This is an Annotated bibliography thats alreayd done, just need it to turn it into a Literature review. use the 10 of the sources below. it just need to be a Literature review instead of annotated bibbliogtaphy.
you dont have to talk to about everything: pick the most imporant things. at least 10 page take 10 sources below.
Jennison, K. M. (2014). The impact of parental alcohol misuse and family environment on young people’s alcohol use and behavioral problems in secondary schools. Journal of substance use, 19(1-2), 206-212.
The study explored the effects of parental alcoholism on young adults’ behavioral issues at secondary schools. Using longitudinal multivariant regression analysis, the article explores cases of parental alcohol abuse from 1984 to 2004 and the outcome of the parental abuse on the various academic sectors of the children involved over 20 years. The number of those surveyed was 5634 mothers, 4638 young adults, and 50007 fathers. Additionally, the article found that parental alcoholism increased the likelihood of children in school abusing alcohol. Additionally, there was a threefold increase in the disturbing school behavior developed by the children in families with fathers as heavy alcoholics. Consequently, when the marital status of the family was poor, with a higher number of conflicts, and ineffective family cohesion, there was an increased likelihood of academic underachievement. The author concluded that therapeutic strategies must be developed to help students taking alcohol, and as such, the measures must include substance abuse in the families since they are helpful for both academic and non-academic performance in school. This shows the criticality of parents in influencing achievement in school and predicting troubling behaviors in school. The author of the article, Jennison, is the head of the Department of Sociology based at the University of Northern Colorado.
Lowthian, E. (2022). The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review. Journal of Child & Adolescent Trauma, 1-12.
According to the authors, parental drug abuse, such as illegal substance and alcohol harm a child’s well-being and health. Additionally, the educational outcomes are also influenced by the parental drug abuse problem. Although there are few studies that mainly focus on the evaluation of parental drug abuse and education outcome, they mainly focus on the child’s academic achievement. The article explores the various academic literature through Arksey and O’Malley method for the identification of the relevant material. The article uses the literature from 1950 and mainly focuses on the effects that parental involvement in drugs has on the performance of children through the 51 empirical research looking at the impact of parental illegal drug abuse on children’s academic outcomes. The article focuses on a wide range of academics such as school satisfaction, attainment, attendance, and conduct. The findings of the studies indicate that there is a gap in the challenges and knowledge in the field and thus, more studies must be done in the academic outcome of parental involvement in drugs. The article offers insight into how parents affect the academic outcome of their children and thus will be beneficial for the research paper. The article is peer-reviewed.
Davis, M., & Munson, M. R. (2018). Youth and young adult mental health: Interventions, services, systems, and rehabilitation. Psychiatric Rehabilitation Journal, 41(4), 253-257. http://dx.doi.org/10.1037/prj0000338
The article focused on the specific mental health issues that face young adults. Although
the article does not specifically focus on college students, the age bracket of the interviewed are those of the average college student. The article focuses on the perception, needs and experiences young adults face while they transition into adulthood. It also focuses on the current support system in place both in the academic areas and at home. They include such as college students receiving academic support, and Latino and white students also receiving employment support. The article further focuses on the progress that has been made today in highlighting the please that college student faces while in college and as they transition into adulthood. According to the author, the article highlights critical knowledge in the young adult’s mental field and gives more effective strategies that when utilized will enhance the outcome of the specific age group. The article is peer-reviewed and is critical to the research because it provides a researcher with the necessary knowledge on the various mental issues that affect the students on the campus.
Nikulina, V., Widom, C. S., & Czaja, S. (2011). The role of childhood neglect and childhood poverty in predicting mental health, academic achievement and crime in adulthood. American journal of community psychology, 48(3), 309-321.
The article explored the role that childhood poverty and childhood neglect which are both influenced by the family and neighborhood have an effect on specific mental consequences such as Major Depressive Disorder, PTSD, and academic achievement. Additionally, the article explores the effects on crime and academic achievement in young adults. The article uses existing data using 1005 children who have been shown to have a history of neglect with an average age of 29 years. Additionally, the article also uses the official criminal records to examine the specific outcomes using ordinary regression, logistic regression and linear modeling for the neighborhood setup. The article found that the childhood poverty of the family is a significant predictor of poor academic achievement, crime, and overall poor outcomes in their life. The authors of the article finalize the research by stating that although the present research is mainly focused on the psychological effects of neglect on children, it is imperative to consider ecological contexts and areas where a child grows up in. The author Nikolina is an associate professor at Queens College in the department of psychology and thus the article is credible.
Westerlund, H., Rajaleid, K., Virtanen, P., Gustafsson, P. E., Nummi, T., & Hammarström, A. (2015). Parental academic involvement in adolescence as predictor of mental health trajectories over the life course: a prospective population-based cohort study. BMC public health, 15(1), 1-10
The article explored the rise in mental health in young individuals and the outcomes of the mental issues across the life of young people. The involvement of parents in the children’s academics such as academic socialization, according to the authors, is a strong predictor of better overall mental health in their adulthood. The article explores the link between the overall mental health and academic involvement in their children. Academic involvement in children’s life is a key indicator of better mental health outcomes. The article explores the issue using 488 men and 452 women and examines their academic involvement in their children’s studies which are both measured by the student and teachers. The result of the research shows that the involvement of the parents in their children’s life acts as a buffer for poor mental health. Additionally, the author states that the transition is also seen in their adulthood, showing how critical parents’ involvement plays a role in the mental health of students, particularly in academics. The article is credible and is a great source for researchers looking at the role of parents in academic achievement. The author is a professor at the Stress Research Institute and Stockholm University. Other research affiliations of the article are such as theUniversity of Tampere and the Umea University.
Bartolo, P., & Cefai, C. (2017). Parents’/carers’ participation in mental health promotion in schools. In Mental Health Promotion in Schools (pp. 197-205). Brill Sense.
The article reviewed the importance of involving parents in their children’s education and acknowledges this across contexts and cultures. Additionally, it also looks at the impact that home circumstances have on children’s academic achievement. Similarly, the importance of the child’s interactions between the various microsystems such as home and school, as well as the impact of interactions at the mesosystem level have on academic achievement, further emphasized the ecological systems theory that explores the ecological situation a child grows in having a profound effect on the academic achievement of the children. Additionally, this shows that the home environment that a child is a key indicator of academic with a bad environment as a result of the parents a key predictor of academic underachievement. The peer-reviewed article is vital for exploring the research question on the role that home environment and parents play in the academic achievement of adolescents.
Wang, M. T., & Sheikh‐Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625.
To promote positive youth development, it is crucial that parents get involved in school. The article used a multidimensional approach that incorporates home-based involvement, school-based and academic socialization, school base and home-based involvement. Additionally, the study also explored the impact of the different types of parental participation in academic achievement in children aged 15 to 17 years. The authors also investigated if parental participation offered any benefits to the adolescent outcomes through the increase in intellectual engagement. The study was conducted through the participation of 1,056 adolescents with 51 percent being male. The authors concluded that parental involvement in adolescent life marked improved emotional and intellectual performance. Furthermore, it also predicted mental health and academic success. The study is meant to offer insight into the role of the parents in the academic success of adolescents. The peer-reviewed article will be beneficial in my research on the role that parents play in predicting the academic success of adolescents. Further, it will also aid in exploring the link between academic performance, parents and adolescents’ mental health. It is crucial to the research since it is credible written by Wang and Khalil who are professors at the University of Pittsburgh and University of Michigan respectively.
Porche, M. V., Fortuna, L. R., Lin, J., & Alegria, M. (2011). Childhood trauma and psychiatric disorders as correlates of school dropout in a national sample of young adults. Child Development, 82(3), 982-998.
The article used data from the Collaborative Psychiatric Epidemiology Surveys, which is a nationally representative probability sample of Asians, Caribbeans, Latino, and African Americans and included a total participant of 2,532 young adults who were aged between 21 and 29 years, to explore the impact that childhood trauma and school dropout among immigrant and American born youth. Childhood trauma is mainly caused by the parental treatment of the children at a young age. The article found that childhood trauma plays a critical role in predicting school dropout. Additionally, the article also explores the link between behavior disorder moderated by school dropout and trauma. According to the authors, non-Latino Whites when compared with Asians have a decreased probability of dropping out due to childhood trauma, with Latinos and African Americans having a higher chance. Because of the article reviews the school dropouts as a result of childhood trauma, it is perfect for the research. Additionally, it also offers insight into the academic dropout based on ethnicity and race. The credibility of the article also offers insight into why the article is critical for studying the impact of how parents treat their children and why it matters in academics.
Coohey, C., Renner, L. M., Hua, L., Zhang, Y. J., & Whitney, S. D. (2011). Academic achievement despite child maltreatment: A longitudinal study. Child abuse & neglect, 35(9), 688-699.
Although various research shows that child maltreatment has a negative impact on the academic and learning achievement of children, not all children are affected with some children found to academically thrive despite the maltreatment. The article explored the topic of child neglect from a different angle and explored how the children thrive. The authors used the resilience and risk theory to examine a wide range of protective factors and potential risks within children and characteristics of abuse. The study used 702 participants with a history of maltreatment aged 6 and 10 years to predict the mathematical achievement of the children over the course of 3 years. The research found that chronic maltreatment has a substantial effect on mathematics scores. Additionally, the authors also found that behavior problems in maltreated children protect the children from poor mathematical performance. According to the authors, to increase the academic achievement of children, it is important that chronic maltreatment is prevented. Cooney, is an associate professor at the University of Iowa, school of social work, and has explored the issue of child mistreatment and academic performance. The article is important for realizing the link between academic achievement and parental maltreatment.
Larson, S., Chapman, S., Spetz, J., & Brindis, C. D. (2017). Chronic childhood trauma, mental health, academic achievement, and school‐based health center mental health services. Journal of school health, 87(9), 675-686.
The article looked at the rise of mental health issues and school-based performance failures due to exposure to chronic trauma. The article notes that adolescents and children from ethnic and racial minority groups and those living in poverty have a higher chance of getting exposure at home. Additionally, the article notes that adolescents have a lower chance of accessing mental health services. One strategy that can be utilized in exploring mental health issues is school-based health centers. The article reviews pediatric populations from 2003 and 2013 that relate to the mental health disparities, access to SBHC, and traumatic childhood effects on the academic achievement of the affected victims. It further concludes that there is an increased likelihood of an individual having poor academic achievement if they are exposed to traumatic events. Additionally, the article also found that there are severe disparities in how mental health is accessed the young individuals in the US. The authors of the article conclude that exposure to childhood trauma severely impacts the school achievement of an individual. The lead author is an associate professor at the San Jose State University Department of Nursing and thus is qualified to offer insight into the topic of mental effect and academic achievement of children. The article is peer-reviewed and is a great source for anyone researching on how the mental health of children affects their academic achievement.
Manly, J. T., Lynch, M., Oshri, A., Herzog, M., & Wortel, S. N. (2013). The impact of neglect on initial adaptation to school. Child maltreatment, 18(3), 155-170.
The peer-reviewed research reviewed the impact that child neglect by the parent has on the ability of the child to adapt in the initial four years of kindergarten. Additionally, the study explored adaptation of first into the low-income communities and the relation between ER and cognitive function on the academic outcome and educational competence of the children. The study was conducted through 170 children from a low-income area who were aged between 4 and 6 years and were studied for two years. The research found that children who were neglected at home by their parents performed worse in terms of behavior in the kindergarten. Additionally, they also performed poorly in the academics when compared with the children that were not neglected. Similarly, according to the author, the degree of neglect was also explored comparing the academic achievement of the children with severe neglect linked to even worse educational outcomes.
Herrenkohl, F. P., & Hashmi, P. (2021). Effect of Abuse and Neglect on Academic Performance of children in Canada. Journal of Education, 4(8), 1-10.
The research focused on child abuse and neglect and the impact it has on the academic achievement of the affected children in Canada. The study was conducted through a survey of 374 learners and teachers through questionnaires. Additionally, the study found that child neglect and abuse severely impact the students’ educational achievement. After holding other factors constant, an increase in child neglect by one unit forces a lowering of academic performance by 0.34 units. This shows that there is a need to protect children from neglect and that the protective factors must be addressed at the individual level, family level, and the community. Similarly, according to the authors, neglect also impacts the learning ability of the child, and that child who are constantly shown affection and love perform better in school. The article also puts forward strategies that when implemented will decrease neglect such as eliminating physical punishment. The families should also have access to resources and support because of the impact they have on the academic achievement of the children. The article is a great source for the research.
Ryan, J. P., Jacob, B. A., Gross, M., Perron, B. E., Moore, A., & Ferguson, S. (2018). Early exposure to child maltreatment and academic outcomes. Child maltreatment, 23(4), 365-375.
According to the article, children who have experienced maltreatment and childhood trauma have an increased chance of experiencing academic difficulties. The objective of the research was to investigate the effects that child protection services contact with children due to maltreatment affects the academic performance of the involved children. The study focused on test scores related mainly to reading and mathematics, educational status and grade retention to conclude the study in the first grade. The study reviewed the student born in 2000 and 2006 at the Michigan School. Before graduating from the third grade, eighteen percent of the student had undergone CPS investigation on grounds of parental maltreatment. The study found that the children who had been involved in the investigation scored lower in the standardized test, were more likely to be retained back to a previous class and were more like to have a special needs status. The author emphasizes that the education system and child welfare must work together to ensure that the children do not experience challenges in the future due to their early troubles. The article is credible and will be of vast assistance while exploring the link between parents treating their children and academic performance. Additionally, the authors are part of the leading psychological department at the University of Michigan and have vast experience dealing with the psychological impact of child maltreatment both in and outside classrooms.
Arsenio, W. F., & Loria, S. (2014). Coping with negative emotions: Connections with adolescents’ academic performance and stress. The Journal of genetic psychology, 175(1), 76-90.
The researchers looked at the collation between stress and negative academic affect. Additionally, the article also reviewed the coping methods that the students use due to stress. The research was conducted through a survey of 119 grade 9- 12 children who reviewed their moods, academic characteristics such as their GPA and the link between the two. The article found that the students who were more stressed had a lower GPA, showing how psychological trauma can lead to academic failure. Additionally, the students with a higher negative mood also had lower GPAs linking stress with GPA. According to the author, it is important to realize that a link exists and to realize how academic performance is influenced by the psychology of an individual. The article can be used to explore why children who grow up in highly stressed environments tend to perform worse than those from a low-stress environment.
Oldfield, J., Humphrey, N., & Hebron, J. (2016). The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes. Child and Adolescent Mental Health, 21(1), 21-29.
One of the key indicators of psychological well-being according to the authors is connectedness with the school in addition to the adolescents’ attachment relationship with both their peers and their parents at home. However, the authors research further into the criticality of connectedness and attachment and how they influence both the academic performance and mental health outcomes of adolescents. The article utilized 203 adolescents in their research who were between 11 and 16 years. The adolescents were asked to self-report on the role that parental attachment plays in their mental well-being. Through regression analysis, the researchers found that the higher the insecurities of the parents, the higher the emotional difficulties and challenges that the child experience resulting in challenges both in school and with peer attachments. Additionally, the authors found that school connectedness and peer attachment mediate the link between social behavior and parental attachment. The lead author is the head of the department of psychology at the University of Manchester and is therefore qualified to lead the research. The article will be of significant help while researching the link between mental health at home and parent connectedness and the effects it has both at school and with peers.
Askell-Williams, H., & Lawson, M. J. (2015). Relationships between students’ mental health and their perspectives of life at school. Health education.
The article’s author explored the relationships between students’ self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia. After successfully conducting a correspondence analysis that resulted in a two-dimensional visual display, the researcher discovered that students’ abnormality, borderline, and SDG subscales had a close connection to their low, medium, and high LLSQ subscales. A precise dimension factor emanated depicting a progression from mental health challenges to strengths. This was in close relation to the student’s views and opinions concerning their experiences while in their learning institutions.
Tortella, G. R., Seabra, A. B., Padrão, J., & Juan, D. S. (2021). Mindfulness and other simple neuroscience-based proposals promote students’ learning performance and mental health during the covid-19 pandemic. Brain sciences, 11(5), 552.
The presence of Covid-19 greatly impacted the learning process more negatively.
Notably, the imposed containment measures to curb the spread of the pandemic absolutely affected the psychological well-being of both teachers and students. Besides, the pandemic altered the nature in which both participants in the education arena used to experience interpersonal relationships. Various adverse effects such as loneliness, stress, and anxiety amongst the students caused by the pandemic have resulted in a decrease in most schools’ cognitive performance and even in higher education learners. The author also employed a neuroscientific study and its findings related to memory and cognition that included neuroplasticity and long-term potentiation. Therefore, the author points out the importance of positive mindfulness, especially for students during Covid-19. Neuroscientific findings recommend undertaking various critical measures for enhancing students’ mental health, such as physical activity, rest asleep, and nutrition that acts on memory and recognition. Therefore, the parents have the role of ensuring that their children exercise the above recommendations, leading to improved performance while in school.
Makriyianis, H. M., Adams, E. A., Lozano, L. L., Mooney, T. A., Morton, C., & Liss, M. (2019). Psychological inflexibility mediates the relationship between adverse childhood experiences and mental health outcomes. Journal of Contextual Behavioral Science, 14, 82-89.
The author explored the adverse childhood experiences and their impacts. He discovered that such experiences accelerate negative mental health outcomes such as anxiety and depression. Besides, students with high adverse childhood experiences have an increased risk of the mentioned outcomes. The article proposes that the presence of increased adverse childhood experiences would lower psychological flexibility and accelerate inflexibility that directly results in depression and anxiety. Therefore, parents have the responsibility of determining the nature of their children’s childhood experiences, which will have a high impact on their learning and performance at school.
Allen, C. W., Diamond-Myrsten, S., & Rollins, L. K. (2018). School absenteeism in children and adolescents. American family physician, 98(12), 738-744.
The author found out that school absenteeism has long -a term and immediate impact on academic performance, social functioning, high school and college graduation rates, life expectancy, and others. However, chronic absenteeism in schools relies on various such as individual, family, social factors, medical, chronic illness, mental health status, perceived lack of safety, poor climate, bullying, and others. Parents play a major role in addressing the issue of absenteeism amongst students. Creating awareness among the parents of the connection between school attendance and achievement can effectively reduce absences, especially amongst students. Therefore, there is a need to identify various factors affecting students’ mental health leading to absenteeism and implement effective control measures.
References
Arsenio, W. F., & Loria, S. (2014). Coping with negative emotions: Connections with adolescents’ academic performance and stress. The Journal of genetic psychology, 175(1), 76-90.
Bartolo, P., & Cefai, C. (2017). Parents’/carers’ participation in mental health promotion in schools. In Mental Health Promotion in Schools (pp. 197-205). Brill Sense.
Coohey, C., Renner, L. M., Hua, L., Zhang, Y. J., & Whitney, S. D. (2011). Academic achievement despite child maltreatment: A longitudinal study. Child abuse & neglect, 35(9), 688-699.
Davis, M., & Munson, M. R. (2018). Youth and young adult mental health: Interventions, services, systems, and rehabilitation. Psychiatric Rehabilitation Journal, 41(4), 253-257. http://dx.doi.org/10.1037/prj0000338
Herrenkohl, F. P., & Hashmi, P. (2021). Effect of Abuse and Neglect on Academic Performance of children in Canada. Journal of Education, 4(8), 1-10.
Jennison, K. M. (2014). The impact of parental alcohol misuse and family environment on young people’s alcohol use and behavioral problems in secondary schools. Journal of substance use, 19(1-2), 206-212.
Larson, S., Chapman, S., Spetz, J., & Brindis, C. D. (2017). Chronic childhood trauma, mental health, academic achievement, and school‐based health center mental health services. Journal of school health, 87(9), 675-686.
Lowthian, E. (2022). The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review. Journal of Child & Adolescent Trauma, 1-12.
Manly, J. T., Lynch, M., Oshri, A., Herzog, M., & Wortel, S. N. (2013). The impact of neglect on initial adaptation to school. Child maltreatment, 18(3), 155-170.
Nikulina, V., Widom, C. S., & Czaja, S. (2011). The role of childhood neglect and childhood poverty in predicting mental health, academic achievement and crime in adulthood. American journal of community psychology, 48(3), 309-321.
Oldfield, J., Humphrey, N., & Hebron, J. (2016). The role of parental and peer attachment relationships and school connectedness in predicting adolescent mental health outcomes. Child and Adolescent Mental Health, 21(1), 21-29.
Porche, M. V., Fortuna, L. R., Lin, J., & Alegria, M. (2011). Childhood trauma and psychiatric disorders as correlates of school dropout in a national sample of young adults. Child Development, 82(3), 982-998.
Ryan, J. P., Jacob, B. A., Gross, M., Perron, B. E., Moore, A., & Ferguson, S. (2018). Early exposure to child maltreatment and academic outcomes. Child maltreatment, 23(4), 365-375
Wang, M. T., & Sheikh‐Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625.
Westerlund, H., Rajaleid, K., Virtanen, P., Gustafsson, P. E., Nummi, T., & Hammarström, A. (2015). Parental academic involvement in adolescence as predictor of mental health trajectories over the life course: a prospective population-based cohort study. BMC public health, 15(1), 1-10
Allen, C. W., Diamond-Myrsten, S., & Rollins, L. K. (2018). School absenteeism in children and adolescents. American family physician, 98(12), 738-744.
Askell-Williams, H., & Lawson, M. J. (2015). Relationships between students’ mental health and their perspectives of life at school. Health education.
Makriyianis, H. M., Adams, E. A., Lozano, L. L., Mooney, T. A., Morton, C., & Liss, M. (2019). Psychological inflexibility mediates the relationship between adverse childhood experiences and mental health outcomes. Journal of Contextual Behavioral Science, 14, 82-89.
Tortella, G. R., Seabra, A. B., Padrão, J., & Juan, D. S. (2021). Mindfulness and other simple neuroscience-based proposals promote students’ learning performance and mental health during the covid-19 pandemic. Brain sciences, 11(5), 552.