The impact of socioeconomic factors on psychological development and their combined influences on child mental health

社会经济因素对心理发展的影响及其对儿童心理健康的综合影响

• 批准号: 1948632
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2017
• 资助国家: 英国
• 起止时间: 2017 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-1948632
• 关键词: impact; socioeconomic; factors; psychological; development

My proposed research is embedded in Applied Health and tackles issues related to Child Mental Health from a social and economic perspective. It has been shown that the extent to which inequalities in child mental health exist between different children are in large part determined by socioeconomic factors that affect their environmental circumstances. The specific mechanisms by which such factors influence a child's development are not well understood - illustrated by the fact that we lack an understanding of why children from different social and cultural backgrounds show marked differences in their resilience to growing up in equally economically disadvantaged surroundings. Effective interventions to reduce the inequalities experienced by children from particularly disadvantaged backgrounds require a clearer understanding of how social circumstance shapes the individual environments that surround children as they develop and how this 'scaffolding' directly encourages or impedes personal opportunities to learn the specific psychological skills that are important for later life success. In other words, how do relatively impersonal 'structural' factors (e.g. family income) in children's lives influence the opportunities afforded to them to acquire the personal abilities and coping strategies they need to develop as they grow? This research seeks to answer such questions by applying a rigorous longitudinal and inter-disciplinary methodological approach, which utilises techniques from psychology and applied health research to give us unprecedented insight into: 1.The extent to which different aspects of cognitive and motor development interact to determine child mental health outcomes. 2.How cognitive and motor development are influenced by social circumstance and cultural factors. 3.How these factors combine to influence mental wellbeing in children. The research will beconducted with the support of a large UK-based multi-ethnic family cohort study (Born in Bradford) and will involve accessing existing data and collecting new data to enable longitudinal analysis of the relationships between children's socioeconomic circumstances, their family and cultural backgrounds and Psychological Wellbeing, from birth to 9 years old. This analysis will also incorporate assessments of motor skills and cognitive development at ages 4 and 9 years (important aspects of psychological development). Central to these investigations will be study of the specific roles that motor and cognitive development play as intermediary links in the pathway between (i) economic, social and cultural factors; (ii) resultant inequalities in wellbeing and attainment. Movement underpins the learning of many more abstract skills and thus is a plausible 'bridge' through which factors in our learning environment (e.g. materials, time, and instruction) may have knock-on impacts on the effectiveness of developing new skills. Recent research points to motor abilities in children being strongly associated with measures of their wellbeing and mental health. Moreover, motor and cognitive skills change in subtle ways depending on cultural biases in how they are taught and are strongly predicted by underlying socioeconomic status. This research draws upon these insights and will further them using robustlongitudinal methods in a uniquely rich dataset - transforming our knowledge and understanding of the developmental pathways that likely play a significant contributory role in determining later life inequalities in social mobility and wellbeing. Finally, these findings will be used to guide more evidence-based approaches within intervention initiatives presently being set up, with the intention of increasing children's resilience to socioeconomic disadvantage. The Better Start Bradford community-partnership (£49 million of Big Lottery Funds) over 10 years to support early years child development in one of the most deprived areas in the UK

我建议的研究是嵌入在应用健康和从社会和经济的角度来解决有关儿童心理健康的问题。研究表明，不同儿童之间心理健康不平等的程度在很大程度上取决于影响其环境状况的社会经济因素。这些因素影响儿童发展的具体机制尚未得到很好的理解-这一点可以从以下事实中得到说明：我们不理解为什么来自不同社会和文化背景的儿童在经济条件同样不利的环境中成长的适应力存在显著差异。有效的干预措施，以减少来自特别弱势背景的儿童所经历的不平等，需要更清楚地了解社会环境如何塑造儿童周围的个人环境，因为他们的发展，以及这种“脚手架”如何直接鼓励或阻碍个人学习的机会，为以后的生活成功的具体心理技能是重要的。换句话说，儿童生活中相对非个人的“结构性”因素（如家庭收入）如何影响他们获得成长所需的个人能力和应对策略的机会？本研究旨在通过应用严格的纵向和跨学科的方法来回答这些问题，该方法利用心理学和应用健康研究的技术，使我们前所未有地深入了解：1.认知和运动发展的不同方面相互作用的程度，以确定儿童心理健康结果。2.社会环境和文化因素如何影响认知和运动发展。3.这些因素如何联合收割机影响儿童的心理健康。该研究将在英国一项大型多种族家庭队列研究（出生于布拉德福德）的支持下进行，并将涉及访问现有数据和收集新数据，以便对儿童的社会经济环境，家庭和文化背景之间的关系进行纵向分析。这项分析还将纳入4岁和9岁时的运动技能和认知发展评估（心理发展的重要方面）。这些调查的核心将是研究运动和认知发展在（i）经济，社会和文化因素;（ii）由此产生的福利和成就不平等之间的途径中发挥的中介联系的具体作用。运动支撑着许多更抽象技能的学习，因此是一座看似合理的“桥梁”，通过它，我们学习环境中的因素（例如材料，时间和指导）可能会对开发新技能的有效性产生连锁反应。最近的研究指出，儿童的运动能力与他们的幸福感和心理健康密切相关。此外，运动和认知技能以微妙的方式发生变化，这取决于它们如何被教授的文化偏见，并受到潜在社会经济地位的强烈预测。这项研究借鉴了这些见解，并将在一个独特丰富的数据集中使用鲁棒纵向方法来进一步发展这些见解-改变我们对发展途径的知识和理解，这些发展途径可能在决定晚年社会流动性和福祉的不平等方面发挥重要作用。最后，这些研究结果将用于指导目前正在制定的干预措施中更多的循证方法，目的是提高儿童对社会经济不利因素的适应能力。更好的开始布拉德福德社区伙伴关系（4900万英镑的大彩票基金）在10年内支持英国最贫困地区之一的儿童早期发展

项目成果

Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers.

• DOI: 10.1080/1091367x.2021.1874955
• 发表时间: 2021
• 期刊: Measurement in physical education and exercise science
• 影响因子: 2.1
• 作者: Eddy L;Hill LJB;Mon-Williams M;Preston N;Daly-Smith A;Medd G;Bingham DD
• 通讯作者: Bingham DD

Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis.

• DOI: 10.1371/journal.pone.0250002
• 发表时间: 2021
• 期刊: PloS one
• 影响因子: 3.7
• 作者: Eddy LH;Preston N;Mon-Williams M;Bingham DD;Atkinson JMC;Ellingham-Khan M;Otteslev A;Hill LJB
• 通讯作者: Hill LJB