@article {5096, title = {Long-term effects of early childhood programs on social outcomes and delinquency}, journal = {Future Child}, volume = {5}, number = {3}, year = {1995}, note = {Yoshikawa, H
eng
Review
1995/01/01 00:00
Future Child. 1995 Winter;5(3):51-75.}, month = {Winter}, pages = {51-75}, abstract = {The search for ways to prevent juvenile crime in the United States has become a matter of national urgency, as the incidence of serious offenses continues to rise. Most prevention initiatives focus on late childhood or adolescence. Such initiatives may be missing an important additional opportunity to intervene earlier in children{\textquoteright}s lives. This review of literature from criminology, psychology, and education shows that there exist key early childhood factors which are associated with later antisocial or delinquent behavior and that early childhood programs which seek to ameliorate the effects of those factors can prevent later antisocial or delinquent behavior. In particular, the review focuses on programs which have demonstrated long-term effects on antisocial behavior or delinquency. These programs have in common a combination of intensive family support and early education services, and effects on a broad range of child and family risk factors for delinquency. Moreover, there is promising evidence of their cost-effectiveness. As one element in a comprehensive plan to address poverty and other environmental causes of crime, programs combining family support with early education show promise in lessening the current devastating impact of delinquency on America{\textquoteright}s children and families.}, keywords = {*Personality Development, *Social Adjustment, Adolescent, Antisocial Personality Disorder/prevention \& control/psychology, Child, Child, Preschool, Crime/prevention \& control/psychology/trends, Early Intervention (Education)/*trends, Family Therapy/trends, Female, Forecasting, Humans, Infant, Juvenile Delinquency/*prevention \& control/psychology/trends, Male, Outcome and Process Assessment (Health Care), United States}, isbn = {1054-8289 (Print)
1054-8289 (Linking)}, author = {Yoshikawa, H.} } @article {5101, title = {Welfare dynamics, support services, mothers{\textquoteright} earnings, and child cognitive development: implications for contemporary welfare reform}, journal = {Child Dev}, volume = {70}, number = {3}, year = {1999}, note = {Yoshikawa, H
eng
96ASPE280A/PHS HHS/
Research Support, U.S. Gov{\textquoteright}t, P.H.S.
1999/06/16 00:00
Child Dev. 1999 May-Jun;70(3):779-801.}, month = {May-Jun}, pages = {779-801}, abstract = {This prospective longitudinal study, using data from the National Longitudinal Survey of Youth (NLSY; N = 614), addresses the gap in the research literature regarding the effects of welfare reform on children. Key questions addressed include whether welfare dynamics and support services relevant to welfare reform, both measured across the first 5 years of life, are associated with mothers{\textquoteright} earnings in the 6th year and three child cognitive outcomes in the 7th and 8th years: Peabody Individual Achievement Test (PIAT) math and reading scores, and the Peabody Picture Vocabulary Test (PPVT). Welfare dynamics are represented by total time on welfare, degree of cycling on and off welfare, and degree to which welfare and work are combined. Support services measured include three forms of child care (relative, babysitter, and center-based), as well as three forms of human capital supports (child support, job training, and education). Controlling for a range of background factors and for different patterns of welfare use across the first 5 years, small positive associations with mother{\textquoteright}s earnings were found for child support, education, and job training. Small positive associations also were found between child support and both math and reading scores. Finally positive associations of medium effect size were found between center care and both mothers{\textquoteright} earnings and child PPVT scores. Although effect sizes are generally small, the results suggest the potential value of welfare reform approaches that emphasize long-term human capital development. Interactions between welfare dynamics and support services suggest subgroup differences. Specifically, positive effects of support services on earnings are strongest among mothers with higher levels of human capital (higher levels of work while on welfare, lower total time on welfare). Babysitter care appears to have negative effects on both reading and math scores of children whose mothers report low levels of work while on welfare. Implications for welfare reform policy are discussed.}, keywords = {*Achievement, *Child Development, *Public Assistance/standards/trends, *Social Welfare, Chi-Square Distribution, Child, Child Care/standards/statistics \& numerical data, Child, Preschool, Developmental Disabilities/epidemiology/etiology, Family Characteristics, Family Health, Female, Humans, Infant, Infant, Newborn, Male, Poverty/statistics \& numerical data, Prospective Studies, Regression Analysis, Salaries and Fringe Benefits/statistics \& numerical data, Social Work/standards/statistics \& numerical data, United States/epidemiology, Women, Working/statistics \& numerical data}, isbn = {0009-3920 (Print)
0009-3920 (Linking)}, author = {Yoshikawa, H.} } @article {5106, title = {The effects of poverty on the mental, emotional, and behavioral health of children and youth: implications for prevention}, journal = {Am Psychol}, volume = {67}, number = {4}, year = {2012}, note = {Yoshikawa, Hirokazu
Aber, J Lawrence
Beardslee, William R
eng
2R01 HD042144-07A1/HD/NICHD NIH HHS/
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov{\textquoteright}t
Research Support, U.S. Gov{\textquoteright}t, Non-P.H.S.
Review
2012/05/16 06:00
Am Psychol. 2012 May-Jun;67(4):272-84. doi: 10.1037/a0028015.}, month = {May-Jun}, pages = {272-84}, abstract = {This article considers the implications for prevention science of recent advances in research on family poverty and children{\textquoteright}s mental, emotional, and behavioral health. First, we describe definitions of poverty and the conceptual and empirical challenges to estimating the causal effects of poverty on children{\textquoteright}s mental, emotional, and behavioral health. Second, we offer a conceptual framework that incorporates selection processes that affect who becomes poor as well as mechanisms through which poverty appears to influence child and youth mental health. Third, we use this conceptual framework to selectively review the growing literatures on the mechanisms through which family poverty influences the mental, emotional, and behavioral health of children. We illustrate how a better understanding of the mechanisms of effect by which poverty impacts children{\textquoteright}s mental, emotional, and behavioral health is valuable in designing effective preventive interventions for those in poverty. Fourth, we describe strategies to directly reduce poverty and the implications of these strategies for prevention. This article is one of three in a special section (see also Biglan, Flay, Embry, \& Sandler, 2012; Munoz, Beardslee, \& Leykin, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine.}, keywords = {*Child Development, *Psychology, Child, Adolescent, Child, Humans, Mental Disorders/*prevention \& control, Mental Health/*economics, Poverty/prevention \& control/*psychology}, isbn = {1935-990X (Electronic)
0003-066X (Linking)}, author = {Yoshikawa, H. and Aber, J. L. and Beardslee, W. R.} } @article {5111, title = {Access to institutional resources as a measure of social exclusion: relations with family process and cognitive development in the context of immigration}, journal = {New Dir Child Adolesc Dev}, volume = {2008}, number = {121}, year = {2008}, note = {Yoshikawa, Hirokazu
Godfrey, Erin B
Rivera, Ann C
eng
Comparative Study
2008/09/17 09:00
New Dir Child Adolesc Dev. 2008 Fall;2008(121):63-86. doi: 10.1002/cd.223.}, month = {Fall}, pages = {63-86}, abstract = {Few studies have examined how experiences associated with being an undocumented immigrant parent affects children{\textquoteright}s development. In this article, the authors apply social exclusion theory to examine how access to institutional resources that require identification may matter for parents and children in immigrant families. As hypothesized, groups with higher proportions of undocumented parents in New York City (e.g., Mexicans compared to Dominicans) reported lower levels of access to checking accounts, savings accounts, credit, and drivers{\textquoteright} licenses. Lack of access to such resources, in turn, was associated with higher economic hardship and psychological distress among parents, and lower levels of cognitive ability in their 24-month-old children.}, keywords = {*Child Development, *Emigrants and Immigrants, *Parents, Acculturation, Adult, Child, Preschool, Cohort Studies, Dominican Republic, Eligibility Determination/*statistics \& numerical data, Family Characteristics, Female, Health Services Accessibility/statistics \& numerical data, Hispanic Americans/*statistics \& numerical data, Humans, Longitudinal Studies, mexico, New York City, Poverty/*statistics \& numerical data, Sampling Studies, Social Environment, Social Support, Stress, Psychological, Surveys and Questionnaires}, isbn = {1534-8687 (Electronic)
1520-3247 (Linking)}, author = {Yoshikawa, H. and Godfrey, E. B. and Rivera, A. C.} } @article {5116, title = {Child development and public policy: toward a dynamic systems perspective}, journal = {Child Dev}, volume = {72}, number = {6}, year = {2001}, note = {Yoshikawa, H
Hsueh, J
eng
2002/01/05 10:00
Child Dev. 2001 Nov-Dec;72(6):1887-903.}, month = {Nov-Dec}, pages = {1887-903}, abstract = {Little theoretical work exists that proposes general mechanisms for how public policies may influence child development. This article argues that dynamic systems theories may be useful in illuminating such processes, as well as highlighting gaps in current research at the intersection of public policy analysis and developmental science. A brief review of dynamic systems theories as they are currently utilized in other areas of developmental science is provided, as well as a statement of why they may help advance research in public policy and child development. Five principles of dynamic systems theories are presented and discussed using examples from research that address the question, "How do current antipoverty and welfare reform policies affect children?" Also presented are examples of hypotheses and research questions that each principle may generate for future work. The concluding section presents challenges that each principle poses for research methodology, and potential uses of the dynamic systems approach for developing and integrating policy and program initiatives.}, keywords = {*Child Development, *Public Policy, Child, Humans}, isbn = {0009-3920 (Print)
0009-3920 (Linking)}, author = {Yoshikawa, H. and Hsueh, J.} } @article {5121, title = {Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes}, journal = {Dev Psychol}, volume = {51}, number = {3}, year = {2015}, note = {Yoshikawa, Hirokazu
Leyva, Diana
Snow, Catherine E
Trevino, Ernesto
Barata, M Clara
Weiland, Christina
Gomez, Celia J
Moreno, Lorenzo
Rolla, Andrea
D{\textquoteright}Sa, Nikhit
Arbour, Mary Catherine
eng
Comparative Study
Randomized Controlled Trial
Research Support, Non-U.S. Gov{\textquoteright}t
2015/02/24 06:00
Dev Psychol. 2015 Mar;51(3):309-22. doi: 10.1037/a0038785.}, month = {Mar}, pages = {309-22}, abstract = {We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.}, keywords = {*Education, Continuing, *Faculty, Adult, Child, Child, Preschool, Chile, Education/standards, Female, Humans, Male, Middle Aged, Program Development, Program Evaluation, Quality Improvement, Schools, Nursery/*standards, Teaching/*methods/standards}, isbn = {1939-0599 (Electronic)
0012-1649 (Linking)}, author = {Yoshikawa, H. and Leyva, D. and Snow, C. E. and Trevino, E. and Barata, M. C. and Weiland, C. and Gomez, C. J. and Moreno, L. and Rolla, A. and D{\textquoteright}Sa, N. and Arbour, M. C.} } @article {5126, title = {Advancing Methods in Research on Asian American Children and Youth}, journal = {Child Dev}, volume = {87}, number = {4}, year = {2016}, note = {Yoshikawa, Hirokazu
Mistry, Rashmita
Wang, Yijie
eng
Review
Research Support, Non-U.S. Gov{\textquoteright}t
2016/07/10 06:00
Child Dev. 2016 Jul;87(4):1033-50. doi: 10.1111/cdev.12576.}, month = {Jul}, pages = {1033-50}, abstract = {Asian American children and youth constitute at the same time an immigrant group, a set of ethnic groups, and a set of cultural groups. Research on these populations can therefore take on one or more of these perspectives. This article provides guidance for research methods in three areas: (a) conceptualizing and assessing migration-related factors, (b) assessing ethnicity and national origin, and (c) using culturally and contextually relevant measures. Methodological recommendations are made for each area, with attention to small-scale studies with community samples as well as large-scale data sets. In addition, this article recommends researchers attend to within-group variations (i.e., intersections of ethnicity, generational status, gender, class, sexuality), the embeddedness of individual development in context, and specificity of developmental periods.}, keywords = {*Acculturation, *Asian Americans, *Emigrants and Immigrants, *Human Development, Adolescent, Child, Humans, Research/*standards}, isbn = {1467-8624 (Electronic)
0009-3920 (Linking)}, author = {Yoshikawa, H. and Mistry, R. and Wang, Y.} } @article {5131, title = {Commentary: New Directions in Developmentally Informed Intervention Research for Vulnerable Populations}, journal = {Child Dev}, volume = {88}, number = {2}, year = {2017}, note = {Yoshikawa, Hirokazu
Whipps, Mackenzie D M
Rojas, Natalia M
eng
Review
Research Support, Non-U.S. Gov{\textquoteright}t
2017/02/06 06:00
Child Dev. 2017 Mar;88(2):459-465. doi: 10.1111/cdev.12736. Epub 2017 Feb 3.}, month = {Mar}, pages = {459-465}, abstract = {This special section of Child Development brings together experts in developmental science and intervention research to incorporate current evidence on resilience for vulnerable populations and give concrete suggestions for action and research. This commentary synthesizes the contributions of the articles, noting themes such as simultaneous attention to multiple risk, protective, and promotive processes; integrating new principles from clinical and therapeutic interventions; and adapting intervention approaches for new populations. It then describes additional directions for interventions to maximize resilience, including approaches that address social psychological processes, issues related to demographic and other forms of diversity, policy-related individual behaviors, and sequenced interventions across the life span. It also gives suggestions for integrating implementation science on expansion and scale with behavioral intervention science.}, keywords = {*Child Development, Child, Humans, Psychotherapy/*methods, Vulnerable Populations/*psychology}, isbn = {1467-8624 (Electronic)
0009-3920 (Linking)}, author = {Yoshikawa, H. and Whipps, M. D. and Rojas, N. M.} }