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Descriptors:
Well Being; Life Satisfaction; Family Life; Social Life; Models; Case Studies; Least Squares Statistics; Structural Equation Models; Social Indicators

Abstract:
In this article, we propose a model to estimate the direct and indirect effects of the relationship between subjective well-being and satisfaction in various domains of life using a partial least squares path modelling approach in a structural equation model framework. A drawback of these models is that they assume homogeneous behaviour over the observed set of units. To address this issue, Trinchera (Ph.D. thesis, University of Naples, 2007) and Esposito Vinzi et al. ("Appl Stoch Models Bus Ind" 28:439-458, 2008) proposed an algorithm, called the response-based unit segmentation in partial least squares (REBUS-PLS) path modelling, to detect sources of heterogeneity in both measurement and structural models. The REBUS-PLS allows researchers to identify classes of units with similar behaviours (with respect to the postulated model) and to estimate one model for each identified class (so-called "local models"). Applying the REBUS-PLS algorithm to our case study, we detected three main classes of units with similar behaviours and estimated three local models. We found, for example, that in the estimated model for the entire sample, the relationship between satisfaction with family and social life and subjective well-being is statistically significant. However, this result was not confirmed in all of the estimated local models. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attendance; Self Efficacy; Adolescents; Questionnaires; Foreign Countries; Family Life; Peer Influence; Stress Variables; Correlation; Well Being; Emotional Response; Physical Health; Mental Health; Drinking; Alcohol Abuse

Abstract:
Previous research has suggested an association between heightened levels of stress among adolescents and reduced levels of mental, physical and emotional well-being. This study sought to examine the relationship between 10 domains of adolescent stress and self-reported drinking behaviour. A total of 610 adolescents, aged 12-16 years old, were recruited from high schools in Northern Ireland. In addition to completing questionnaires on drinking behaviour and stress, participants completed questionnaires assessing self-esteem and three domains of self-efficacy. Bivariate results suggested that more problematic drinking was associated with higher levels of stress in 9 out of 10 stress domains. More fully controlled regression analyses revealed a domain-specific relationship between stress and drinking behaviour such that more problematic drinking was associated with more self-reported stress from home life, school attendance and financial pressure, but lower stress from peer pressure and school performance. These results suggest that it is a combination of a heightened occurrence of some stressors and a lower occurrence of others that is associated with more problematic drinking among adolescents. Future prospective research might investigate to what extent these relationships precede and therefore help predict adolescent drinking. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Safety; Accountability; Program Effectiveness; After School Programs; Discipline; Student Behavior; Family Life; Parent Participation; Parent School Relationship; Program Evaluation; Correlation; Federal Aid; Risk

Abstract:
Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing demand. Parents and voters overwhelmingly support afterschool and want to see more afterschool opportunities for children and increased funding for programs. As public demand and need for afterschool have grown, so too has the demand for accountability. This is particularly true for afterschool programs that utilize public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a steady stream of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated evaluations backgrounder focuses on the impact of afterschool programs on academic outcomes, student behavior and parental concerns about children's safety. The studies included in this backgrounder are just a few of the numerous evaluations of afterschool programs completed in recent years. In reviewing the studies included in this backgrounder, a few key themes emerged. The data and conclusions from these studies suggest that quality afterschool programs have a positive impact on a number of measures of student academic achievement, positively affecting behavior and discipline and helping relieve parents' worries about their children's safety. Specific research findings, organized by type of outcome, are detailed in this paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Youth; Biographies; Family Life; Compulsory Education; Children; Researchers; Research; Peer Relationship; Education; Agencies; Institutions; Case Studies; Grade 9; Child Welfare; Interviews; Caseworkers; Social Work

Abstract:
The conventional approach to youth transitions has focused on particular transitional points taking place after the completion of compulsory education. This paper focuses on the ways in which institutional regulations, individual agency, and emotions are related in bringing about such significant transitions that take place outside the traditional transitional points and before the endpoint of compulsory education. It seeks to contribute to the understanding of agency as being emotionally and socially structured and interlinked to the family and the institutional resources available for a young person. It uses Ruth Lister's typology of forms of agency as well as the concept of "bounded" agency introduced by Karen Evans in 2007. Drawing on research focusing on the biographies and future hopes of young people involved in programmes offering targeted support, the paper aims to illustrate young people's attempts to take control of their complicated life situations in the areas of family life, peer relations, and education. By initiating a transition from one status to another outside the traditional transitional points, the young people were able to position themselves in a way that allowed them, from their point of view, to become better resourced in their present situation as well as in terms of their future. (Contains 1 table and 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employed Women; Probability; Family Work Relationship; Family Life; Labor Market; Part Time Employment; Foreign Countries; Stress Variables; Models; Coping; Adjustment (to Environment); Children; Working Hours

Abstract:
In this article we consider the consequences of work-family reconciliation, in terms of the extent to which the adjustment of the labour market career to family demands (by women) contributes to a better work-life balance. Using the Flemish SONAR-data, we analyse how changes in work and family conditions between the age of 26 and 29 are related to changes in feelings of time pressure among young working women. More specifically, by using cross-lagged models and synchronous effects panel models, we analyse (1) how family and work conditions affect feelings of time pressure, as well as (2) reverse effects which may point to (working career) adjustment strategies of coping with time pressure. Our results show that of all the considered changes in working conditions following family formation (i.e. having children), only the reduction of working hours seems to improve work-family balance (i.e. reduces the experience of time pressure). Part-time work is both a response to high time pressure, and effectively lowers time pressure. The effect of part-time work is not affected by concomitant changes in the type of paid work, rather, work characteristics that increase time pressure increase the probability of reconciling work with family life by reducing the number of work hours. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Location; Minority Group Students; Family Life; Rural Schools; Socioeconomic Status; Surveys; Teachers; Rural Education; Students; Teacher Student Relationship; Community Involvement; Parent Participation; Urban Areas; Urban Schools; Suburban Schools; Educational Improvement

Abstract:
MetLife has sponsored and Harris Interactive has conducted the annual MetLife Survey of the American Teacher series since 1984 to share the voices of teachers with educators, policymakers and the public. The series examines significant changes and trends over time, highlights important current issues, and explores topics relevant to the future of education, teaching and student success. Throughout the MetLife Survey series, reports have noted the important ways in which the experiences of teachers, principals and students can vary depending on the school setting, including such factors as school level (elementary, middle and high school), school location (urban, suburban, rural), and student population (proportion of low income students and/or minority students). This brief presents selected findings from recent survey reports highlighting views from rural schools. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Family Life; Mothers; Institutionalized Persons; Fathers; Parent Child Relationship; Well Being; Correlation; Males; Correctional Institutions

Abstract:
As the American imprisonment rate has risen, researchers have become increasingly concerned about the implications of mass imprisonment for family life. The authors extend this research by examining how paternal incarceration is linked to perceived instrumental support among the mothers of inmates' children. Results from the Fragile Families and Child Wellbeing Study (N = 4,132) suggest that recent, but not current, paternal incarceration is independently associated with less maternal perceived instrumental support and that this association persists after adjusting for a rich set of control variables, including prior perceived instrumental support. For families of recently incarcerated men, incarceration may be a double strike, simultaneously increasing the need for instrumental support while decreasing its availability when incarcerated fathers return to the community. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employees; Family Work Relationship; Family Life; Working Hours; Sex Role; Correlation; Stress Variables; Scheduling; One Parent Family; Females; Intervention

Abstract:
Employer initiatives that address the spillover of work strain onto family life include flexible work schedules. This study explored the mediating role of negative work-family spillover in the relationship between schedule flexibility and employee stress and the moderating roles of gender, family workload, and single-parent status. Data were drawn from the 2008 National Study of the Changing Workforce, a nationally representative sample of working adults (N = 2,769). The results indicated that schedule flexibility was associated with less employee stress and that these associations were mediated by perceptions of negative work-family spillover. This study found the moderating relationships of gender, family workload, and single parenting in the relationships between schedule flexibility and negative work-family spillover and stress. Schedule flexibility had stronger relationships in reducing negative work-family spillover and stress among women, single parents, and employees with heavier family workloads. The findings provide empirical support for intervention efforts involving schedule flexibility to reduce workplace stress among employees with family responsibilities. (Contains 4 tables, 5 figures, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developmental Disabilities; Qualitative Research; Employed Parents; Family Life; Rural Economics; Special Education; Ethnography; Case Studies; Curriculum; Attitudes toward Disabilities; Credibility

Abstract:
Special education is relatively new in Tanzania. The Irente Rainbow School (IRS) in Lushoto, Tanzania, where this ethnographic case study was conducted, is the first school for children with developmental disabilities in the area. Their curriculum stresses skills important in family life and the rural economy of Lushoto. The purpose of the study was to explore how local context and beliefs about disability influenced how participants understood their roles at the school and how they implemented curriculum. The ethnographic case study employed qualitative research techniques to ensure credibility and triangulation of data and research was conducted over a ten-month period. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Siblings; Data Analysis; Adolescents; Pervasive Developmental Disorders; Males; Semi Structured Interviews; Attitude Measures; Phenomenology; Family Environment; Responses; Family Life; Family Influence; Social Attitudes; Attitudes toward Disabilities; Asperger Syndrome; Foreign Countries; Mental Retardation

Abstract:
Background: There is a dearth of research on the perspectives of adolescent siblings growing up with a brother or sister with an autism spectrum disorder (ASD). Method: Semistructured interviews were used to elicit the perceptions and experiences of 12 typically developing adolescents with a brother with an ASD. Interpretative phenomenological analysis was used. Results: The data analysis of the siblings' perceptions yielded 6 themes: (a) difficulties and negative impact of their brother's condition on themselves and their family, (b) how others' reactions to their brother negatively affected them as siblings, (c) how their histories with their brothers contextualised their present circumstances, (d) the varying degrees of acceptance and tolerance towards their brothers, (e) positive perceptions and experiences with their brothers, and (f) their thoughts and worries about the future. Conclusions: The main implications are for supports to adolescent siblings by helping them to develop skills in managing others' reactions and openly discussing concerns about their brother's future. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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