Resilience in Development: A Synthesis of Research across Five Decades

This article addresses the relationship between socioeconomic status (SES), family processes, and human development. The topic is framed as part of the general issue of health disparities, which involves the oft-observed positive relationship between SES and the cognitive, social, emotional, and physical well-being of adults and children. A review of recent research and theory identifies three general theoretical approaches that provide possible explanations for the association between SES and individual development: the social causation, social selection, and interactionist perspectives. Empirical evidence demonstrates support for the social causation view that SES affects families and the development of children in terms of both family stress processes (the family stress model) and family investments in children (the family investment model). However, there also is empirical support for the social selection argument that individual characteristics lead to differences in SES. Especially important, recent research is consistent with an interactionist approach, which proposes a dynamic relationship between SES and developmental change over time. Drawing on the combined set of research findings, the article concludes with the description of an interactionist model that serves as a heuristic for future studies of the links among SES, parenting behaviors, and child development.

An Interactionist Perspective on the Socioeconomic Context of Human Development

Childhood multiple risk factor exposure exceeds the adverse developmental impacts of singular exposures. Multiple risk factor exposure may also explain why sociodemographic variables (e.g., poverty) can have adverse consequences. Most research on multiple risk factor exposure has relied upon cumulative risk (CR) as the measure of multiple risk. CR is constructed by dichotomizing each risk factor exposure (0 = no risk; 1 = risk) and then summing the dichotomous scores. Despite its widespread use in developmental psychology and elsewhere, CR has several shortcomings: Risk is designated arbitrarily; data on risk intensity are lost; and the index is additive, precluding the possibility of statistical interactions between risk factors. On the other hand, theoretically more compelling multiple risk metrics prove untenable because of low statistical power, extreme higher order interaction terms, low robustness, and collinearity among risk factors. CR multiple risk metrics are parsimonious, are statistically sensitive even with small samples, and make no assumptions about the relative strengths of multiple risk factors or their collinearity. CR also fits well with underlying theoretical models (e.g., Bronfenbrenner's, 1979, bioecological model; McEwen's, 1998, allostasis model of chronic stress; and Ellis, Figueredo, Brumbach, & Schlomer's, 2009, developmental evolutionary theory) concerning why multiple risk factor exposure is more harmful than singular risk exposure. We review the child CR literature, comparing CR to alternative multiple risk measurement models. We also discuss strengths and weaknesses of developmental CR research, offering analytic and theoretical suggestions to strengthen this growing area of scholarship. Finally, we highlight intervention and policy implications of CR and child development research and theory.

Cumulative risk and child development.

The present meta-analysis integrates research from 1,435 studies on associations of parenting dimensions and styles with externalizing symptoms in children and adolescents. Parental warmth, behavioral control, autonomy granting, and an authoritative parenting style showed very small to small negative concurrent and longitudinal associations with externalizing problems. In contrast, harsh control, psychological control, authoritarian, permissive, and neglectful parenting were associated with higher levels of externalizing problems. The strongest associations were observed for harsh control and psychological control. Parental warmth, behavioral control, harsh control, psychological control, autonomy granting, authoritative, and permissive parenting predicted change in externalizing problems over time, with associations of externalizing problems with warmth, behavioral control, harsh control, psychological control, and authoritative parenting being bidirectional. Moderating effects of sampling, child's age, form of externalizing problems, rater of parenting and externalizing problems, quality of measures, and publication status were identified. Implications for future research and practice are discussed. (PsycINFO Database Record

Associations of parenting dimensions and styles with externalizing problems of children and adolescents: An updated meta-analysis.

Despite significant advances in the field of social neuroscience, much remains to be understood regarding the development and maintenance of social skills across the life span. Few comprehensive models exist that integrate multidisciplinary perspectives and explain the multitude of factors that influence the emergence and expression of social skills. Here, a developmental biopsychosocial model (SOCIAL) is offered that incorporates the biological underpinnings and socio-cognitive skills that underlie social function (attention/executive function, communication, socio-emotional skills), as well as the internal and external (environmental) factors that mediate these skills. The components of the model are discussed in the context of the social brain network and are supported by evidence from 3 conditions known to affect social functioning (autism spectrum disorders, schizophrenia, and traumatic brain injury). This integrative model is intended to provide a theoretical structure for understanding the origins of social dysfunction and the factors that influence the emergence of social skills through childhood and adolescence in both healthy and clinical populations.

SOCIAL: an integrative framework for the development of social skills.

Does persistent adversity over time have effects on children's behavior beyond the effects of intermittent or concurrent adversity? This study examined the relations between school behavior in 5th grade (mean age = 11 years 0 months) and indexes representing persistent poverty and contextual risk. The indexes described 2-year intervals of family adversity. The results showed effects for persistent risk over 2 consecutive intervals for several factors, but only for recent intervals (3rd and 5th grades), and the factors differed for externalizing behavior, internalizing behavior, and academic competence. The 3rd interval of risk added little to the outcomes, and most factors did not show persistence effects. The results highlight the need for caution in expecting and interpreting effects for persistent adversity.

The relations between persistent poverty and contextual risk and children's behavior in elementary school.

This longitudinal study examined the relations between multiple risk indexes representing contextual adversity, income-to-needs ratios, and the elementary school adjustment of children from economically disadvantaged families. The results provide evidence for volatility in family circumstances over 2-year intervals from preschool to 5th grade, for relations between the contextual risk indexes and change in externalizing behavior, and for relations between the income-to-needs ratios and change in academic competence. The results also show differences in the timing of the effects. Little evidence was found for persistence effects. Theoretical implications concern conceptualizations of the diverse and dynamic nature of the family circumstances experienced by disadvantaged children.

The Relations between Contextual Risk, Earned Income, and the School Adjustment of Children from Economically Disadvantaged Families.

This study used a person-centered approach to understand continuity and change in the externalizing behavior of children from economically disadvantaged families (N = 134). Groups of children differed in showing high levels of externalizing behavior in first grade (7 years old) that persisted (persistent problem) or decreased (improver) in third grade (9 years old) and low levels in first grade that were stable (unproblematic) or increased (new problem) in third grade. The results showed that verbal ability, behavioral impulsivity, parent maladjustment, and harsh parenting distinguished the persistent problem and unproblematic groups. Family instability was associated with change for the improver and new problem groups. The results suggest the importance of examining changes in the early adjustment to school for children from economically disadvantaged families.

Continuity and Change in Levels of Externalizing Behavior in School of Children From Economically Disadvantaged Families

Publisher Summary This chapter discusses income poverty, cofactors, and adjustment of children in elementary school and the research that attempts to meet the challenge, focusing primarily on the longitudinal research program and on family level processes. It focuses on school adjustment in conceptualizing child outcomes because school is a principal context for development in middle childhood. The chapter applies the frame in developing empirical distinctions between income poverty and correlated family variables in relation to child adjustment, the relations between dynamic aspects of the poverty ecology and change in child behavior, and developmental effects associated with differences in the duration and timing of risk exposure. This chapter takes a more person centered approach in describing factors that distinguish groups of disadvantaged children exhibiting serious adjustment difficulties.

Eleanor D. Brown

Papers

The relations between persistent poverty and contextual risk and children's behavior in elementary school.

The Relations between Contextual Risk, Earned Income, and the School Adjustment of Children from Economically Disadvantaged Families.

Continuity and Change in Levels of Externalizing Behavior in School of Children From Economically Disadvantaged Families

Income poverty, poverty co-factors, and the adjustment of children in elementary school.