Ziesemer C, Marcoux L, Marwell B E
School of Social Work, University of Wisconsin, Madison 53706.
Soc Work. 1994 Nov;39(6):658-68.
This study examines the differences in academic performance, adaptive functioning, and problem behaviors of 145 elementary school-age children who had experienced homelessness and a matched group of 142 mobile children with low socioeconomic status (SES). The Achenbach and Edelbrock Teacher Report Form and the Harter Self-Perception Profile for Children were used. Within groups, children displayed a range of academic and psychological functioning; about 30 percent performed in the normal range. Comparisons revealed no significant differences between homeless and low SES-mobile children. However, the children's scores taken together differed substantially from norms. These findings suggest that although homelessness is a stressful event in children's lives, long-term poverty may be a more appropriate marker of risk in children. Further, the findings imply that interventions must presume a substantial diversity of need within the various populations. A model of the dynamic of poverty, mobility, and lack of social supports is presented. Implications for intervention by schools and community agencies are discussed.
本研究考察了145名曾经历过无家可归的小学适龄儿童与142名社会经济地位（SES）较低的流动儿童组成的匹配组在学业成绩、适应功能和问题行为方面的差异。使用了阿肯巴克和埃德尔布罗克教师报告表以及哈特儿童自我认知量表。在各群体中，儿童表现出一系列的学业和心理功能；约30%的儿童表现处于正常范围。比较结果显示，无家可归儿童与社会经济地位较低的流动儿童之间没有显著差异。然而，这些儿童的综合得分与常模有很大不同。这些发现表明，虽然无家可归是儿童生活中的一个压力事件，但长期贫困可能是儿童风险的更合适指标。此外，研究结果意味着干预措施必须假定不同人群中有大量不同的需求。本文提出了一个贫困、流动和缺乏社会支持动态模型。并讨论了学校和社区机构进行干预的意义。
