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Initiated in 1990, follows children as well as their families, with a comprehensive assessment ofchildren, their parents and teachers with follow up occurring when the child is 4, 6, 8 ,12, 16 and20 years of age.US NICHD Study of Early Child Care and Youth DevelopmentInitiated in 1989, examining relationships between child care experiences and characteristics withthe child’s developmental outcomes.Source: www.aifs.gov.au/growingup/links.html and Access Economics2.2.1 LONGITUDINAL STUDY OF AUSTRALIAN CHILDREN (LSAC)The LSAC database aims to provide evidence for a better understanding of Australianchildren’s development in the current social, economic and cultural environment, as an inputto policy and practice regarding children and their families.The LSAC measures child outcomes as: behavioural and emotional adjustment; languageand cognitive development; and social competence. The study examines the role of FF orprocesses over time and interactively, to determine the extent to which these vary within thepopulation and how they impact on child development outcomes. This information iscollected through self-reporting and also observational measures (such as parent-childinteractions).There are 14 specific research questions in the LSAC. The first key research questionfocuses particularly on the impacts of family relationships, composition and dynamics onchild outcomes, and changes to these over time. The question includes the analysis of: the size and make-up of family; the involvement of extended family; roles of family members; character of parental relationships and level of conflict in the family; parenting practices; child’s temperament; impact of family break-up and re-formation; and family coping strategies, particularly in times of stress.The data pertaining to this first key research question in the LSAC are likely to be veryrelevant for quantifying the value of goods and services as a result of PFF, as they help toprovide information on FF and child behaviour. The LSAC is particularly useful for identifyingopportunities for prevention, early intervention or other changes to policy.Other relevant research questions in the LSAC include: Key research question 3: the impact of the family’s economic status, workforce statusand poverty on the child; Key research question 4: how beliefs and expectations of children impact on childoutcomes; Key research question 6: how connected families are to wider social networks, andhow important family and child social connections are to child outcomes; Key research questions 7-10: the wellbeing and health of children and families; Key research questions 12-13: education opportunities for children; and28
Key research question 14: how the interactions among factors in FF, health, nonparentalcare and education affect child outcomes.LSAC data cover factors influencing developmental outcomes that relate to: the child, such as health, temperament and literacy experiences; the parents, such as health, socioeconomic status and parenting style; and the broader family, child care, school and community environments.In addition, LSAC provides information on key life events that can lift or depress adevelopmental trajectory (such as illness or injury, entry to child care or school, separation ordivorce of parents).A longitudinal design is essential to explore the developmental sequences that place childrenat risk and to illuminate protective factors. A multiple cohort cross-sectional design has beenselected, providing for coverage of two cohorts expected to be as follows;a minimum of 5,000 children aged less than 12 months, selected in 2003 and followedat least every two years until they reach six to seven years of age in 2009; anda minimum of 5,000 children aged four to five years when selected in 2003, and alsofollowed at least every two years until they reach the age of 11-12 years of age in2009.The LSAC is funded by the Australian government and managed by FaHCSIA – $20.2 millionover nine years with research to be completed in 2009 (although there is potential for anextension beyond Wave 3, with Wave 4 due to take place in 2009-2010). It is intended thatthe data will be widely available to researchers following the conclusion of the study. Wavesof datasets from each two year observation period can be obtained from the AustralianInstitute of Family Studies (AIFS) website at http://www.aifs.gov.au/growingup/data.html.Wave 2.5 has already been released: Wave 3 research is still being undertaken. Box 2-1outlines relevant specific research questions being investigated in LSAC.29
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 and 36: TABLE 2-7: FAMILY RISK FACTORS ASSO
Page 37 and 38: FIGURE 2-4: PARENTAL INPUTS (AGE TH
Page 39 and 40: exacerbated by the formation of aff
Page 41 and 42: Productivity outcomes appear to be
Page 43: Danish National Longitudinal Study
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
Page 93 and 94: Table 3-14 displays a summary of th
Page 95 and 96:
TABLE 3-15: BCR OF ECE PROGRAMSSour
Page 97 and 98:
3.6 PEEL CHILD HEALTH SURVEYThe Pee
Page 99 and 100:
Research on efficacy - Evaluation o
Page 101 and 102:
Education participation levels rema
Page 103 and 104:
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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