Abstract
The number of children in the United States who grow up in conditions of chronic poverty and social disadvantage remains a tragedy of epidemic proportions. Currently, approximately one out of every five children under age 18 lives in poverty (U.S. Bureau of the Census, 2003). Further, the overall numbers grew by approximately 400,000 from 2001 to 2002, to exceed 12 million children and youth who now live below the poverty line. When those who are considered “near poor”—calculated by the U.S. Census as those who have household incomes of less than 1.25 times the poverty income level—the percentage of all children below the age of 18 in the United States who experience serious economic hardship each day edges close to one fourth (22.3) of all children and youth. Poverty rates among minority children are even higher, with this level of severe economic disadvantage affecting approximately 30% of both Hispanic and African American children (U.S. Bureau of the Census, 2003). Studies of the effects of poverty and other forms of socioeconomic disadvantage have underscored the potentially devastating impact that these conditions can have on the emotional, physical, and intellectual development of children and youth (cf. Mrazek & Haggarty, 1994; Felner et al., 1991; Felner, Silverman, & Adan, 1992).
Preview
Unable to display preview. Download preview PDF.
References
Allen, L., & Mitchell, C. (1998). High-risk behaviors in patterns of problematic and adaptive development: An epidemiological perspective. In V. C. McLoyd & L. Steinberg (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 29–54). Mahwah, NJ: Lawrence Erlbaum.
Barker, R. G. (1968). Ecological psychology: Concepts and mentods for studying the environment of human behavior. Stanford, CA: Stanford University Press.
Bronfennbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
Carnegie Council on Adolescent Development (1989). Turning Points: Preparing America’s Youth for the 21st Century. New York: Carnegie Corporation of New York.
Ciccetti, D., Rappaport, J., Sandler, I., & Wessberg, R. P. (2000). The promotion of wellness in children and adolescents. Washington, D.C.: Child Welfare League of America.
DuBois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and adaptation in early adolescence. Child Development, 63, 542–547.
Featherman, D. L., Spenner, K. I., & Tsunematsu, N. (1988). Class and the socialization of children: Constancy, change, or irrelevance? In E. M. Hetherington, R. M. Lerner, & M. Permutter (Eds.), Child development in life-span perspective (pp. 67–90). Hillsdale, NJ: Lawrence Erlbaum.
Felner, R. D. (Invited Address) (1992). An Ecological Analysis for Enhancing the Developmental Outcomes of Children in Poverty. Fifth Annual Conference on Stress and Coping In Childhood and Adolescence, American Psychological Association (Committee on Children and Youth) and the University of Miami, Miami, Fl.
Felner, R. D. (2000). Educational Reform as Ecologically-Based Prevention and Promotion: The Project on High Performance Learning Communities. In D. Cicchetti, J. Rappaport, I. Sandler, & R. P. Weissberg (Eds.), The Promotion of Wellness in Children and Adolescents (pp. 271–307). Washington, DC: CWLA Press.
Felner, R. D., Aber, M. S., Primavera, J., & Cauce, A. M. (1985). Adaptation and vulnerability in high risk adolescents: An examination of environmental mediators. American Journal of Community Psychology, 13(4), 365–379.
Felner, R. D., & Adan, A. M. (1988). The school transitional environment project: An ecological intervention and evaluation. In R.H. Price, E.L. Cowen, R.P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 111–122). Washington, D.C.: American Psychological Association.
Felner, R. D., Brand, S., DuBois, D. L., Adan, A. M., Mulhall, P. F., & Evans, E. G. (1995). Socioeconomic disadvantaged, proximal environmental experience, and socioemotional and academic adjustment in early adolescence: Investigation of a mediated effects model. Child Development, 66, 774–792.
Felner, R. D., Farber, S. S., & Primavera, J. (1980). Children of divorce, stressful life events and transitions: A framework for preventive efforts. In R. H. Price, R. F. Ketterer, B. C. Bader, & J. Monahan (Eds.), Prevention in mental health: Research, policy and practice (pp. 81–108). Beverly Hills, CA: Sage.
Felner, R. D., Farber, S. S., & Primavera, J. (1983). Transitions and stressful life events: A model for primary prevention In R. D. Felner, L. A. Jason, J. N. Moritsugu, & S. S. Farber (Eds.), Preventive psychology: Theory, research, and prevention (pp. 191–215). New York: Pergamon.
Felner, R. D., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001). Whole School Improvement and Restructuring as Prevention and Promotion: Lessons from Project STEP to the Project on High Performance Learning Communities. Journal of School Psychology, 39(2), 177–202.
Felner, R. D., & Felner, T. Y. (1989). Prevention programs in the educational context: A transactional-ecological framework for program models (pp. 13–49). In L. Bond & B. Compas (Eds.), Primary prevention in the schools. Beverly Hills, CA: Sage Publications.
Felner, R. D., Ginter, M. A., & Primavera, J. (1982). Primary prevention during school transitions: Social support and environmental structure. American Journal of Community Psychology, 10, 277–290.
Felner, R. D., Jackson, A., Kasak, D., Mullhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: A longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. In R. Takanishi & D. A. Hamburg (Eds.), Preparing adolescents for the twenty-first century: Challenges facing Europe and the United States. New York: Cambridge University Press.
Felner, R. D., Jackson, A. W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of middle school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528–532 and 551–556.
Felner, R. D., Silverman, M. M., & Adix, R. S. (1991). Prevention of substance abuse and related disorders in childhood and adolescence: A developmentally-based, comprehensive ecological approach. Family and Community Health: The Journal of Health Promotion and Maintenance, 14(3) 1–11.
Felner, R. D., Silverman, M., & Adan, A. M. (1992). Risk assessment and prevention of youth suicide in educational contexts: A Transactional-ecological perspective. In A. Maris, A. Berman, J. Maltsberger, & R. Yufit (Eds.), Assessment and Prediction of Suicide (pp. 420–447). New York: Guilford Press.
Felner, R. D., Silverman, M. M., & Felner, T. Y. (2000). Primary prevention: Conceptual and methodological issues in the development of a science of prevention in mental health and social intervention. In J. Rappaport & E. Seidman (Eds.), Handbook of community psychology (pp. 9–42). New York: Kluwer Academic/Plenum.
Garbarino, J. (1990). The human ecology of early risk. In J. P. Shonkoff & S. J. Meisels (Eds.), The handbook of early intervention. New York: Cambridge University Press.
Garmezy, N. (1983). Stressors of childhood. In N. Garmezy & M. Rutter (Eds.), Stress, coping and development in children (pp. 43–84). New York: McGraw-Hill.
Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64–105.
Hinshaw, S. P., & Lee, S. S. (2003). Conduct and oppositional defiant disorders. In E. J. Mash & R. A. Barkley (Eds.), Child Psychopathology (2nd ed) (pp. 144–198). New York: Guilford Publishing.
Hollingshead, A. A. (1975). Four-Factor Index of Social Status. Unpublished manuscript, Yale University, New Haven, CT.
Jencks, C., & Perterson, P. E. (1991). The urban underclass. Washington, D.C.: The Brookings Institution.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Crown.
Lamb, M. (1992). Developmental issues in addressing poverty. Fifth Annual Conference on Stress and Coping In Childhood and Adolescence, American Psychological Association (Committee on Children and Youth) and the University of Miami, F1.
Lewin, K. (1951). Field theory in social science: Selected theoretical papers. Harper: New York.
Lorion, R. P., Price, R. H., & Eaton, W. W. (1989). The prevention of child and adolescent disorders: From theory to research. In D. Schaffer, I. Phillips, N. B. Enzer, M. M. Silverman, & V. Anthony (Eds.), Prevention of mental disorders, alcohol and other drug use in children and adolescents: OSAP Prevention Monograph-2 (pp. 55–96). Washington, D.C.: DHHS Publications No. (ADM) 89-1646.
Mash, E. J., & Dozois, D. J. A. (2003). Child psychopathology: A developmental systems prespective. In E. J. Mash & R. A. Barkley (Eds.), Child psychopathology (2nd ed) (pp. 3–71). New York: Guilford Publishing.
McLoyd, V. C. (1990). The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development, 61, 311–346.
McLoyd, V. C. (1998). Changing demographics in the American Population: Implications for research on minority children and adolescents. In V. C. McLoyd & L. Steinberg (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 3–28). Mahwah, N.J.: Lawrence Erlbaum.
Mrazek, P. J., & Haggarty, R. J. (Eds.) (1994). Reducing risk for mental disorders: Frontiers for preventive intervention research. Washington D.C.: National Academy Press.
Moynihan, D. P. (1986). Family and nation. Orlando, Fl.: Harcourt Brace Jovanovich.
Nolen-Hoeksema, S., Girgus, J. S., & Seligman, M. E. P. (1992). Predictors and consequences of childhood depressive symptoms: A 5-year longitudinal study. Journal of Abnormal Psychology, 101, 405–422.
Proctor, B. D., & Dalaker, J. (2003). U.S. Census Bureau, Current Population Reports, P60-222, Poverty in the United States: 2002. Washington, D.C., U.S. Government Printing Office, Washington, D.C.
Rowlison, R. T., & Felner, R. D. (1988). Major life events, hassles and adaptation in adolescence: Confounding in the conceptualization and measurement of life stress and adjustment. Journal of Personality and Social Psychology, 55, 432–444.
Ruggles, P. (1982). Measuring poverty. Focus, 14, 1–5.
Rutter, M. (1979). Protective factors in children’s responses to stress and disadvantage. In M. Kent & J. Rolf (Eds.), Primary prevention of psychopathology (Vol. 3, pp. 49–74). Hanover, NH: University Press of New England.
Sameroff, A. J., & Chandler, M. J. (1975). Reproductive risk and the continuum of caretaking casualty. In F. D. Horowitz, M. Hetherington, S. Scarr-Salapatek, & G. Siegal (Eds.), Review of child development research, Vol. 4. Chicago: University of Chicago Press.
Sameroff, A. J., & Fiese, B. H. (1989). Conceptual issues in prevention. In D. Schaffer, I. Phillips, N. B. Enzer, M. M. Silverman, & V. Anthony (Eds.), Prevention of mental disorders alcohol and drug use in children and adolescents: OSAP Prevention other Monograph-2 (pp. 23–54). DHHS Publication No. (ADM) 89-1646. Washington, D.C.: U.S. Government Printing Office.
Sameroff, A. J., Seifer, R., Barocas, R., Zax, M., & Greenspan, S. (1987). I.Q. scores of 4-year-old children: Social-environmental risk factors, Pediatrics.
Sarason, S. B. (1982). The culture of the school and the problem of change (2nd ed). Boston: Allyn & Bacon.
Sarason, S. B., & Doris, J. (1979). Educational handicap, public policy, and social history: A broadened perspective on mental retardation. New York: Free Press.
Schorr, L. B. (1988). Within our reach: Breaking the cycle of disadvantage. New York: Doubleday.
Seidman, E. (1987). Toward a framework for primary prevention research. In J. A. Steinberg & M. M. Silverman (Eds.), Preventing mental disorders: A research perspective (pp. 2–19). DHHS Pub. No. (ADM)87-1492. Washington, D.C.: U.S. Government Printing Office.
Seidman, E. (1990). Pursuing the meaning and utility of social regularities for community psychology. In P. Tolan, C. Keys, F. Chertok, & L. Jason (Eds.), Researching community psychology: Issues of theory and methods (pp. 91–100). Washington, D. C.: American Psychological Association.
Sroufe, L. A., & Rutter, M. (1984). The domain of developmental psychopathology. Child Development, 55, 17–29.
Wilson, W. J. (1987). The truly disadvantaged: The inner-city, the underclass, and public policy. Chicago: The University of Chicago Press.
Wilson, W. J. (1996). When work disappears: The world of the new urban poor. New York: Alfred A. Knopf.
W.T. Grant Foundation. (1988). The forgotten half: Non-college youth in America. New York: Author.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer Science+Business Media, Inc.
About this chapter
Cite this chapter
Felner, R.D. (2005). Poverty in Childhood and Adolescence. In: Goldstein, S., Brooks, R.B. (eds) Handbook of Resilience in Children. Springer, Boston, MA. https://doi.org/10.1007/0-306-48572-9_9
Download citation
DOI: https://doi.org/10.1007/0-306-48572-9_9
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-306-48571-8
Online ISBN: 978-0-306-48572-5
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)