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      Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

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          Abstract

          Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children ( n = 86; mean age 10.5) living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

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          Most cited references36

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          Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity

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            Executive Functions after Age 5: Changes and Correlates.

            Research and theorizing on executive function (EF) in childhood has been disproportionately focused on preschool age children. This review paper outlines the importance of examining EF throughout childhood, and even across the lifespan. First, examining EF in older children can address the question of whether EF is a unitary construct. The relations among the EF components, particularly as they are recruited for complex tasks, appear to change over the course of development. Second, much of the development of EF, especially working memory, shifting, and planning, occurs after age 5. Third, important applications of EF research concern the role of school-age children's EF in various aspects of school performance, as well as social functioning and emotional control. Future research needs to examine a more complete developmental span, from early childhood through late adulthood, in order to address developmental issues adequately.
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              Competence and resilience in development.

              The first three waves of research on resilience in development, largely behavioral in focus, contributed a compelling set of concepts and methods, a surprisingly consistent body of findings, provocative issues and controversies, and clues to promising areas for the next wave of resilience research linking biology and neuroscience to behavioral adaptation in development. Behavioral investigators honed the definitions and assessments of risk, adversity, competence, developmental tasks, protective factors, and other key aspects of resilience, as they sought to understand how some children overcome adversity to do well in life. Their findings implicate fundamental adaptive systems, which in turn suggest hot spots for the rising fourth wave of integrative research on resilience in children, focused on processes studied at multiple levels of analysis and across species.
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                Author and article information

                Contributors
                Role: Academic Editor
                Journal
                Children (Basel)
                Children (Basel)
                children
                Children
                MDPI
                2227-9067
                04 August 2017
                August 2017
                : 4
                : 8
                : 70
                Affiliations
                [1 ]Developmental-Behavioral Pediatrics, Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN 55455, USA
                [2 ]School of Professional Psychology, Pacific University, Hillsboro, OR 97123, USA; tlafavor@ 123456pacificu.edu
                [3 ]Department of Psychology, Rutgers University, Camden, NJ 08102, USA; jj.cutuli@ 123456rutgers.edu
                [4 ]Clinical and Translational Science Institute, University of Minnesota, Minneapolis, MN 55455, USA; zhangl@ 123456umn.edu
                [5 ]Division of Epidemiology and Community Health, University of Minnesota School of Public Health, Minneapolis, MN 55454, USA; oberg001@ 123456umn.edu
                [6 ]Institute of Child Development, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455, USA; amasten@ 123456umn.edu
                Author notes
                [* ]Correspondence: drbarnes@ 123456umn.edu ; Tel.: +1-612-624-1167
                Author information
                https://orcid.org/0000-0002-9205-5046
                https://orcid.org/0000-0002-5185-2866
                https://orcid.org/0000-0002-0622-2849
                Article
                children-04-00070
                10.3390/children4080070
                5575592
                28777779
                8b356721-f642-484a-bf26-f33dfdd13cd0
                © 2017 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                History
                : 13 June 2017
                : 01 August 2017
                Categories
                Article

                family homelessness,cognitive functioning,chronic health conditions,middle childhood,child development,resilience,psychosocial risk

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