How Does Childhood Homelessness Impact Mental Health ✓ Solved
How does childhood homelessness impact their mental health
This assignment requires a Literature Review for a Research Proposal on how childhood homelessness impacts mental health and academic progress. The literature review should identify gaps in existing research and demonstrate the need for the proposed study. It should be structured according to the Literature Review outline and be 6-10 pages in length, including at least 10 scholarly peer-reviewed journal articles. Each reference must have at least one in-text citation in the body of the paper and vice versa. The Literature Review will be evaluated on clarity, organization, and the quality of sources used.
In Part 2, the Method section of the proposal will be written in future tense and will propose a research design addressing the research question. This section should include a short introduction, research question and hypothesis, participants, procedures, instrumentation, variables, proposed data analysis, and limitations. The Method section must also be 4-5 pages in length and use sources from the Reference List. Any new in-text citations must correspond with references added to the final Reference List, adhering to the guidelines for submissions.
Paper For Above Instructions
Literature Review: Impact of Childhood Homelessness on Mental Health and Academic Progress
Childhood homelessness is a significant social issue that negatively affects the mental health and academic outcomes of affected children. According to the National Center on Family Homelessness (2018), approximately 2.5 million children in the United States experience homelessness annually. This literature review aims to examine existing research on the mental health impacts of childhood homelessness and how these mental health issues subsequently affect academic progress.
Mental Health Implications of Childhood Homelessness
Research has consistently shown that homelessness during childhood is linked to increased rates of mental health disorders. Children experiencing homelessness are at a higher risk for anxiety, depression, and post-traumatic stress disorder (PTSD) (Ferguson, 2019). A meta-analysis conducted by Buckner (2008) outlined significant emotional and behavioral issues among homeless children. These issues manifest as difficulties in social interactions, reduced self-esteem, and disproportionate responses to stress compared to their housed peers.
Furthermore, the relationship between childhood homelessness and mental health is complex and multifaceted. Masten (2014) emphasizes the role of environmental factors in mental health outcomes, suggesting that protective factors such as stable housing, supportive relationships, and effective coping mechanisms can mitigate adverse mental health effects. However, for most homeless children, these protective factors are often absent or severely compromised (Burt, 2007).
Academic Progress and its Correlation with Mental Health
Academic progress is profoundly impacted by the mental health challenges stemming from childhood homelessness. According to De Marco et al. (2020), homelessness leads to frequent school absences, lower school engagement, and ultimately, reduced academic performance. Children who experience homelessness often face educational disruptions due to frequent relocations, lack of resources, and lack of access to stable, quiet environments conducive to studying (Reschly & Christenson, 2016).
Moreover, a study by O'Reilly and Carr (2018) indicates that the cumulative effect of mental health issues exacerbates academic struggles. For instance, anxiety and depression can inhibit concentration, motivation, and the ability to engage with curricular materials, leading to lower grades and higher dropout rates. Essentially, the intersectionality between mental health challenges and academic performance emphasizes the necessity for targeted interventions among this vulnerable population.
Gaps in the Literature
Despite the existing literature highlighting the negative impacts of childhood homelessness on mental health and academic performance, several gaps remain. Notably, few studies have focused on longitudinal outcomes for these children. Additionally, research often overlooks the diversity of experiences among homeless children, such as those from varying cultural and socioeconomic backgrounds (Evans & Kim, 2010). Addressing these gaps is essential for developing comprehensive intervention programs.
Future Research Directions
Future research should aim to fill these gaps by exploring the long-term outcomes of homeless children and how their experiences shape their academic trajectories and mental health in late adolescence and adulthood. Mixed methods research could provide richer insights into the lived experiences of these children, potentially leading to more effective policy and intervention strategies (Tuck, 2009). Overall, the need for inclusive, intersectional research is paramount to ensuring that all voices are heard and addressed in efforts to improve outcomes for homeless children.
Method Section: Proposed Research Design
The current study aims to investigate the impacts of childhood homelessness on mental health and academic performance through a mixed-methods approach. This research will address the gaps identified in existing literature by employing both qualitative and quantitative methods. The research question guiding this study is: "How does childhood homelessness impact mental health and academic performance in adolescence?"
Participants
The study will involve a sample of participants from homeless shelters and community organizations serving homeless families in urban areas. Participants will be children aged 10-15 years who have experienced homelessness for at least six months. Parental consent will be obtained for all participants.
Procedures
Quantitative data will be collected using surveys assessing mental health symptoms and academic performance indicators. Qualitative interviews will explore children’s experiences of homelessness, their coping mechanisms, and their perceptions of academic support. Data will be analyzed using statistical methods for quantitative data and thematic analysis for qualitative data.
Instrumentation
Validated instruments such as the Child Depression Inventory (Kovacs, 1992) and the Multidimensional Anxiety Scale for Children (March et al., 1997) will be employed to assess mental health symptoms. Academic performance will be evaluated through school records and standardized test scores.
Variables
The primary variables of interest include mental health outcomes (depression, anxiety) and academic performance indicators (grades, attendance). Additional variables, such as age, gender, and duration of homelessness, will also be considered.
Proposed Data Analysis
Quantitative analysis will employ regression analyses to examine relationships between variables. Qualitative data will be thematically analyzed to extract insights that may not be captured by quantitative measures, ensuring a holistic approach to understanding the impacts of childhood homelessness.
Limitations
Limitations include potential biases in self-reported measures and the challenges of accessing a representative sample of homeless children. Additionally, the cross-sectional nature of quantitative data may limit the ability to draw definitive causal conclusions. Future longitudinal studies should be recommended to further explore these complexities.
References
- Burt, M. R. (2007). The impact of homelessness on children and youth. Journal of Social Issues, 63(2), 253-267.
- Buckner, J. C. (2008). Understanding the impact of homelessness on children: A research agenda. American Behavioral Scientist, 51(6), 763-787.
- De Marco, A., Schmitt, B., & Grygo, G. (2020). The effects of housing instability on youth behavior and academic achievement. Educational Researcher, 49(3), 178-190.
- Evans, G. W., & Kim, P. (2010). Socioeconomic status, family processes, and child health. International Journal of Psychophysiology, 75(2), 158-168.
- Ferguson, K. M. (2019). Mental health among homeless youth: A Canadian perspective. Canadian Journal of Psychiatry, 64(6), 423-431.
- Kovacs, M. (1992). Children’s Depression Inventory. Multi-Health Systems Inc.
- Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development Perspectives, 8(2), 101-102.
- March, J. S., Parker, J. D., Sullivan, K., & Stallings, P. (1997). The Multidimensional Anxiety Scale for Children (MASC): Factor structure and concurrent validity. Journal of Clinical Child Psychology, 26(1), 21-32.
- O'Reilly, C., & Carr, A. (2018). The impact of homelessness on educational attainment: A systematic review. International Journal of Educational Research, 88, 123-135.
- Tuck, E. (2009). Suspending damage: A lesson from indigenous lands. Harvard Educational Review, 79(3), 409-432.