Early Childhood Education and Violence Prevention Across the Life Course and Generations

整个生命历程和几代人的早期儿童教育和暴力预防

• 批准号: 10676429
• 负责人: Julia Schleimer
• 金额: $ 4.77万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-16 至 2025-06-15
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10676429
• 关键词: Address; Adolescence; Adult; Affect; Age; Cause of Death; Cessation of life; Child; Child Support; Communities; Data; Demographic Factors; Development; Disadvantaged; Economic Factors; Economics; Education; Educational Intervention; Employment; Environmental Risk Factor; Ethnic Origin; Etiology; Exhibits; Exposure to; Family; Feeling suicidal; Firearms; Generations; Head Start Program; Health; Health Services; Homicide; Individual; Inequity; Interpersonal Violence; Intervention; Investments; Life; Life Cycle Stages; Link; Long-Term Effects; Longitudinal Studies; Longitudinal Surveys; Maximum Likelihood Estimate; Mental Health; Methodology; Methods; Mind; National Longitudinal Survey of Youth; Nursery Schools; Participant; Persons; Policies; Policy Analysis; Population; Poverty; Primary Prevention; Public Health; Public Policy; Quasi-experiment; Race; Racial Equity; Reporting; Research; Research Personnel; Risk; Risk Factors; Scholarship; Self Direction; Self-Injurious Behavior; Social Conditions; Social Environment; Social Policies; Social Work; Social outcome; Source; Structural Racism; Suicide; Techniques; Time; Training; United States; Variant; Victimization; Violence; aged; assault; cohesion; cohort; design; early childhood; early life adversity; economic indicator; economic outcome; experience; handgun; high risk; improved; intergenerational; neighborhood disadvantage; offspring; physical conditioning; population health; prevent; programs; protective factors; resilience; risk sharing; scale up; sex; social; social determinants; social epidemiology; social factors; structural determinants; suicidal risk; theories; tool; transmission process; violence perpetration; violence prevention; violent crime; young adult

This F31 project seeks to advance the evidence on the violence prevention potential of early childhood education programs and examine the interactive effects of such programs with multi-level social, economic, and environmental factors on violence across the life course. In 2020, there were 4.6 million nonfatal violent victimizations and almost 25,000 homicides in the United States (US).1,2 That year 15.2 million people aged 12 and older reported serious thoughts of suicide, and over 45,000 people died by suicide.1,3 While firearm access is a significant determinant of violent death,4 risk is also profoundly determined by social and structural conditions across the life course and inter-generationally, including poverty, early life adversity, and economic opportunity.5 Despite evidence that sources of risk and resilience begin early in life and accumulate over the life course and across generations, and that early childhood education can address shared developmental etiologies of multiple forms of violence, there are critical gaps in our understanding of the long-term effects of large-scale early childhood education programs on violence.6 This F31 project examines the long-term effects of Head Start—one of the oldest and largest preschool programs for vulnerable children in the US—on inter- personal violence perpetration and suicidal ideation, and the social and structural factors that modify those effects. In Aim 1, we will examine inter-generational effects of Head Start on the second generation’s suicidal ideation and inter-personal violence perpetration in adolescence and adulthood using a quasi-random variation in Head Start roll-out over time and place and inter-generationally linked nationally-representative data from the National Longitudinal Survey of Youth 1979 and Child & Young Adult cohorts. In Aim 2, we will examine whether Aim 1 effects are modified by offspring sex and race/ethnicity, community disadvantage, and state policies related to economic opportunity and structural racism. In Aim 3, we will examine the intra-generational effects of Head Start on handgun carrying and inter-personal violence perpetration in adolescence and adulthood using data from the National Longitudinal Survey of Youth 1997. In Aim 4 will examine whether Aim 3 effects are modified by participant sex and race/ethnicity, community disadvantage, and state policies related to economic opportunity and structural racism. All Aims will use targeted maximum likelihood estimation, a doubly-robust estimator for causal inference with observational data. This project provides the opportunity to evaluate the effects of a widely implemented program to reduce the toll of violence in the nation. It will contribute to scholarship on both early childhood education and violence prevention at a time when policy conversations about violence and its social determinants are increasing in prominence and urgency. This project will provide the F31 candidate rigorous training in 1) causal inference methods for observational data, 2) quasi-experimental methods for policy evaluation, 3) content expertise in life-course theories of violence and early childhood education, and 4) social epidemiologic theories for macrosocial conditions and policies.

该F31项目旨在提供有关幼儿期暴力预防潜力的证据 教育项目，并检查这些项目与多层次的社会，经济， 和环境因素对暴力的影响。在2020年，有460万非致命的暴力， 1，2那一年有1520万1,2岁的人 1，3在枪支进入的同时，有超过45，000人自杀。 是暴力死亡的一个重要决定因素，4风险也由社会和结构性因素深刻决定。 整个生命过程和代际的条件，包括贫困，早期生活逆境和经济 5尽管有证据表明，风险和复原力的来源在生命早期就开始开始，并在生命的各个阶段积累， 儿童早期教育可以解决儿童在生命过程中和各代人之间的共同发展问题， 尽管我们认识到多种形式暴力的病因，但我们对暴力的长期影响的理解存在重大差距。 大规模的儿童早期暴力教育项目。6这个F31项目审查了长期影响， Head Start是美国最古老，最大的弱势儿童学前教育计划之一， 个人暴力犯罪和自杀意念，以及改变这些的社会和结构因素 方面的影响.在目标1中，我们将研究“开端”对第二代自杀的代际影响 使用准随机变量研究青少年和成年期的意念和人际暴力行为 随着时间和地点的推移，以及代际联系的国家代表性数据， 1979年全国青年纵向调查和儿童及青年人队列。在目标2中，我们将研究 目标1的影响是否因后代性别和种族/民族、社区劣势和国家而改变 与经济机会和结构性种族主义有关的政策。在目标3中，我们将研究代内 开端对青少年携带手枪和人际暴力行为的影响， 使用1997年全国青年纵向调查的数据。在目标4中，将检查目标是否 受试者性别和种族/民族、社区劣势和国家相关政策的影响 经济机会和结构性种族主义。所有目标将使用目标最大似然估计， 观测数据因果推断的双稳健估计该项目提供了机会， 评估一项广泛实施的减少全国暴力伤亡的方案的效果。它将 在政策制定之时， 关于暴力及其社会决定因素的对话日益突出和紧迫。这 项目将为F31候选人提供以下方面的严格培训：1）观察数据的因果推理方法， 2)政策评估的准实验方法，3）暴力生命过程理论的内容专门知识， 幼儿教育; 4）宏观社会条件和政策的社会流行病学理论。