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[Project Title] Prepared by: [Your Name] Brigham Young University-Idaho Research Question: [How does poverty impact children’s behavioral development?] Executive Summary: [This paper contains a series of studies on the relationship between poverty and children’s behavioral development that is described in the introduction. Articles argue that poverty can have a great effect on children’s behavior by increasing the level of behavior problems, reducing academic achievement and making them more prone to risk-taking behaviors. Nevertheless, the studies also reveal the moderating factors that include but are not limited to gender, ethnicity, and resource access that may affect the relationship between poverty and behavior.] [Write an informative heading that describes how you group the studies below] Impact of Poverty on Behavior: • [Midouhas, E. (2017). School poverty effects on trajectories of child behavior: Do they depend on gender and ethnicity? Health and Place, 46, 281–292. https://doi.org/10.1016/j.healthplace.2017.06.009] • [Duarte, R., Ferrando-Latorre, S., & Molina, J. A. (2018). How to escape poverty through education? intergenerational evidence in Spain. Applied Economics Letters, 25(9), 624–627. https://doi.org/10.1080/13504851.2017.1352073] • [Mezza, J. R. S. E., Lambert, J., Zunzunegui, M. V., Tremblay, R. E., Boivin, M., & Côté, S. M. (2017). Early adolescence behavior problems and timing of poverty during childhood: A comparison of life course models. Social Science & Medicine, 177, 35–42. https://doi.org/10.1016/j.socscimed.2017.01.039] Moderating Factors: •[Duncan, G. J., Ziol-Guest, K. M., & Kalil, A. (2010). Early-childhood poverty and adult attainment, behavior, and health. Child Development, 81(1), 306–325. https://doi.org/10.1111/j.1467-8624.2009.01396.x] • [Yoo, J. A., & Huang, C.-C. (2012). The effects of domestic violence on children’s behavior problems: Assessing the moderating roles of poverty and marital status. Children and Youth Services Review, 34(12), 2464–2473. https://doi.org/10.1016/j.childyouth.2012.09.014] • [Kaiser, T., Li, J., Pollmann-Schult, M., & Song, A. Y. (2017). Poverty and Child Behavioral Problems: The Mediating Role of Parenting and Parental Well-Being. International journal of environmental research and public health, 14(9), 981. https://doi.org/10.3390/ijerph14090981] Access to Resources: • [Bulotsky-Shearer, R. J., Bell, E. R., Romero, S.L., & Carter, T.M. (2012). Preschool interactive peer play mediates problem behavior and learning for low-income children. Journal of Applied Developmental Psychology, 33(1), 53– 65. https://doi.org/10.1016/j.appdev.2011.09.003] • [Roos, L. L., Wall-Wieler, E., & Boram Lee, J. (2019). Poverty and Early Childhood Outcomes. Pediatrics, 143(6), 1–11. https://doi.org/10.1542/peds.2018-3426] •[Caballero, A., Muñoz, D., Carrera, P., Fernández, I., & Aguilar, P. (2023). Does poverty promote a different and harmful way of thinking? The links between economic scarcity, concrete construal level and risk behaviors. Current Psychology, 42(10), 8402-8413–8413. https://doi.org/10.1007/s12144-021-02382-3] Keywords/Phrases [• poverty • children’s behavior • behavior problems • gender • ethnicity • socioeconomic status • access to resources • parenting • domestic violence • risk behaviors] Peer Review Articles or Scholarly Sources: Annotation #1 Reference [Blue-sky-Shearer, R. J., Bell, E. R., Romero, S. L., & Carter, T. M. (2012). Preschool interactive peer play mediates problem behavior and learning for low-income children. Journal of Applied Developmental Psychology, 33(1), 53–65.] Citation [Bulotsky-Shearer et al., 2012] Hypothesis [The researchers hypothesized that interactive peer play in preschool would mediate the relationship between poverty and problem behavior and learning outcomes for lowincome children.] Variables [IV – Poverty; DV – Problem behavior and learning outcomes in preschool children] Link [https://doi.org/10.1016/j.appdev.2011.09.003 Abstract [This research investigates whether interactive peer play serves as a mediator between poverty and problem behavior and learning outcomes of preschool children. Participants were 379 Head Start preschool children (data age = 4.3 yrs, SD = 0.33; 56% girls, 42% African American). Peer play and poverty were evaluated by direct observation within the classrooms, whereas problem behavior and learning outcomes were evaluated by teacher report. The results showed that interactive peer play served as a powerful mediator between poverty and problem behavior as well as learning outcomes in a preschool child.] Summary/Quotes [It was found by the researchers that poverty was linked to higher problem behaviors and lowered learning outcomes for low-income preschool children. Nevertheless, interactive peer play served as a mediator of this association indicating that children who participated in more interactive play with their peers had less problem behaviors and better learning outcomes in spite of their deprivation background. The researchers argue, “The set findings indicate that social peer play should be promoted as a protective factor in preschool for preventing the negative effects of poverty on the child’s development” (Bulotsky-Shearer et al., 2012).] Utility [This article is in fact a close relation to my topic and hypothesis as it is specifically about the mediator role of interactive peer play in poverty and child outcomes. The sample is also alike to my suggested sample of lowincome children in a preschool environment. I shall also think about utilizing the measurement of interactive peer play in my own study and citing this article as evidence of the need to foster social interaction among poor children.] ] Annotation #2 Reference [Caballero, A., Muñoz, D., Carrera, P., Fernández, I., & Aguilar, P. (2023). Does poverty promote a different and harmful way of thinking? The links between economic scarcity, concrete construal level and risk behaviors. Current Psychology, 42(10), 84028413.] Citation [Caballero et al., 2023] Hypothesis [The researchers hypothesized that economic scarcity would be associated with a higher level of concrete construal and risk-taking behaviors.] Variables [Variables: IV – Economic scarcity; DV Concrete construal level and risk-taking behaviors] Link [https://doi.org/10.1007/s12144-021-02382-3] Abstract [The intention of this research was to investigate the association between economic scarcity, construal level, and risky behaviors. The participants were 229 low-income participants (M age = 35.53) who assessed measures of economic scarcity, construal level, and risk-taking behavior. Findings demonstrated that economic scarcity is positively related with concrete construal level, and concrete construal level is also positively linked with risktaking behaviors.] Summary/Quotes [The study revealed that the economic scarcity lead to the concrete construal level in an individual where such people think in the short-noticed manner and are less likely to think about the future consequence. This was also associated with increased levels of risky acts. As the authors argue, “Our findings suggest that experiencing economic scarcity is related to a different and potentially harmful mind set, which in turn increases the probability of engaging in risky behaviors” (Caballero et al., 2023).] Utility [This article offers an interesting look at the possible effects of poverty on cognition and decision-making. Relevance of the sample is that it is lowincome people which is a good for my own research since the measurement of concrete construal level may be handy. This study can also be cited to buttress the notion that poverty can be harmful to different aspects of functioning.] Annotation #3 Reference [Duarte, R., Ferrando-Latorre, S., & Molina, J. A. (2018). How to escape poverty through education?: intergenerational evidence in Spain. Applied Economics Letters, 25(9), 624–627.] Abstract [The purpose of this research was to investigate intergenerational transfer of education in Spain, through comparing the difference in educational attainment between a child’s parents and the child him or herself . Findings revealed a positive and large intergenerational correlation in education, where parents’ education significantly predicted their children’s educational attainment.”.] Summary/Quotes [In Spain, the researchers came across evidence of intergenerational transmission of education, implying that parents’ level of education is a strong predictor of their children’s educational attainment. This relationship was most evident in low-income families. The authors claim that “Our results Hypothesis [The researchers hypothesized that there would suggest that education can serve as a potential pathway to escape poverty, as parental education positively predicts children’s educational attainment” be a positive relationship between parental (Duarte et al., 2018).] education and children’s educational Citation [Duarte et al., 2018] attainment, and that this relationship would be stronger in lower-income families.] Variables [IV – Parental education; DV – Children’s educational attainment] Link [https://doi.org/10.1080/13504851.2017.13520 73] Utility [This article is connected with my research topic as it investigates the effect of parent’s education on their children’s outcomes, which is the essential part of my hypothesis. The sample and setting may not be directly relevant to my proposed study, but it nonetheless provides some important tips on the prospective function of education in breaking the cycle of poverty. Moreover, the research can also be used as a good source for the intergenerational transmission of education.] Annotation #4 Reference [Duncan, G. J., Ziol-Guest, K. M., & Kalil, A. (2010). Early-childhood poverty and adult attainment, behavior, and health. Child Development, 81(1), 306–325.] Citation [Duncan et al., 2010] Hypothesis [The researchers hypothesized that experiencing poverty in early childhood would predict negative outcomes in adulthood, including lower educational attainment, risky behaviors, and poorer health.] Variables [IV – Early childhood poverty; DV – Adult outcomes (educational attainment, behavior, and health] Link [https://doi.org/10.1111/j.14678624.2009.01396.x] Abstract [The purpose of this study was to investigate the enduring effects of earlychildhood poverty on adult outcomes in education attainment, behavior, and health. The sample consisted of 765 low-income children, with information gathered from birth through the age of 30. Results revealed that earlychildhood poverty significantly predicted lower levels of educational attainment, riskier behaviors, and poorer health status in adulthood.] Summary/Quotes [The researchers discovered that early- childhood poverty had a long-term impact on adult outcomes with those that had experienced poverty in their early years having lower levels of educational attainment and higher levels of risky behaviors and poor health status in adulthood. poverty both in economic terms and in terms of educational attainment, risk behavior, and health” (Duncan et al., 2010). The authors say, “These findings illuminate the enduring consequences of early-childhood.] Utility [This article is very related to my topic, for it discusses the possible persistent impact of poverty on many life outcomes. The sample is also alike to my sample of low-income group. The current research can be used to back up the argument that poverty has a general influence on people’s lives and can lead to negative outcomes in various areas.] Annotation #5 Abstract [The current study was aimed at investigating the mediation of parenting Reference behaviors and the well-being of mothers and fathers in the association [Kaiser, T., Li, J., Pollmann-Schult, M., & Song, A. Y. (2017). Poverty and Child between poverty and child behavioral problems. The participants included 444 low-income families with children between 4 and 6 years old. Results revealed Behavioral Problems: The Mediating Role of that poverty was correlated with increased child behavioral problems, and this Parenting and Parental Well-Being. International journal of environmental research relationship was partly explained by negative parenting practices and poor parent well-being.] and public health, 14(9), 981.] Citation [Kaiser et al., 2017] Hypothesis [The researchers hypothesized that poverty would be associated with higher levels of behavioral problems in children, and that this relationship would be mediated by parenting behaviors and parental well-being.] Variables [IV – Poverty; Mediating variables – Parenting behaviors and parental well-being; DV – Child behavioral problems] Link [https://doi.org/10.3390/ijerph14090981] Summary/Quotes [The researchers showed that poverty was associated with more behavioral problems in children, part of which was founded in negative parenting behavior and low parental well-being. They point out that, “Our results suggest that the negative effects of poverty are mediated by parenting behaviors and parental well-being, which have important effects on child behavioral problems” (Kaiser et al., 2017).] Utility [This article pertains to the topic and hypothesis of mine very well, as it examines the underlying mechanisms of the poverty-child behavior relationship. The sample is also close to my suggested low-income families sample. This research can be employed in the favor of the notion that poverty can impact parenting behaviors and parental well-being and that these factors can affect children’s behavior.] Annotation #6 Abstract [“Even though poverty is a very well established risk factor of behavior Reference problems, little is known about how timing of exposure to childhood poverty [Mazza, J. R. S., Lambert, J., Zunzunegui, M. V., relates to behavior problems in early adolescence. Tremblay, R. E., Boivin, M., & Côté, S. M. (2017). Early adolescence behavior problems and timing of Objective: By applying lifecourse models which include sensitive periods, poverty during childhood: A comparison of accumulation of risk, and social mobility models, to explore the differential lifecourse models. Social Science & Medicine, 177, influence of the timing of poverty between early childhood and late childhood 35-42.] on behavior problems in early adolescence. Methods: The Quebec Longitudinal Study of Child Development (N ¼ 2120) Citation was used. Poverty was defined as living below the low-income thresholds [Provide the citation for the first time the defined by Statistics Canada and grouped into three time periods: up to the age article is cited in the text of an article] of 3 years, 5-7 years, and 8-12 years. Primary outcomes were the teacher reports of hyperactivity, opposition, and physical aggression at age 13 years. Linear regression analyses were conducted in a structured manner in order to Hypothesis estimate the three selected time periods’ contribution of poverty to behavior [The researcher hypothesized that the timing problems. Partial F-tests were utilized to contrast loaded lifecourse models to of exposure to childhood poverty would have a completely saturated model (all poverty main effects and any interactions differential effects on behavior problems in could be present). early adolescence. They likely expected that Results: 9.3% of the initial sample were households that had poverty at all early and prolonged exposure to poverty time periods. Those who were poor at any one point in time were 39.2%. The would predict higher levels of behavior risk accumulation model was the best fitting model for hyperactivity and problems.] opposition. The risk for physical aggression problems was only related to poverty between 0 and 3 years supporting the sensitive period.] Summary/Quotes Variables [summary: The study explores the relationship between poverty in childhood [IV: Timing of poverty (early, middle, late and adolescents’ behavioral issues using different life course models. The childhood) study data from the Quebec Longitudinal Study of Child Development of DV: Behavior problems during early 2120 children were used. Poverty is categorized into three time periods: 3-5 adolescence] years, 8-10 years, and 13 years and above. At age 13, teacher reports on Link behavioral issues like inattention, disobedient, or physical violence are written. The research uses linear regression with a structured way of estimating the relationship between behavior problems and poverty level in [https://www.sciencedirect.com/science/article /abs/pii/S0277953617300461] these time periods. It compares several lifecourse models (sensitive periods, an interaction of risk factors, social mobility) to find the best-fitting model. The data show that, children who spent their childhood in poverty are more likely to have behavioral problems when they are in their early adolescence. The risk accumulation model helps in understanding hyperactivity and adverse reactions. As for physical aggression, it is related to the sensitive period between 0-3 years. The study therefore highlights the necessity of the early intervention and the long-term assistance for the pregnant women who live in the poverty so that they have the chances to control their behavioral problems in adolescence. Utility [This article gives the reader an important information concerning the relationship between childhood poverty and conduct problems during early adolescence. The Quebec Longitudinal Study of Child Development, the same sample size and longitudinal design of my proposed study reflect the individual aspects that make the importance of the study the more relevant. The structural analysis that is used to model lifecourse programs provides an analytical framework which I think can be applied. Also, resulting risk models and the period of maximum vulnerability can be used to target intervention strategies. In general, this article is very useful for me in terms of my literature review and the direction of my research methods.] Annotation #7 Reference [Midouhas, E. (2017). School poverty effects on trajectories of child behaviour: Do they depend on gender and ethnicity? Health and Place, 46, 281–292.] Citation [Midouhas,2017)] Hypothesis [The researcher hypothesized that school socio-economic composition would predict internalizing and externalizing problems in children, with a greater intake of disadvantaged pupils associated with more problems both concurrently and longitudinally.] Variables . [IV: School poverty DV: Behavior trajectories Moderators: Gender, ethnicity] Link [https://doi.org/10.1016/j.healthplace.2017.06. 009] Abstract [This paper investigated the effects of English school poverty on child behavior paths across ages 3, 5, 7 and 11 and the ethnic and gender moderating roles. School poverty predicted both internalizing and externalizing problems concurrently, as well as internalizing problems longitudinally. In non-affluent schools, girls had a sharper increase in internalizing problems, but had higher reductions in externalizing problems. Ethnic variability was also detected in the relationship between school poverty and child adjustment. Gender and racial ethnicities may affect how a child emotionally and behaviorally reacts to the peer composition in school.] Summary/Quotes [The study focuses on the influence of poverty on childhood behavior by addressing gender and ethnic diversity. It shows that poverty at school predisposes both inwards and outward symptoms, girls having steeper increases in internalizing problems in poor schools but better reduction in externalizing problems. However, in schools with higher concentrations of social services and other ways of coping with poverty, these ethnic differences can be reduced, and all students may do better. Nevertheless, there are some limits such as in the way school poverty is measured and other family factors driving school choice that remain unconsidered. However, the results emphasize the necessity of taking individual demographic factors into account when assessing the effect of school composition on the emotional and behavioral adjustment of children, which will provide information with regard to related policies and interventions. Quotes: • “School poverty predicted internalizing and externalizing problems concurrently, and internalising problems longitudinally.” • “Girls in ‘poorer’ schools had a steeper incline in internalising problems across the primary school period. Moreover, girls in schools • with high proportions of FSM-eligible pupils made greater reductions in their externalising problems over time than boys.” “Some minority ethnic children showed fewer problems than White children in high poverty schools. Bangladeshi and Black African children had fewer behavioural problems in high poverty schools. Children from Indian and Pakistani ethnic groups attending a school with a higher proportion of poor children had a faster rate of decline in both internalising and externalising problems over time.”] Utility [The article is full of crucial information relevant to my investigation as it closes the gap between my topic and the gender and ethnicity issues. The sample, derived from the Millennium Cohort Study, is very extensive and includes ages that are considered relevant. I am to employ the techniques at my disposal such as the multi-level regression models and confounder adjustments in my study design. In addition, the study results disclose a new dimension to how school environment affects students’ adjustment by using demographics, which needs to be considered. Overall, this article provides useful ideas and strategies that will increase the depth and the value of my literature review and research methodology.] Annotation #8 Reference [Roos, L. L., Wall-Wieler, E., & Lee, J. B. (2019). Poverty and early childhood outcomes. Pediatrics, 143(6).] Citation [Roos et al.,2019] Hypothesis [The researchers hypothesized that living in poverty during early childhood would have a negative impact on a range of developmental outcomes, including physical health, cognitive development, and social-emotional wellbeing.] Variables [IV: Poverty during early childhood DV: Developmental outcomes (physical health, cognitive development, socialemotional well-being)] Link [https://publications.aap.org/pediatrics/article/ 143/6/e20183426/76812/Poverty-and-EarlyChildhood-Outcomes] Abstract [With data sourced from the Manitoba Population Research Data Repository, this current study sought to evaluate the effects of poverty on several developmental outcomes in early childhood (age 1-6). The findings revealed that poverty among the children in their early life was linked to inadequate physical health, poor cognitive development, and low social-emotional wellbeing. Moreover, children in chronically poor families suffered more from the adverse effects of poverty. These results underscore the importance of policies and interventions aimed at poverty effects on child development.] Summary/Quotes [The researchers discovered that early childhood poverty was linked to worse physical health, deficits in cognitive development, and lower social-emotional well-being. Pronounced were the negative effects for children living in consistently poor families. The researchers stress the necessity of policies and interventions that will help to tackle the effects of poverty on child development.] Utility [This article is very pertinent to my subject in that the succinctly analyzes, at length, the effects of poverty on a number of developmental outcomes in the early years. The study also considers the length of time that poverty lasts, and this is an element that I can use into my own research. In addition, the results also draw attention to the need for policies and measures to mitigate the harmful consequences of poverty on child development, that could be implemented in my own work.] Annotation #9 Abstract [The current research goal was to explore the possibility and potential Reference [Shernoff, E. S., Ruork, A. K., Nadeem, E., & advantages of training teachers and school personnel from high poverty schools in DBT skills. Participants perceived the training as useful and noticed Rizvi, S. L. (2022). The feasibility and promise of Dialectical Behavior Therapy Skills improvements in the support they offered to students in terms of their socialTraining with teachers and school personnel in emotional and behavioral functioning. This implies that DBT skills training could be a viable method of educating schools in satisfying the needs of high-poverty schools. Psychology in the students in high-poverty settings.] Schools, 59(11), 2229-2250–2250. https://doi.org/10.1002/pits.22695] Summary/Quotes [It was established that the implementation of DBT skills training to teachers Citation and school personnel at high-poverty schools was viable and that it resulted in [Shernoff et al., 2022] the improvements in their ability to foster the social-emotional and behavioral functioning of students. This means that DBT is an appropriate intervention approach for schools regarding the students that live in a high-poverty Hypothesis environment.] [The researchers hypothesized that providing Utility Dialectical Behavior Therapy (DBT) skills [This article is very related to my topic since it focuses on the intervention that training to teachers and school personnel in may possibly reduce the consequences of poverty on behavior at school. The high-poverty schools would improve their article also addresses the practicality of introducing this intervention in highability to support students’ social-emotional poverty schools. This piece of information can help me to contemplate and behavioral functioning.] possible interventions in my own research.] Variables [IV: DBT skills training for teachers and school personnel DV: Teachers’ ability to support students’ social-emotional and behavioral functioning] Link [https://onlinelibrary.wiley.com/doi/full/10.10 02/pits.22695] Annotation #10 Reference [Yoo, J. A., & Huang, C.-C. (2012). The effects of domestic violence on children’s behavior problems: Assessing the moderating roles of poverty and marital status. Children and Youth Services Review, 34(12), 2464– 2473. https://doi.org/10.1016/j.childyouth.2012.09.0 14] Citation [Yoo & Huang, 2012] Hypothesis [The researchers hypothesized that exposure to domestic violence would have a negative impact on children’s behavior problems, and that this effect would be moderated by poverty and marital status. Variables [IV: Domestic violence DV: Children’s behavior problems Moderators: Poverty, marital status] [Provide the DV in your own words] Link https://www.sciencedirect.com/science/articl e/pii/S0277953612002838 Abstract [The current research setting was to evaluate children’s behavior problems and the role of poverty and marital status as moderating factors in the arena of home violence. The results indicated that domestic violence had a significant impact on the behavior problems in the child, however, poverty, and marital status moderated the effect. Specifically, the adverse effects on behavior problems were more substantial for low income family and single-parent family.] Summary/Quotes [In this study, it was discovered that the exposure to domestic violence is a predictor of behavior problems in children; however, this effect was moderated by poverty and marital status. The impact was more negative in poor families, and those from single parent families. This underscores the need to take into account the role of relevant other factors such as poverty and family structure when discussing the legacy of domestic violence on children.] Utility [This paper is particularly related to my area of interest as it investigates the effect of domestic violence on behavioral problems in children and looks at poverty and marital status as moderating factors. The results would provide input to my own research on the complex interrelations of these variables. Similarly, this article focuses on the importance of contextual variables in treating behavior problems in children who are exposed to domestic violence.]

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