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Resilient families are able to adapt to adversities, but the nature of family resilience is not well understood. This study examines patterns of family functioning that may protect families from the negative impact of alcohol abuse. Naturally occurring patterns of family functioning are identified and associations between these patterns and parenting, current parental alcohol use, recent family stressful events, supportive relationships outside the family, and demographic characteristics are assessed. Cross-sectional data are analyzed from racially diverse American and Canadian families (N = 674) who have at least one parent with an alcohol abuse problem and a child between ages 9 and 12 years. Cluster analyses derived from family functioning indicators are used to identify naturally occurring family patterns. Multivariate assessments evaluated relationships between family functioning clusters and potentially influencing factors. The study results reveal a continuum of family functioning associated with parenting, child's perception of teacher caring, and race. (Contains 1 table and 2 figures.)

This article describes the methodology and program effects of the Secondary Schools Demonstration Project (SSDP) conducted in four Ontario schools. The objective of the study was to evaluate the extent to which a universal program model of three interventions--cooperative learning; classroom management; and peer-helping approaches that included tutoring and mediation--can reduce the prevalence of antisocial behaviour. The study employed a two-group matched comparison before-and-after design. It involved the collection of baseline data on all ninth grade students (average age of 14 years) in four schools, and the selection of a sub-sample for a more detailed follow-up. Of the 13 measures analyzed, the results were statistically significant on four variables: student perception of teacher, student sense of belonging, student attachment to school, and truancy, suspensions, and behaviour problems. The findings of the study are discussed in relation to the methodological issues involved in implementing and evaluating multi-component interventions in secondary schools. Secondary Schools Demonstration Project Outcome Measures are appended. (Contains 4 tables.)

Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities.

A drug prevention program involving 167 at-risk students in grades 8-10 at 9 Ontario schools resulted in reduced use of and less supportive attitudes toward alcohol, cannabis, tobacco, and tranquilizers. Program success is attributed to high attendance and retention, community health professionals' participation, comprehensive approach, strong school support, and emphasis on building life skills. (Contains 53 references.) (TD)

This study examined the relationship between youth mentoring status and behavioral, developmental, and emotional outcomes for 859 youths aged 6-17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships (MRs). Youth self-reported behaviors and mental health occurred at the baseline assessment (before being paired to a mentor) and at 18 months follow-up. Youth mentoring status was categorized as follows: (1) continuous MR less than 12 months (n = 131); (2) continuous MR 12 or more months (n = 253); (3) dissolved MR less than 12 months (n = 110); (4) dissolved MR 12 or more months (n = 70); 5) MR with a second mentor (re-matched; n = 83); and (6); never mentored (n = 212). Structural equation model results at 18 months revealed that mentored youths, especially those in MR lasting 12 or more months (continuous or dissolved), reported significantly fewer behavioral problems and fewer symptoms of depression and social anxiety than did non-mentored youths. They also reported stronger coping skills and emotional support from parents. Mentored girls and boys in long-term relationships experienced positive outcomes. Re-matched girls displayed better outcomes than did never-mentored girls while there was some evidence of harmful outcomes for re-matched boys. Threats to internal validity are examined including the possibility of pre-existing baseline differences between mentored and non-mentored youths. Implications for mentoring programs are discussed. [ABSTRACT FROM AUTHOR]

Background and Purpose: The PTSD Checklist--Civilian Version (PCL-C) is a widely used screening instrument measuring posttraumatic stress disorder (PTSD). However, to our knowledge, the factor structure of the PCL-C has not been examined in an Aboriginal population. Considerable research indicates that PTSD symptoms are characterized by 4 factors, with both the "King model" and the "Simms model" supported by the literature. Methods: Using confirmatory factor analysis on the PCL-C, we examined whether these models and the overall scale were supported in an Aboriginal community sample (N = 273). Results: The data supported both models. However, the 4 factors were highly correlated, providing some support for a 1-factor model as well. Conclusions: Our data support use of the PCL-C in Aboriginal health research. [ABSTRACT FROM AUTHOR]

The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes. [ABSTRACT FROM AUTHOR]

Studies the prevalence of help seeking for alcohol problems in Canada. Impact of sociodemographic factors on help seeking; Comparison of help seeking rate in Canada and the United States; Life areas where alcohol problems has caused harm; Relationship between seeking help for drinking and life areas affected; Role of professional and community services.

Presents a study which examined parental preferences for sex of children in Canada, using data from the 1984 Canadian Fertility Survey. Hypotheses; Measurement of sex preferences; Statistical analysis; Results and discussion.

Presents information on a study of Francophone/Anglophone differences in alcohol use problems and associated risk factors in the province of Ontario, Canada. Results of the study; Methodology of the study; Conclusions of the study.

The authors examined the prevalence of physical and sexual assault of female university students and associated factors. In a survey of a random sample of 3,642 female students from 6 universities across Ontario, 24% of female students reported being physically assaulted and 15% reported being sexually assaulted during the previous year. When the assault measures were combined, 32% of university women reported being either physically or sexually assaulted during the previous year. Of those experiencing assault, 40% had been the victim of 2 or more types of assaults. Logistic regression analysis revealed that assault was associated with year of study, marital status, alcohol consumption, illicit drug use, prescription drug use, unhealthy eating and stress behaviors, less time spent on academics, and more time involved in social activities. University programs and activities directed toward the reduction of assault should incorporate the factors identified in this study to increase awareness of the situational factors surrounding likelihood of assault. [ABSTRACT FROM AUTHOR]

Background: Youth with chronic physical health problems often experience social and emotional problems. We investigate the relationship between participation in the Big Brothers Big Sisters of Canada community-based mentoring programs (BBBS) and youth social and mood outcomes by youth health status.Methods: Youth newly enrolled in BBBS were classified by health status (one or more chronic physical health problems without activity limitation, n = 191; one or more chronic physical health problems with activity limitation, n = 94; no chronic health problem or activity limitation, n = 536) and mentoring status (yes/no) at 18 month follow-up. Youth outcomes measured at follow-up were social anxiety, depressed mood, and peer self-esteem.Results: Youth with chronic health problems and activity limitation were more likely to live with two biological parents, use mental health or social services, and have parents who reported difficulties with depressed mood, social anxiety, family functioning and neighbourhood problems. At 18 month follow-up, mentored youth in this health status group experienced fewer symptoms of social anxiety and higher peer self-esteem compared to non-mentored youth. Mentored youth with chronic health problems without activity limitation and mentored youth with no health problems or limitations did not show significant improvements in social anxiety and peer self-esteem. Regardless of their health status, mentored youth reported fewer symptoms of depressed mood than non-mentored youth.Conclusions: Youth with chronic health problems, particularly those with activity limitation as well, demonstrate a capacity to experience social and mood benefits associated with mentoring. [ABSTRACT FROM AUTHOR]

The article examines the relationship of education, age at first birth and lifetime fertility of women in Canada in the 1980s. The data is developed from the Canadian National Fertility Survey of 1984, focusing on women 35-49 years of age. The findings show that it is the timing of first birth rather than the number of children ever born that is more related to educational attainment of women. In modem industrial society, the level of completed formal education is probably the single most important predictor of the other major indices of socio-economic wellbeing. Education also creates the opportunity for women to be involved in other pursuits instead of marriage and motherhood. As a predictor, education may well determine the timing of first birth, and as an effect, age at first birth may determine the final educational level achieved by women in the 1980s. While several research studies have shown clearly the inverse relationship between fertility and education in Canada, there are few on the Canadian population which systematically examine the relationship of the timing of childbearing and educational attainment. There is evidence that almost all women desire to have children at some point in their lives, and usually more than a single child

Previous research suggests that early mentoring relationship (MR) closures may have harmful consequences for the health and well-being of youth participating in community-based mentoring programs. However, knowledge of the factors that lead some MRs to close early has been slow to emerge. This study examined patterns and correlates of early versus on-time MR closures among 569 youth participating in Big Brothers Big Sisters community mentoring programs. Thirty-four percent of youth experienced an early MR closure prior to the end of the program's 12 month period of commitment. The probability of closure was highest at 12 months into the MR. Early closures were positively associated with youth gender (girls), behavioral difficulties, and match determination difficulties. Early and on-time closures were associated with youth extrinsic motives for joining the program. Early MR closures were negatively associated with youth perceptions of parent emotional support, parent social support, high quality MR, weekly contact in MR, and parent support of the MR. Implications for programming are discussed., (© Society for Community Research and Action 2016.)

The measurement properties of two new scales designed to measure global and engagement mentoring relationship quality (Global Mentoring Relationship Quality Scale and Quality of Mentoring Relationship Engagement Scale) were examined among 272 mentors, 491 children, and 554 parents participating in Big Brothers Big Sisters community mentoring programs across Canada. Results demonstrated their unidimensionality, moderate convergent validity, good external validity, and weak-to-moderate reporter concordance. Longitudinal analyses demonstrated good predictive validity of mentor and parent mentoring relationship quality scales with respect to predicting mentoring relationship status.