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Critique of Learning Difficulties Among Children Separated From a Parent 1
Critique of Learning Difficulties Among Children Separated From a Parent By Kate Yandell For Professor Leslie Lamb ASHFORD PSY 326: RESEARCH METHODS (BKF0932A) September 8, 2009
Critique of Learning Difficulties Among Children Separated From a Parent 2
Overview: Children face many learning social and educational challenges as they progress through school. Learning problems that school children normally have to deal with can be exacerbated by their home environment (Jee, et al., 2008). The study “ Difficulties Among Children Separated From a Parent” written by, Jee, Conn, Nilsen, Szilagyi, Forbes-Jones, and Halterman attempts to study how parental separation affects a child’s ability to learn and this paper will explore the qualifications of the authors, the test methods and validity of the results (Jee, et al., 2008).
Author Qualifications Sandra H. Jee is an M.D. certified by the American Board of Pediatrics. She has been selected as a “Robert Wood Johnson Physician Faculty Scholar” (Jee, 2009). That is a “three-year mentored career development award” and just one of many scholarly awards and certifications she has received over the years (Jee, 2009). The majority or her efforts have been in the area of research and pediatric medicine and she has fifteen scholarly journals published (Jee, 2009). Wendy J. Nilsen is a “clinical child psychologist” who graduated with her doctorate from Purdue University (Nilsen, 2009). Dr. Nilsen’s research is primarily on help for children and families involved in the court system (Nilsen, 2009). most especially the foster care/adoptive children whose families are “engaged in the child welfare system and domestic violence court” (Nilsen, 2009). Her clinical efforts include working with “children, adolescents, and their families” (Nilsen, 2009).
Critique of Learning Difficulties Among Children Separated From a Parent 3 Dr. Szilagyi is has received national attention for her foster care health initiatives and has edited the national health care standards, “Fostering Health: Health Care for Children and Adolescents in Foster Care” (Szilagyi, 2009). This was published by the American Academy of Pediatrics (AAP) (Szilagyi, 2009). She assists with research centers on “enhancing services to high-risk families” to prevent child abuse and improve family and foster child functioning” (Szilagyi, 2009). Doctor Emma L. Jones-Forbes is “Clinical Senior Instructor” for the University of Rochester’s “Department of Psychiatry” (Forbes-Jones, 2009). She has earned her MA and PhD in Clinical Psychology at the University of Rochester and BA in Psychology at Barnard College. Jill Halterman is currently Associate Professor and working for the Department of Pediatrics (SMD) at the University of Rochester Medical Center (Halterman, 2009). She has 56 scholarly journals to her credit and specializes in “general pediatrics” (Halterman, 2009). The authors appear well qualified to produce a valid research project.
Objective and Test Methods The researchers objective was to study children who were going through separation from parents to see if there was a connection between their fractured home life and increased learning difficulties (Jee, et al., 2008). Families and children were taken from a “community-based sample” and a mixed method (qualitative and quantitative) was used to do the research (Jee, et al., 2008).
Critique of Learning Difficulties Among Children Separated From a Parent 4 The information used was obtained through a “cross-sectional survey of children between the ages of four to six years old, entering kindergarten in 2003 in the Rochester City School District in Rochester, New York” (Jee, et al., 2008). These children were also being admitted to kindergarten for the first time (Jee et al., 2008). Parents or caregivers assisted with the research by completing a thorough health and developmental survey called the “Parent's Appraisal of Children's Experiences survey” or PACE (Jee et al., 2008) The PACE survey was created to enhance current kindergarten screening by used by teachers to include a “parental perspective of their child's skills” (Jee, et al., 2008) This also allowed parental input in their health status, family situation, and other important information that may influence the child’s learning difficulties (Jee, et al, 2008). This survey was used as part of the school enrollment process and successfully obtained a response rate of 80% for a total of more than 1600 participating children (Jee et al., 2008). Cross-sectional research is one of the most popular methods used by social researchers (Berger, 2004, p 23-25). It allows researchers to examine a test group that shares certain charcteristics such as educational levels and the test subjest’s socioeconomic standing (Berger, 2004, p 23-25). In the case of this study the test subjects shared the characterisitc of being seperated from a parent (Jee et al., 2008). Cross-sectional research is like a “snapshot” of a test groups taken at a point in time (Pedhazur & Schmelkin, 1991, p 316). In this respect, cross-sectional surveys fall short of longitudinal surveys in that they do not accurately measure the test subjects as they progress (Pedhazur & Schmelkin, 1991, p 316).
Critique of Learning Difficulties Among Children Separated From a Parent 5
Results According to the results that children frequently experience increased learning difficulties during the time they were dealing with parental separation. When compared with children who did not experience parental separation (Jee et al., 2008). It is worth noting that children who were separated for shorter periods of time still experienced some difficulties, but the became more pronounced after two months of separation (Jee et al., 2008).
Impression Even though cross-sectional research may appear to be more simple and is used more often, it does pose difficulties for researchers (Berger, 2004, p 23-25). Results can be skewed by external and internal factors (Pedhazur & Schmelkin, 1991, p 316). In this study the PACE surveys were completed by a great deal more women than men (Jee et al., 2008). 83.5% of the PACE surveys were completed by the mothers of the children who finished the project (Jee et al., 2008). The research did not produce information on how the children living with their father compared to children not experiencing parental separation or the children who were and living with their mother. There was also a correlation between children participating in the study who were exposed to violence after the separation. Violent behavior at home and separation anxiety may have influenced the results and more children who experienced separation also reported witnessing more violence (Jee et al.,
Critique of Learning Difficulties Among Children Separated From a Parent 6 2008). That increased exposure to violence may have been the independent variable that affected the test results as much or more than parental separation. Another weakness the study authors noted involved lack of knowledge concerning the pre-test academic abilities of the students (Jee et al., 2008). The study concentrated on children between 4 and 6 years of age (Jee et al., 2008). This meant that the participants were beginning their formal educational training (Jee et al., 2008). That left researchers with no history of academic performance to compare their post-test achievement levels to (Jee et al., 2008). How can the test claim validity without a baseline to compare its results too? If the children who didn’t deal with parental separation had a better economic advantage and were living in less violent households, as the study suggests, (Jee et al., 2008) then it makes sense the same group of children may have had better academic training prior to enrollment in kindergarten. That would give them an unfair advantage at the onset of the test over the children used a test group to represent subjects dealing with parental separation. It also makes sense that the additional financial stressors related to poverty could have a negative impact on a child’s ability to learn. Most of the children in the test group were living in homes facing “financial challenges” (Jee et al., 2008). More children dealing with parental separation were also using public welfare resources during the research than children who did not face parental separation (Jee et al., 2008). How can children focus on textbook subjects when they are hungry or worried about someone they love leaving them?
Critique of Learning Difficulties Among Children Separated From a Parent 7 There was one other thing that did concern me and may have affected the validity of the test. The first is how the researchers focused in urban areas with large classrooms that may have been understaffed when compared to classrooms in a rural setting. Most classrooms in urban areas and the social stressors are very different from children living in a rural setting. I would like to have seen this particular research combined to a longitudinal study that followed the children through their adult years. Would this same group of children be less likely to go finish high school? Will a majority go to college or jail? Would future potential mates that are non-violent affect the children’s chances to become a productive citizen? These are all questions that can only be answered over time. I personally agree with the results and believe that children who live in a stable home with two parents have an advantage over children who do not. That is a common sense finding. The least controversial result and the one I can most readily agree with is that doctors, parents, teachers and people involved in caring for a child experiencing parental separation needs to pay special attention to that child. The children experiencing parental separation are not likely to ask for adult help (Jee et al., 2008). That places a greater burden on people involved in that child’s life to look for telltale signs of diminishing self-worth, depression and anxiety related to what they may perceive as an uncertain future. All of which may affect their academic performance.
Critique of Learning Difficulties Among Children Separated From a Parent 8 References: Berger, K. S.. (2004) The Developing Person Through the Life Span 6th Ed. Worth Publishers. Bronx, New York. Forbes-Jones, E. L. Ph.D.. (2009) “Emma L. Forbes-Jones Ph.D.” University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1002448Halterman J. S. M.D. M.P.H.. (2009) “Jill Suzanne Halterman M.D. M.P.H.”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1001655&display=journal_articles Jee, S. H. (2009). “Sandra H. Jee M.D. MPH”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1002508&display=for_researchers Jee, S., Conn, K., Nilsen, W., Szilagyi, M., Forbes-Jones, E., & Halterman, J.. (2008). “Learning Difficulties Among Children Separated From a Parent”. Ambulatory Pediatrics, 8(3), 163-8. Retrieved August 31, 2009, from Research Library. (Document ID: 1571472011). Nilsen, W.J. Ph.D. (2009). “Bio for Wendy, J. Nilsen, Ph.D..” Wynne Center for Family Research, University of Rochester Medical Center, Department of Psychiatry. Accessed August 31, 2009, from http://www.urmc.rochester.edu/smd/Psych/fac_staff/nilsen_wendy.html
Critique of Learning Difficulties Among Children Separated From a Parent 9 Pedhazur, E., & Schmelkin, L. (1991). Measurement design and analysis: An integrated approach. New York: Psychology Press. Szilagyi, M.. (2009) “Moira Ann Szilagyi Ph.D.”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1000938&display=for_researchers
Critique of Learning Difficulties Among Children Separated From a Parent By Kate Yandell For Professor Leslie Lamb ASHFORD PSY 326: RESEARCH METHODS (BKF0932A) September 8, 2009
Critique of Learning Difficulties Among Children Separated From a Parent 2
Overview: Children face many learning social and educational challenges as they progress through school. Learning problems that school children normally have to deal with can be exacerbated by their home environment (Jee, et al., 2008). The study “ Difficulties Among Children Separated From a Parent” written by, Jee, Conn, Nilsen, Szilagyi, Forbes-Jones, and Halterman attempts to study how parental separation affects a child’s ability to learn and this paper will explore the qualifications of the authors, the test methods and validity of the results (Jee, et al., 2008).
Author Qualifications Sandra H. Jee is an M.D. certified by the American Board of Pediatrics. She has been selected as a “Robert Wood Johnson Physician Faculty Scholar” (Jee, 2009). That is a “three-year mentored career development award” and just one of many scholarly awards and certifications she has received over the years (Jee, 2009). The majority or her efforts have been in the area of research and pediatric medicine and she has fifteen scholarly journals published (Jee, 2009). Wendy J. Nilsen is a “clinical child psychologist” who graduated with her doctorate from Purdue University (Nilsen, 2009). Dr. Nilsen’s research is primarily on help for children and families involved in the court system (Nilsen, 2009). most especially the foster care/adoptive children whose families are “engaged in the child welfare system and domestic violence court” (Nilsen, 2009). Her clinical efforts include working with “children, adolescents, and their families” (Nilsen, 2009).
Critique of Learning Difficulties Among Children Separated From a Parent 3 Dr. Szilagyi is has received national attention for her foster care health initiatives and has edited the national health care standards, “Fostering Health: Health Care for Children and Adolescents in Foster Care” (Szilagyi, 2009). This was published by the American Academy of Pediatrics (AAP) (Szilagyi, 2009). She assists with research centers on “enhancing services to high-risk families” to prevent child abuse and improve family and foster child functioning” (Szilagyi, 2009). Doctor Emma L. Jones-Forbes is “Clinical Senior Instructor” for the University of Rochester’s “Department of Psychiatry” (Forbes-Jones, 2009). She has earned her MA and PhD in Clinical Psychology at the University of Rochester and BA in Psychology at Barnard College. Jill Halterman is currently Associate Professor and working for the Department of Pediatrics (SMD) at the University of Rochester Medical Center (Halterman, 2009). She has 56 scholarly journals to her credit and specializes in “general pediatrics” (Halterman, 2009). The authors appear well qualified to produce a valid research project.
Objective and Test Methods The researchers objective was to study children who were going through separation from parents to see if there was a connection between their fractured home life and increased learning difficulties (Jee, et al., 2008). Families and children were taken from a “community-based sample” and a mixed method (qualitative and quantitative) was used to do the research (Jee, et al., 2008).
Critique of Learning Difficulties Among Children Separated From a Parent 4 The information used was obtained through a “cross-sectional survey of children between the ages of four to six years old, entering kindergarten in 2003 in the Rochester City School District in Rochester, New York” (Jee, et al., 2008). These children were also being admitted to kindergarten for the first time (Jee et al., 2008). Parents or caregivers assisted with the research by completing a thorough health and developmental survey called the “Parent's Appraisal of Children's Experiences survey” or PACE (Jee et al., 2008) The PACE survey was created to enhance current kindergarten screening by used by teachers to include a “parental perspective of their child's skills” (Jee, et al., 2008) This also allowed parental input in their health status, family situation, and other important information that may influence the child’s learning difficulties (Jee, et al, 2008). This survey was used as part of the school enrollment process and successfully obtained a response rate of 80% for a total of more than 1600 participating children (Jee et al., 2008). Cross-sectional research is one of the most popular methods used by social researchers (Berger, 2004, p 23-25). It allows researchers to examine a test group that shares certain charcteristics such as educational levels and the test subjest’s socioeconomic standing (Berger, 2004, p 23-25). In the case of this study the test subjects shared the characterisitc of being seperated from a parent (Jee et al., 2008). Cross-sectional research is like a “snapshot” of a test groups taken at a point in time (Pedhazur & Schmelkin, 1991, p 316). In this respect, cross-sectional surveys fall short of longitudinal surveys in that they do not accurately measure the test subjects as they progress (Pedhazur & Schmelkin, 1991, p 316).
Critique of Learning Difficulties Among Children Separated From a Parent 5
Results According to the results that children frequently experience increased learning difficulties during the time they were dealing with parental separation. When compared with children who did not experience parental separation (Jee et al., 2008). It is worth noting that children who were separated for shorter periods of time still experienced some difficulties, but the became more pronounced after two months of separation (Jee et al., 2008).
Impression Even though cross-sectional research may appear to be more simple and is used more often, it does pose difficulties for researchers (Berger, 2004, p 23-25). Results can be skewed by external and internal factors (Pedhazur & Schmelkin, 1991, p 316). In this study the PACE surveys were completed by a great deal more women than men (Jee et al., 2008). 83.5% of the PACE surveys were completed by the mothers of the children who finished the project (Jee et al., 2008). The research did not produce information on how the children living with their father compared to children not experiencing parental separation or the children who were and living with their mother. There was also a correlation between children participating in the study who were exposed to violence after the separation. Violent behavior at home and separation anxiety may have influenced the results and more children who experienced separation also reported witnessing more violence (Jee et al.,
Critique of Learning Difficulties Among Children Separated From a Parent 6 2008). That increased exposure to violence may have been the independent variable that affected the test results as much or more than parental separation. Another weakness the study authors noted involved lack of knowledge concerning the pre-test academic abilities of the students (Jee et al., 2008). The study concentrated on children between 4 and 6 years of age (Jee et al., 2008). This meant that the participants were beginning their formal educational training (Jee et al., 2008). That left researchers with no history of academic performance to compare their post-test achievement levels to (Jee et al., 2008). How can the test claim validity without a baseline to compare its results too? If the children who didn’t deal with parental separation had a better economic advantage and were living in less violent households, as the study suggests, (Jee et al., 2008) then it makes sense the same group of children may have had better academic training prior to enrollment in kindergarten. That would give them an unfair advantage at the onset of the test over the children used a test group to represent subjects dealing with parental separation. It also makes sense that the additional financial stressors related to poverty could have a negative impact on a child’s ability to learn. Most of the children in the test group were living in homes facing “financial challenges” (Jee et al., 2008). More children dealing with parental separation were also using public welfare resources during the research than children who did not face parental separation (Jee et al., 2008). How can children focus on textbook subjects when they are hungry or worried about someone they love leaving them?
Critique of Learning Difficulties Among Children Separated From a Parent 7 There was one other thing that did concern me and may have affected the validity of the test. The first is how the researchers focused in urban areas with large classrooms that may have been understaffed when compared to classrooms in a rural setting. Most classrooms in urban areas and the social stressors are very different from children living in a rural setting. I would like to have seen this particular research combined to a longitudinal study that followed the children through their adult years. Would this same group of children be less likely to go finish high school? Will a majority go to college or jail? Would future potential mates that are non-violent affect the children’s chances to become a productive citizen? These are all questions that can only be answered over time. I personally agree with the results and believe that children who live in a stable home with two parents have an advantage over children who do not. That is a common sense finding. The least controversial result and the one I can most readily agree with is that doctors, parents, teachers and people involved in caring for a child experiencing parental separation needs to pay special attention to that child. The children experiencing parental separation are not likely to ask for adult help (Jee et al., 2008). That places a greater burden on people involved in that child’s life to look for telltale signs of diminishing self-worth, depression and anxiety related to what they may perceive as an uncertain future. All of which may affect their academic performance.
Critique of Learning Difficulties Among Children Separated From a Parent 8 References: Berger, K. S.. (2004) The Developing Person Through the Life Span 6th Ed. Worth Publishers. Bronx, New York. Forbes-Jones, E. L. Ph.D.. (2009) “Emma L. Forbes-Jones Ph.D.” University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1002448Halterman J. S. M.D. M.P.H.. (2009) “Jill Suzanne Halterman M.D. M.P.H.”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1001655&display=journal_articles Jee, S. H. (2009). “Sandra H. Jee M.D. MPH”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1002508&display=for_researchers Jee, S., Conn, K., Nilsen, W., Szilagyi, M., Forbes-Jones, E., & Halterman, J.. (2008). “Learning Difficulties Among Children Separated From a Parent”. Ambulatory Pediatrics, 8(3), 163-8. Retrieved August 31, 2009, from Research Library. (Document ID: 1571472011). Nilsen, W.J. Ph.D. (2009). “Bio for Wendy, J. Nilsen, Ph.D..” Wynne Center for Family Research, University of Rochester Medical Center, Department of Psychiatry. Accessed August 31, 2009, from http://www.urmc.rochester.edu/smd/Psych/fac_staff/nilsen_wendy.html
Critique of Learning Difficulties Among Children Separated From a Parent 9 Pedhazur, E., & Schmelkin, L. (1991). Measurement design and analysis: An integrated approach. New York: Psychology Press. Szilagyi, M.. (2009) “Moira Ann Szilagyi Ph.D.”. University of Rochester Medical Center. Accessed August 31, 2009, from http://www.urmc.rochester.edu/web/index.cfm?event=doctor.profile.show&person _id=1000938&display=for_researchers
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