Child Development in the Context of Adversity

By Clancy Blair, C. Raver. American Psychologist, 2012

745 citations recorded by the source corpus.

The authors examine the effects of poverty-related adversity on child development, drawing upon psychobiological principles of experiential canalization and the biological embedding of experience. They integrate findings from research on stress physiology, neurocognitive function, and self-regulation to consider adaptive processes in response to adversity as an aspect of children’s development. Recent research on early caregiving is paired with research in prevention science to provide a reorientation of thinking about the ways in which psychosocial and economic adversity are related to continuity in human development.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0d97c99c40cc3a8a74556682288c43887ba76525

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Citations in the corpus

Stressors and Turning Points in High School and Dropout (2015, background): “Perhaps more important, the relevance of the stress process model in education is also supported by studies showing that psychosocial stress influences learning and cognition (e.g., Blair & Raver, 2012; Evans & Schamberg, 2009; Quesada, Wiemers, Schoofs, & Wolf, 2012).”
Does Early-Life Exposure to Stress Shape or Impair Cognition? (2013, positive): “…contradict the view that cognition of stressed individuals is generally impaired, and suggest rather that minds are developmentally specialized according to local environmental conditions (Ayoub et al., 2006; Blair & Raver, 2012; Ellis et al., 2012; Frankenhuis & Panchanathan, 2011a, 2011b).”
How Poverty Affects Classroom Engagement. (2013, background): “Lowincome parents' chronic stress affects their kids through chronic activation of their children's immune systems, which taxes available resources and has longreaching effects (Blair & Raver, 2012).”
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, background): “For example, psychobiological models posit that the quality of caregiving that children experience is a key mediator linking early environmental inputs (e.g., poverty) and selfregulation (Blair & Raver, 2012a, 2012b).”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “In families with low SES, the poverty might induce stressors and hamper stable social relationships (e.g., frequent moves), which finally could affect the neural connectivity in the child’s brain (Blair & Raver, 2012).”
Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement (2012, background): “These children may also have higher levels of stress, which interferes with the development of prefrontal cortex, experience more family and housing instability, and have fewer learning and economic resources (Blair, 2010; Blair & Raver, 2012).”
Influence of family socioeconomic status on IQ, language, memory and executive functions of Brazilian children (2016, background): “They integrate the results of empirical research on the physiology of stress, neurocognitive functions and selfregulation and consider the adaptive processes response to adversity of the environment as an aspect of development of the child (Blair and Raver 2012).”
Childhood Poverty, Chronic Stress, Self-Regulation, and Coping (2013, background): “Less responsive and harsher parenting both contribute to deficits in self-regulation (Blair, 2010; Blair & Raver, 2012).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “The theories of differential susceptibility (Belsky and Pluess 2009), biological embedding of experience (Boyce and Ellis 2005), and experiential canalization (Blair and Raver 2012) all clearly specify that”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “This focus is warranted given the large numbers of children in Head Start programs who are at risk because of poverty-related adversity (Blair & Raver, 2012).”