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‘Human capital investments have, over the past half century, been almostexclusively directed at formal education. It is only quite recently that we havecome to realise that the foundations of learning – as well as the chief mainspringsof inequalities – lie buried in the pre-school phase of childhood and that schoolsare generally ill-equipped to remedy a bad start’.A framework was produced by Amuwo et al (2004) to examine the effectiveness of parentaldiscipline in producing desirable child outcomes. The overarching theory was that the linksbetween discipline and performance is really the result of two linkages – first, from disciplineand other parental inputs to child effort and, second, from child effort to child performance.Other factors such as governance and communication aid in the facilitation of theseprocesses.Outcomes are described as being near-term (that is, within a generation) and include betterchild-family relationships and performance at school. Alternatively, outcomes can be longterm (that is, intergenerational) and include higher incomes earned by children when theybecome adults.Socioeconomic status, parental involvement at school as well as parental income and assetbase have been found by a number of studies to be strongly associated with outcomes ofbetter school performance. These factors may be strongly correlated (and indeed mayproxy) other characteristics of FF.For example, Ermisch (2008) found that the parent’s socioeconomic status affects children’sintellectual, emotional and behavioural development, which in turn has implications insubsequent years as adults. This study found that higher income parents had children agedthree years old with better cognitive and behavioural assessments, while another significantfinding was that parents on a low income spent less time reading and teaching their children.Parental socioeconomic status (high incomes of parents) was associated with a greaterprobability of parents engaging with children more. Figure 2-4 shows the proportions ofparents in different income brackets associated with: taking them to the library; partaking in other educational activities (Eda4); positive parenting style (Pstyle); and,foetal growth of the child before birth (Fetgr) – a useful indicator of the health andnutrition of baby and parent.20
FIGURE 2-4: PARENTAL INPUTS (AGE THREE) BY HOUSEHOLD INCOME (AGE NINE MONTHS)Source: Ermisch (2008).Income brackets (refers to when the child was aged nine months) – ‘less than £10,400’, ‘£10,400 to £20,800’,‘£28,800 to £31,200’ and ‘more than £31,200’.Ermisch (2008) found a significant correlation between parents’ household income andfavourable parenting practices, which in turn is linked to early cognitive development for thechild and thus a higher chance of lifelong economic success.Zhan (2005) reported that associations between the parent’s assets and the children’seducation attainment had a stronger association than parental income and was alsopositively associated with their expectations and involvement in school activities. It washypothesised that the parental asset base provided a better estimate of financial securitywithin the family home and possibly provided a proxy for other characteristics such as theprovision of books and other resources. Measures of parental expectations mediated theprocesses in which school achievements were made.2.1.3 SOCIAL/CRIMINALITY OUTCOMESIn Australia, there has been a shift in the perspective of the aetiology of criminology towardsthat of a ‘criminal career’. This new outlook suggests that criminal offences start occurring atone point in time and progress to another, with the frequency and severity of these offencesdependent on the perpetrator’s past experiences and current circumstances (Stewart et al,2004).There are a number of risk factors involved in the development of a criminal career as well asa number of protective factors in the life transitions and trajectories for children and youngpeople (Stewart et al, 2004). Moffitt (1993) suggested that there may be two types ofoffenders - the ‘life-course persistent type’ and the ‘adolescent limited type’.Developmental crime prevention is aimed at providing (or promoting) positive interventions attransition points in a child’s life as well as reducing exposure to risk factors. Buffers such as21
Page 1 and 2: June 2009Positive Family Functionin
Page 3 and 4: 3.8 Reconnect......................
Page 5 and 6: ACKNOWLEDGEMENTSAccess Economics wo
Page 7 and 8: NESSNFFNPVPFFPIMTriple-PPUPRCTREACh
Page 9 and 10: A simple definition of PFF could no
Page 11 and 12: ehaviour during youth and later in
Page 13 and 14: Alternatives to such a partnership
Page 15 and 16: ooCommunities for childrenInvest an
Page 17 and 18: 1. MEANING AND MEASUREMENTWorking d
Page 19 and 20: Fletcher (2007) presented the New Z
Page 21 and 22: DomainEmotionalGovernanceEngagement
Page 23 and 24: ModelTABLE 1-2: THEORETICAL MODELS
Page 25 and 26: In times of crisis we can turn to e
Page 27 and 28: 2. MEASURING OUTCOMESImpacts from F
Page 29 and 30: TABLE 2-1: MATERNAL AND PATERNAL IN
Page 31 and 32: Parental limit setting, family conf
Page 33 and 34: studied in the literature and separ
Page 35: TABLE 2-7: FAMILY RISK FACTORS ASSO
Page 39 and 40: exacerbated by the formation of aff
Page 41 and 42: Productivity outcomes appear to be
Page 43 and 44: Danish National Longitudinal Study
Page 45 and 46: Key research question 14: how the i
Page 47 and 48: ut could not (until further Waves o
Page 49 and 50: FIGURE 2-6: LONGITUDINAL PATHWAYS T
Page 51 and 52: only be useful in providing informa
Page 53 and 54: FIGURE 2-9: CONCEPTUAL MAP FOR VALU
Page 55 and 56: Productivity losses would best be m
Page 57 and 58: Short term productivity costsThe fr
Page 59 and 60: The expected retirement age by the
Page 61 and 62: (discussed previously in Section 2.
Page 63 and 64: Aids and home modificationsAlthough
Page 65 and 66: The extensive literature in this fi
Page 67 and 68: In discounting healthy life and oth
Page 69 and 70: proximal risk factors are those tha
Page 71 and 72: ages of 18-24 months and between 4
Page 73 and 74: TABLE 3-4: MATERNITY IMMUNISATION A
Page 75 and 76: Family Relationship Centres are a f
Page 77 and 78: Increased contentment in children w
Page 79 and 80: TABLE 3-7: FAMILY DISPUTE RESOLUTIO
Page 81 and 82: 3.3.1 COMMUNITIES FOR CHILDRENProgr
Page 83 and 84: Quantitative and qualitative data w
Page 85 and 86: This initiative developed out of a
Page 87 and 88:
FIGURE 3-2: DIAGRAM OF TRIPLE P SYS
Page 89 and 90:
TABLE 3-11: RESULTS OF META-ANALYSE
Page 91 and 92:
This section on early childhood int
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Table 3-14 displays a summary of th
Page 95 and 96:
TABLE 3-15: BCR OF ECE PROGRAMSSour
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3.6 PEEL CHILD HEALTH SURVEYThe Pee
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Research on efficacy - Evaluation o
Page 101 and 102:
Education participation levels rema
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For FLW, outcomes assessment was re
Page 105 and 106:
whether children, families and comm
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Mothers of 36 month olds were repor
Page 109 and 110:
The effects associated with SSLPs a
Page 111 and 112:
social context of the family.Self-r
Page 113 and 114:
social and emotional development of
Page 115 and 116:
analyses can be broken down further
Page 117 and 118:
4. CONCLUSIONThe method proposed fo
Page 119 and 120:
Australian Institute of Family Stud
Page 121 and 122:
Duncan J, Bowden C, Smith AB (2005)
Page 123 and 124:
Mathers C, Vos T, Stevenson C (1999
Page 125 and 126:
Sanders MR (2003) ‘Triple P - Pos
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