other peace museums and a comprehensive peace education programme catering for younger and older members of society. It offers the space and opportunity for a community of learning within the museum and welcomes fresh ideas and initiatives from visitors and volunteers. The Tehran Peace Museum is unique in its body of volunteers, men and women who have been directly affected by chemical weapons. They are involved in the Veterans Voices of Peace Oral History Project and actively voice the need for creating peaceful societies in today’s world.     

same old story? children and young people’s continued normalisation of men’s violence against women

Globally, nationally and locally men’s violence against women is an endemic social problem and an enduring human rights issue within all societies and cultures. Challenging attitudes that condone violence both at the individual and community level is a key priority in its prevention. This paper brings together findings from two separate studies based on children’s and young people’s understandings of men’s violence against women. Both studies were located in Glasgow, Scotland, and used qualitative methods to explore children’s and young people’s views of men’s violence against women. The two studies, conducted nearly ten years apart, involved children aged 11 and 12 and young people aged 15 to 18. Despite the differences in age and the interval between them, there are remarkable similarities identified within both studies centring around children and young people’s normalisation of men’s violence against women. This paper presents a discussion of three of the key themes identified from these studies: the construction of men’s violence; gender roles and the naturalisation of difference; and the normalisation of men’s violence. In both studies the techniques of normalisation were employed by the participants to minimise both the seriousness of the violence and the significance of it to the victims. The findings clearly illustrate the widespread justification of gendered violence by both boys and girls. Thus, while the development and implementation of domestic violence/abuse education programmes need to take into account gender differences, targeting only boys’ attitudes fails to acknowledge an important component in reducing domestic violence/abuse: the internalisation of patriarchal norms by girls and women.     

Patterns of Young Adult Social Roles Transitions Across 24 Months and Subsequent Substance Use and Mental Health

Journal of Youth and Adolescence - Young adults experience social role transitions across multiple life domains, and a deeper understanding of the ways in which these simultaneous transition...     

Emotional Coregulation in Mexican-Origin Parent–Adolescent Dyads: Associations with Adolescent Mental Health

Research on the health benefits and consequences of close relationships has suggested the linkage in daily emotions (i.e., coregulation) between close partners is an important relationship dynamic. While the coupling of daily emotions among family members (parent–child and marital dyads) has been widely documented, research examining emotional coregulation among ethnic minority youth during adolescence, a period marked by heightened emotion and risk for psychopathology, remains an important area in need of exploration. This study examined correlates of emotional coregulation in a sample of Mexican-origin adolescents (M_age?=?15.02, SD?=?.83) and their parents (M_age?=?41.93, SD?=?6.70). Dyads reported on daily levels of distress and happiness for 14 consecutive days across two waves of data collection a year apart (n_wave1?=?428 dyads, n_wave2?=?336 dyads). Dyads who reported getting along were more likely to coregulate their daily happiness. Importantly, coregulation of distress was only present in older adolescents who reported above average levels of internalizing symptoms. The results suggest coregulation of distress may shape or be shaped by poor mental health during the later years of adolescence, a time when youth may be establishing a degree of emotional autonomy from parents.