早期无家可归与教育福祉之间的独特关系：风险连续体假说的实证检验
The Unique Relations between Early Homelessness and Educational Well-Being: An Empirical Test of the Continuum of Risk Hypothesis.
作者信息
Brumley Benjamin, Fantuzzo John, Perlman Staci, Zager Margaret L
机构信息
University of Pennsylvania.
University of Delaware.
出版信息
Child Youth Serv Rev. 2015 Jan 1;48:31-37. doi: 10.1016/j.childyouth.2014.11.012.
Abstract
This study examined the Continuum of Risk Hypothesis by assessing the unique relations between early homelessness and educational outcomes while controlling for co-occurring risks. An integrated data system was used to account for multiple co-occurring early risk factors for an entire cohort of first grade students in a large urban school district and municipality (N = 8,267). Multilevel linear regression models indicated that the presence of some co-occurring risk factors explained the relation between homelessness and academic engagement problems in school. However, after controlling for co-occurring risks, an experience of homelessness was found to be uniquely related to social engagement problems in first grade. These results support the Continuum of Risk Hypothesis and stress the importance of early intervention for children with an experience of homelessness to foster their social development.
摘要
本研究通过评估早期无家可归与教育成果之间的独特关系，同时控制并发风险，检验了风险连续体假说。使用一个综合数据系统，对一个大城市学区和直辖市的一整个一年级学生队列（N = 8267）的多个并发早期风险因素进行了分析。多层线性回归模型表明，一些并发风险因素的存在解释了无家可归与学校学业参与问题之间的关系。然而，在控制了并发风险后，发现无家可归经历与一年级的社交参与问题存在独特关联。这些结果支持了风险连续体假说，并强调了对有过无家可归经历的儿童进行早期干预以促进其社会发展的重要性。
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