Developmental vulnerability - don't investigate without a model in mind

Woolfenden, S; Williams, K; Eapen, V; Mensah, F; Hayen, A; Siddiqi, A; Kemp, L

Developmental vulnerability - don't investigate without a model in mind

Woolfenden, S Williams, K Eapen, V Mensah, F Hayen, A

Siddiqi, A Kemp, L

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Publication Type:: Journal Article
Citation:: Child: Care, Health and Development, 2015, 41 (3), pp. 337 - 345
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Woolfenden, S	en_US
dc.contributor.author	Williams, K	en_US
dc.contributor.author	Eapen, V	en_US
dc.contributor.author	Mensah, F	en_US
dc.contributor.author	Hayen, A https://orcid.org/0000-0003-4046-8030	en_US
dc.contributor.author	Siddiqi, A	en_US
dc.contributor.author	Kemp, L	en_US
dc.date.available	2014-06-30	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Child: Care, Health and Development, 2015, 41 (3), pp. 337 - 345	en_US
dc.identifier.issn	0305-1862	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119045
dc.description.abstract	© 2014 John Wiley & Sons Ltd. Children who are developmentally vulnerable are at risk of a difficult start to school, and ongoing educational challenges which may adversely impact on long term health outcomes. Clinicians, researchers and service providers need a thorough understanding of both risk and protective factors and their complex interplay to understand their impact on early childhood development, in order to plan effective and comprehensive prevention and interventions strategies. In this opinion piece we recommend that investigation of developmental vulnerability should only proceed if underpinned by both a theoretical model through which the interaction between risk and protective factors may be investigated, and analytical models that are appropriate to assess these impacts.	en_US
dc.relation.ispartof	Child: Care, Health and Development	en_US
dc.relation.isbasedon	10.1111/cch.12181	en_US
dc.subject.classification	Developmental & Child Psychology	en_US
dc.subject.classification	Pediatrics	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Risk Factors	en_US
dc.subject.mesh	Child Development	en_US
dc.subject.mesh	Developmental Disabilities	en_US
dc.subject.mesh	Models, Theoretical	en_US
dc.subject.mesh	Minority Groups	en_US
dc.subject.mesh	Social Environment	en_US
dc.subject.mesh	Socioeconomic Factors	en_US
dc.subject.mesh	Child, Preschool	en_US
dc.subject.mesh	Child of Impaired Parents	en_US
dc.title	Developmental vulnerability - don't investigate without a model in mind	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	41	en_US
utslib.for	111403 Paediatrics	en_US
utslib.for	139999 Education not elsewhere classified	en_US
utslib.for	170102 Developmental Psychology and Ageing	en_US
utslib.for	11 Medical and Health Sciences	en_US
utslib.for	13 Education	en_US
utslib.for	17 Psychology and Cognitive Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Public Health
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	41	en_US

Abstract:

© 2014 John Wiley & Sons Ltd. Children who are developmentally vulnerable are at risk of a difficult start to school, and ongoing educational challenges which may adversely impact on long term health outcomes. Clinicians, researchers and service providers need a thorough understanding of both risk and protective factors and their complex interplay to understand their impact on early childhood development, in order to plan effective and comprehensive prevention and interventions strategies. In this opinion piece we recommend that investigation of developmental vulnerability should only proceed if underpinned by both a theoretical model through which the interaction between risk and protective factors may be investigated, and analytical models that are appropriate to assess these impacts.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/119045