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Residential Mobility and Children’s Well-Being. David Murphey, Ph.D. Kristin A. Moore, Ph.D. Tawana Bandy. Presented to the International Society for Child Indicators, Biannual Meeting York, England July 27-29, 2011. - PowerPoint PPT Presentation
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Residential Mobility and Children’s Well-Being
David Murphey, Ph.D.Kristin A. Moore, Ph.D.
Tawana Bandy
www.childtrends.org Twitter/childtrends www.facebook.com/childtrends:
Presented to the International Society for Child Indicators, Biannual MeetingYork, England
July 27-29, 2011
2Residential MobilityMurphey et al.
Goals:
• Examine the prevalence and frequency of residential moves among U.S. children
• Analyze the association of frequent moves with several measures of child well-being, controlling for other demographic variables
3Residential MobilityMurphey et al.
Residential moves are common among U.S. households with children
• The recent housing crisis has increased rates of residential discontinuity, prompting concerns about children’s welfare
• In 2010, nearly 10 million children (about 1 in 7, ages 1-17) changed residence; nearly three-quarters of these were moves within the same county
• However, we know less about children’s experience of multiple moves
4Residential MobilityMurphey et al.
Residential Mobility: A Negative or Positive Influence on Well-Being?
• Moving represents a source of (negative) turbulence in a child’s life, disrupting multiple contexts for development, as well as contributing to parental stress
• A move can also represent a positive change, if it is associated with improved opportunity or access to more resources, or with leaving a harmful environment
5Residential MobilityMurphey et al.
Moving is confounded with many family-level characteristics
• Younger families move more often• Poorer families move more often• Adult-couple instability may prompt moves• The older the child, the greater the likelihood he/she has
“ever” moved
• Thus, researchers must control for these and other “endogenous” variables
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Younger children may be particularly vulnerable to frequent residential disruption
• Rapid development in multiple domains (social, emotional, cognitive)
• Dependence of their well-being on parents’ own coping abilities
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However, older children may also be at risk, particularly when moves involve changing schools
• Social networks are an important part of adolescent well-being
• These extend beyond school, but school is a primary setting, not only socially, but for academic achievement
8Residential MobilityMurphey et al.
The present study
• Uses data from the 2007 National Survey of Children’s Health, a telephone survey designed to yield samples representative of the U.S. and each of the states.– Primary focus is health, but includes measures of a
number of child well-being constructs, and developmental contexts
– Parent is reporter on a single focal child– National sample size is approximately 90,000– Administered in 2003, 2007, and 2011
9Residential MobilityMurphey et al.
Descriptive Findings: Many children experience multiple moves
• Among 0- to 5-year-olds, although more than half have had no moves, more than one in four have moved 3 or more times, and nearly one in ten have moved 5 or more times.
• By the time they are 12 to 17 years old, a majority (61 percent) of children have moved 5 or more times.
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Frequency of Moves, by Age Group Total Weighted Sample
No moves 1 or 2 moves 3 or 4 moves 5 or more moves
52%
30%
18%
9%
26%
36% 38%
29%
22%
34%
45%
62%
Ages 0-5Ages 6-11Ages 12-17
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Multivariate analysis:
• Stratify sample by age group: 0-5, 6-11, and 12-17 • Within each group, statistically control for:– Family income (poor, near-poor, not poor)– Mother’s level of education (high school only, some
college, 4-year college degree or higher)– Race/ethnicity (white, African-American, Hispanic, other)– Family structure (2 biological or adoptive parents vs.
other)
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Analysis (continued)
• Within each age group, and using single year of age as a covariate, use statistical regression to examine the independent contribution of frequent mobility (defined as 5+ moves) to:– Global health rating (“excellent” or “very good”)– Has received treatment/counseling from a mental health professional,
past 12 months– Problems with school, past 12 months (ages 6-11 and 12-17 only)
– “Externalizing” behavior problems composite (ages 6-11 and 12-17 only)
– “Internalizing” behavior problems composite (ages 6-11 and 12-17 only)
– School engagement composite (ages 6-11 and 12-17 only)
– Participation in after-school activities (ages 12-17 only)
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Multivariate results: Ages 0-5
• No child outcomes significantly associated with frequent moves
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Multivariate results: Ages 6-11
• Children who have moved frequently are more likely than others to have received mental health treatment/counseling
• Frequent movers more likely to have “externalizing” behavior problems (diagnosed conduct problems, and/or diagnosed attention deficit hyperactivity disorder)
• No significant associations with global health, “internalizing” behavior problems, school problems, or school engagement
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Children Ages 6-11
7.7% 7.7%
12.5% 12.9%
Full SampleFrequent Movers
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Multivariate results: Ages 12-17
• Frequent movers are more likely than others to have received mental health treatment/counseling
• Frequent movers are more likely than others to have “externalizing” behavior problems (diagnosed conduct problems, and/or diagnosed attention deficit hyperactivity disorder)
• Frequent movers are more likely than others to have had the school contact the family to report problems
• No significant associations with global health, “internalizing” behavior problems, school engagement, out-of-school activities
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Children Ages 12-17
Receive
d Mental
Health Treatm
ent
Externali
zing B
ehaviors
School P
roblems
15.1% 15.1% 14.9%
24.0% 24.0% 23.9%
Full SampleFrequent Movers
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Conclusions
• Frequent moving had no significant positive associations with well-being
• Negative findings were limited to school-age children• Negative findings were in the psycho-social domain, not in
physical health• There is some evidence to link frequent moving to reported
problems with school, but not to school engagement
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Limitations of the present study
• Cannot make causal attributions• No measure of the distance of moves• No measure of what motivated moves• Single point in time; no measures of child’s adjustment over
time• Future work could examine:– Possible differences by child-gender – Possible mediator/moderator role for how parents cope
with moves• A good indicator?
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Relevant paper(s) and link on Child Trends site if applicable.
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