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Improving School Outcomes for Transgender and Gender-Diverse Youth: A Rapid Review 提高跨性别和性别多样化青年的学习成绩:快速回顾
IF 3.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1177/23727322211068021
M. Feijó, A. M. Fontanari, L. Boeira, G. Wendt, Tomasz Bloniewski, Â. B. Costa
Transgender and gender-diverse students may experience poorer school outcomes due to a threatening school climate. A rapid review using systematic search found 2,111 studies mentioned LGBTQ + students, but only three were peer-reviewed empirical tests of potential interventions to improve school outcomes among transgender and gender-diverse youth: (a) Sexual orientation, gender identity, and/or gender expression (SOGIE) inclusive policies were associated with greater school safety, less victimization, less social aggression, and higher teacher support. (b) Among the interventions, the use of the chosen name in school reduced negative health outcomes. (c) Gay–Straight Alliances (GSA) reduced reports of frequent gender-based bullying. Several implementation facilitators for school interventions included transgender and gender-diverse students, along with informative families, trained teachers, and supportive principals. Randomized controlled trials focusing on this population would contribute greater certainty when developing school interventions. The lack of high-quality studies should serve as a wake-up call to conduct the necessary research.
由于学校环境的威胁,跨性别和性别多样化的学生可能会经历较差的学习成绩。一项使用系统搜索的快速审查发现,有2111项研究提到了LGBTQ +学生,但只有三项研究是针对改善跨性别和性别多样化青年学业成绩的潜在干预措施进行的同行评议的经验测试:(A)性取向、性别认同和/或性别表达(SOGIE)包容性政策与更高的学校安全、更少的受害、更少的社会攻击和更高的教师支持相关。(b)在干预措施中,在学校使用选定的名字减少了对健康的负面影响。(c)同性恋-异性恋联盟减少了经常发生的基于性别的欺凌行为的报告。学校干预措施的几个实施促进者包括跨性别和性别多样化的学生,以及提供信息的家庭、训练有素的教师和支持的校长。针对这一人群的随机对照试验将在制定学校干预措施时提供更大的确定性。缺乏高质量的研究应该成为进行必要研究的警钟。
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引用次数: 1
Asian Americans’ Parent–Child Conflict and Racial Discrimination May Explain Mental Distress 亚裔美国人的亲子冲突和种族歧视可能解释心理困扰
IF 3.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1177/23727322211068173
Y. Choi, Eunseok Jeong, Michael Park
Despite being stereotyped as problem-free and high-achieving, Asian Americans are vulnerable to mental distress (e.g., depression, suicidal ideation, and suicide), according to the limited available studies. Ethnic subgroups also have more variable outcomes than the monolithic category, “Asians or Asian Americans,” may suggest, but even across communities, few utilize mental health care compared to other racial/ethnic groups. To illustrate the needed evidence, a longitudinal survey of Filipino and Korean Americans found that mental distress among young Asian Americans increased at an alarming rate during the transition from adolescence to young adulthood. Two prominent contextual factors, parent–child conflict and racial discrimination, explained the uptick in mental distress. The surge of anti-Asian discrimination since the COVID-19 pandemic requires anti-discrimination policy, while parent–child conflict requires working with families in a culturally competent way.
根据有限的可用研究,尽管亚裔美国人被定型为没有问题和成就感强,但他们很容易受到精神困扰(如抑郁症、自杀意念和自杀)。与“亚洲人或亚裔美国人”这一单一类别相比,族裔亚组也有更多的可变结果,但即使在整个社区中,与其他种族/族裔群体相比,很少有人使用心理健康护理。为了说明所需的证据,一项针对菲律宾裔和韩裔美国人的纵向调查发现,在从青春期到成年期的过渡过程中,亚裔年轻人的精神痛苦以惊人的速度增加。两个突出的背景因素,亲子冲突和种族歧视,解释了精神痛苦的增加。自新冠肺炎大流行以来,反亚裔歧视的激增需要反歧视政策,而亲子冲突则需要以文化上胜任的方式与家庭合作。
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引用次数: 2
Reducing Youth In-Group Favoritism to Address Social Injustice 减少青年群体内偏袒,解决社会不公正问题
IF 3.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1177/23727322211068387
G. Carlo, A. Davis, Laura K. Taylor
Social injustices toward minority groups are pervasive around the world, and further exacerbated by global threats such as COVID-19 and climate change. Prosocial tendencies, such as empathy, moral reasoning, and helping behaviors directed only toward members of one's own social groups, discriminate against outgroups, and can perpetuate an unjust status quo. Yet, recent meta-analyses point to effective intervention programs that can foster prosocial responses across group lines. Developmental science has identified evidence-based interventions, policies, and programs to foster inclusive prosocial tendencies (toward both in-group and out-group members) to redress social injustices and inequities, and ultimately, lead to more just and peaceful societies. The recent developmental science informs five policy principles (e.g., developmental science, resilience, culture, collaboration, and sustainability) that can advance the United Nations Sustainable Development Goals (SDGs) around inclusion and peace.
对少数群体的社会不公正现象在世界各地普遍存在,新冠肺炎和气候变化等全球威胁进一步加剧了这种情况。亲社会倾向,如同理心、道德推理和只针对自己社会群体成员的帮助行为,歧视外部群体,并可能使不公正的现状永久化。然而,最近的荟萃分析指出,有效的干预计划可以促进跨群体的亲社会反应。发展科学已经确定了基于证据的干预措施、政策和计划,以培养包容性的亲社会倾向(针对群体内和群体外成员),纠正社会不公正和不公平,并最终导致更公正与和平的社会。最近的发展科学为五项政策原则(例如,发展科学、复原力、文化、合作和可持续性)提供了信息,这些原则可以推动联合国围绕包容与和平的可持续发展目标。
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引用次数: 0
Milestones or Millstones: How Standard Assessments Mask Cultural Variation and Misinform Policies Aimed at Early Childhood Development 里程碑或基石:标准评估如何掩盖文化差异和误导儿童早期发展政策
IF 3.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1177/23727322211068546
Lana B. Karasik, S. Robinson
Traditionally, the study of motor development—rooted in Western populations and culture—has focused on establishing norms in the timing and sequence of motor skills, inspiring the widely used emphasis on motor milestones in standard assessments (e.g., crawling by 8 months). Motor milestones are only a perceived version of what is an important skill; they are cultural conventions, not universals. Some cultures allow infants floor time; others carry them constantly, limiting practice. Thus, milestones create millstones to considerations of culture and context. Cultural beliefs, practices, and expectations manifest in childrearing practices. The variability in childrearing—or differences in infants’ experiences—offer unique opportunities for posture, balance, and locomotion, which in turn generates variation in motor skills both within and between cultures. Cross-cultural comparisons best illustrate the enormous variability in infants’ everyday experiences and effects on motor skills. We offer suggestions from this cross-cultural perspective to inform policy when designing interventions to help infants and young children thrive.
传统上,植根于西方人口和文化的运动发展研究侧重于建立运动技能的时间和顺序规范,这激发了人们在标准评估中广泛使用的对运动里程碑的强调(例如,爬行8个月)。运动里程碑只是一种重要技能的感知版本;它们是文化惯例,而不是普遍现象。有些文化允许婴儿自由活动;其他人经常携带它们,限制了实践。因此,里程碑为文化和背景的考虑创造了基石。文化信仰、实践和期望体现在育儿实践中。养育孩子的可变性——或者婴儿经历的差异——为姿势、平衡和运动提供了独特的机会,这反过来又产生了文化内部和文化之间运动技能的差异。跨文化比较最能说明婴儿日常经历的巨大差异以及对运动技能的影响。我们从这种跨文化的角度提出建议,在设计干预措施以帮助婴幼儿茁壮成长时为政策提供信息。
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引用次数: 6
How Infants Learn From a World of Faces: Implications for Racial Biases and Mask-Wearing 婴儿如何从面孔的世界中学习:种族偏见和戴面具的含义
IF 3.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1177/23727322211068007
L. Bayet
Faces are special to infants from birth, and experiences with faces in infancy are critical to developing brain circuits that support face processing skills through adulthood. Infants learn to extract rich information from faces, including recognizing people, tracking their gaze and expressions, and lip-reading. As infants learn to interact with the people around them, their responses to and understanding of these communicative facial cues become more connected to their social understanding and reflect their developmental context. Infants’ face perception is particularly responsive to experience, with some degree of plasticity present through middle childhood. Opportunities to interact with people from diverse racial backgrounds in infancy may help prevent perceptual and social biases toward different groups. Variations in experience with faces beyond face race and gender, such as the use of face coverings, may impact how and what infants learn from faces.
婴儿从出生起就有脸部的特殊特征,婴儿时期的脸部经历对大脑回路的发育至关重要,而大脑回路在成年后会支持面部处理技能。婴儿学会从面部提取丰富的信息,包括识别人,跟踪他们的目光和表情,以及唇读。当婴儿学会与周围的人互动时,他们对这些交流面部线索的反应和理解与他们的社会理解更加相关,反映了他们的发展背景。婴儿的面部知觉对经验的反应特别灵敏,在童年中期具有一定程度的可塑性。在婴儿期与不同种族背景的人互动的机会可能有助于防止对不同群体的感知和社会偏见。除了面部种族和性别之外,面部经验的差异,比如使用面罩,可能会影响婴儿从面部学习的方式和内容。
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引用次数: 1
Talking to Children About Race, Gender, and Social Issues: Review and Recommendations 与儿童谈论种族、性别和社会问题:回顾和建议
IF 3.8 Q1 Social Sciences Pub Date : 2021-10-01 DOI: 10.1177/23727322211033876
Lacey J. Hilliard, M. K. Attaya, Michelle Millben
Children notice group conflict and societal injustices. Educators and caregivers sometimes shield children from challenging social issues because they think that children cannot understand complex topics or because they think learning the information will be harmful. By avoiding such conversations, educators and caregivers are ignoring societal structures that privilege some groups over others. Children are aware of current events, social issues, and differences between people. They come to their own conclusions about the observed differences and differential treatment but without the tools to challenge biases and inequities. This brief reviews research on children’s developmental capacity to understand discrimination, with a focus on early-to-middle childhood and topics related to race, gender, and immigration status. Implications for policy and practice appear alongside recommendations, with a particular focus on the benefits to having these challenging conversations in schools.
儿童注意到群体冲突和社会不公正。教育工作者和照顾者有时会保护儿童免受具有挑战性的社会问题的影响,因为他们认为儿童无法理解复杂的主题,或者因为他们认为学习这些信息会有害。通过避免这种对话,教育工作者和护理人员忽视了一些群体比其他群体享有特权的社会结构。孩子们了解时事、社会问题和人与人之间的差异。他们对观察到的差异和差别待遇得出了自己的结论,但没有挑战偏见和不公平的工具。本文简要回顾了关于儿童理解歧视的发展能力的研究,重点是儿童早期至中期以及与种族、性别和移民身份有关的主题。对政策和实践的影响与建议一起出现,特别关注在学校进行这些富有挑战性的对话的好处。
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引用次数: 2
Potential Socioeconomic Effects of the COVID-19 Pandemic on Neural Development, Mental Health, and K-12 Educational Achievement. COVID-19大流行对神经发育、心理健康和K-12教育成就的潜在社会经济影响
IF 3.8 Q1 Social Sciences Pub Date : 2021-10-01 Epub Date: 2021-09-11 DOI: 10.1177/23727322211032248
Grace George, Janean Dilworth-Bart, Ryan Herringa

The Novel Coronavirus (COVID-19) pandemic can affect more than a child's biological health. Lack of in-person schooling and increased stress can affect neurodevelopment, mental health, and later life outcomes, especially for students who are from low socioeconomic status (SES) households. Insights from neuroscience on child development reveal potential neural mechanisms and educational outcomes likely disrupted by the pandemic-and how this will disproportionally affect low-SES children. Three policies can combat these educational and emotional effects: increased access to online resources, investments in social-emotional health, and increased access to summer/out-of-school learning. Integrating the traditionally separate fields of neuroscience and educational research will be critical for developing and assessing the most impactful policies to improve the well-being and educational achievement of our most disadvantaged children.

新型冠状病毒(COVID-19)大流行可能影响的不仅仅是儿童的生物健康。缺乏面对面的教育和压力的增加会影响神经发育、心理健康和以后的生活结果,特别是对于来自低社会经济地位(SES)家庭的学生。神经科学对儿童发展的见解揭示了潜在的神经机制和教育结果可能被大流行破坏,以及这将如何不成比例地影响低社会经济地位的儿童。有三项政策可以对抗这些教育和情感影响:增加对在线资源的获取,对社会情感健康的投资,以及增加暑期/校外学习的机会。整合传统上分离的神经科学和教育研究领域对于制定和评估最有效的政策以改善我们最弱势儿童的福祉和教育成就至关重要。
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引用次数: 11
Equity-Focused, Trauma-Informed Policy Can Mitigate COVID-19’s Risks to Children’s Behavioral Health 以公平为中心、了解创伤的政策可以减轻COVID-19对儿童行为健康的风险
IF 3.8 Q1 Social Sciences Pub Date : 2021-10-01 DOI: 10.1177/23727322211031583
Robey B. Champine, Jason M. Lang, Anusha Mamidipaka
Both vulnerabilities to COVID-19 and childhood trauma have deep roots in health inequities. Children of color especially risk severe COVID-19 illness, with long-term effects that amplify existing health disparities, including trauma exposure. Similarly, children of color report more adverse childhood experiences (ACEs) than non-Hispanic White children. ACEs and other potentially traumatic events are associated with lifelong physical and psychological health problems. Policy must prioritize health equity (the absence of differences in health care access, quality, and outcomes based on ethnicity, race, and socioeconomic status). A trauma-informed approach emphasizes recovery and resilience. Principles of health equity can join with trauma-informed policy and practice for families and communities to help mitigate the effects of childhood trauma during the pandemic and beyond.
对COVID-19的脆弱性和儿童创伤都深深植根于卫生不平等。有色人种儿童尤其有可能患上COVID-19严重疾病,其长期影响会扩大现有的健康差距,包括创伤暴露。同样,有色人种的孩子比非西班牙裔的白人孩子报告更多的不良童年经历(ace)。ace和其他潜在的创伤性事件与终生的生理和心理健康问题有关。政策必须优先考虑卫生公平(不存在基于民族、种族和社会经济地位的卫生保健可及性、质量和结果的差异)。创伤知情的方法强调恢复和复原力。卫生公平原则可以与家庭和社区的创伤知情政策和做法相结合,帮助减轻大流行期间和之后儿童创伤的影响。
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引用次数: 1
Child Care Policy as an Anti-Poverty Strategy: The Need to Address Neurophysiological Self-Regulation 儿童保育政策作为反贫困战略:需要解决神经生理自我调节
IF 3.8 Q1 Social Sciences Pub Date : 2021-10-01 DOI: 10.1177/23727322211031579
Steven J. Holochwost, Lindsay A. Gomes, Cathi B. Propper, E. Brown, I. Iruka
High-quality early care and education can mitigate the short- and long-term effects of poverty on young children’s development. Therefore, policies that expand access to high-quality early care and education can be an effective anti-poverty strategy. A number of programs demonstrably foster volitional processes of self-regulation—the capacity to control emotions, thoughts, and behaviors—among young children in poverty. However, relatively little is known about how the activity of the neurophysiological systems that form the interface between brain and body supports these processes of self-regulation in early care and education settings. Maximizing the efficacy of early care and education as an anti-poverty strategy requires adopting policies to advance three interrelated goals: understanding, accommodating, and reconfiguring young children’s neurophysiological function in the early care and education environment.
高质量的早期护理和教育可以减轻贫困对幼儿发展的短期和长期影响。因此,扩大获得高质量早期护理和教育的机会的政策可以成为一项有效的反贫困战略。许多项目显然在贫困儿童中培养了自我调节的意志过程,即控制情绪、思想和行为的能力。然而,对于形成大脑和身体之间界面的神经生理学系统的活动如何在早期护理和教育环境中支持这些自我调节过程,人们知之甚少。要最大限度地提高早期护理和教育作为一项反贫困战略的效力,就需要采取政策来推进三个相互关联的目标:理解、适应和重新配置幼儿在早期护理和教学环境中的神经生理学功能。
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引用次数: 4
Food Insecurity: What Are Its Effects, Why, and What Can Policy Do About It? 粮食不安全:它的影响是什么,为什么,政策能做些什么?
IF 3.8 Q1 Social Sciences Pub Date : 2021-10-01 DOI: 10.1177/23727322211032250
Caitlin T. Hines, Anna J. Markowitz, Anna D. Johnson
Food insecurity—lack of access to sufficient food for an active and healthy lifestyle—affects more than 10 million children in the United States. Ample research links food insecurity to hampered child physical, cognitive, and social-emotional development and provides insights for policy. After introducing food insecurity and its measurement, this article summarizes what is known about the effects of food insecurity on child development. It then considers how food insecurity harms children and explores both direct pathways through child health and indirect pathways through parenting and parent well-being. Finally, after reviewing existing policy for reducing food insecurity, we provide suggestions for new policy and policy-targeted research.
粮食不安全——无法获得足够的食物来维持积极健康的生活方式——影响着美国1000多万儿童。大量研究将粮食不安全与儿童身体、认知和社会情感发展受阻联系起来,并为政策提供见解。在介绍了粮食不安全及其测量方法之后,本文总结了粮食不安全对儿童发展的影响。然后,它考虑了粮食不安全如何危害儿童,并探讨了通过儿童健康的直接途径和通过养育子女和父母福祉的间接途径。最后,在回顾现有减少粮食不安全政策的基础上,提出了新的政策建议和政策性研究建议。
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引用次数: 10
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Policy Insights from the Behavioral and Brain Sciences
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