Understanding Child Development: An Albertan Benchmark Survey

1. What We Know About Child Development: An Albertan Benchmark Survey Shivani Rikhy, MPH Suzanne Tough, PhD Alberta Centre for Child, Family, & Community Research Many Faces of ChildhoodEdmonton, AB November 30, 2007

2. Acknowledgements • Research team: Barry Trute Karen Benzies David Johnston Heather Davey Augusto Legaspi Calgary Children’s Initiative Success by Six • Population Research Laboratory, University of Alberta Janet Ngo Donna Fong Dave Odynak • Alberta Centre for Child, Family, & Community Research

3. What we know • Environments where children are exposed to inconsistent and harsh practices can increase the risk of conduct problems • Lack of a warm positive relationship, inadequate supervision increase risk of behavioural and social problem • These children are at risk of school exclusion, delinquency, mental illness, partner violence, poor literacy • Ref: Gardner J Child Psych and Psych 2006; Loeber Studies on Crime and Crime Prevention1998; • Ref: Benzies K, NLSCY, Unpublished Analysis

4. Albertans have been leaders • Albert Bandura • December 4, 1925, Mundare Alberta • Trying to explain adolescent aggression • “Reciprocal determinism” • The world and a persons behaviour cause each other • “Social Learning Theory” • Observational learning • Modeling

5. What Can We Do? • Better understand the knowledge, attitudes and behaviours within our community • Better understand barriers to success • Better understand our interventions

6. The Survey:What We Know About Child Development • Background • Methods • Results • Participant Demographics • Knowledge of Child Development • Support & Information Systems • Parenting Programs • Developmental Specialists • Conclusions • Current and Future Strategies

7. Background • Why Knowledge? • What communities know about how children grow and learn may inform strategies to optimize development and behaviour • Why consider all adults? • Resiliency research suggests that all of us can have an impact • Children do better when there is a shared responsibility : Canada vs. Norway

8. Today’s Objective Based on interim findings: • To describe the level of knowledge about child development in Alberta. • To characterize the sources of information most used by Albertans.

9. Methods • Provincial survey of adults (2007-2008) • Adapted from a National U.S. instrument • Input from content experts • Administered over the telephone • Sample Size and Data Collection • Approximately 1,400 Albertans (by 01/2008) • Recruitment: Random-Digit Dialing • Inclusion Criteria • Over 18 years of age • Alberta Resident • Interacted with a child(<13yrs) in the past 6 months

10. Data Collection • Data collection began in late Sept. 2007 • So Far • 506 surveys completed • Average length = 26.5 minutes • Collection complete in early 2008

11. Respondent Demographics Age Gender

12. Respondent Demographics

13. Respondent Demographics

14. Experience with Children

15. Knowledge ofPhysical Milestones

16. Knowledge ofCognitive Milestones

17. Knowledge ofSocial Milestones

18. Knowledge ofEmotional Milestones

19. Developmental Milestones

20. Influencing Factors Over 60% correctly identified factors that affect cognitive development • Parental Interaction • In-Person Interaction • Parents Emotional Closeness • First Year of Development

21. Information Support System

22. Use of Developmental Specialists • About80%of parents had not consulted a developmental specialist. • However,11%of parents reported seeing 1 specialist. • An additional10.2%reported having seen 2 or more types of specialists.

23. Conclusions • Adults know most about physical milestones • Adults have a good understanding of factors that improve cognitive development • Doctors and books are primary sources of knowledge for parents • Approximately 20% of parents consult developmental specialists for their children

24. Further Analysis • How do knowledge and strategies vary by: • rural vs. urban • parents vs. others • gender • Information Support Systems • Parenting Practices • Parenting Morale

25. Potential Next Steps • Collaborate with others interested in this area • Address the identified gap between what we know and what we do • Pilot test and evaluate promising strategies

26. Why do we care? • Economic reasons: • Costs to health and social services, justice and education are 10 times higher for children with behaviour problems • Long term costs associated with poor mental health estimated at $7.331 Billion (1993 Can $) • Long term consequences of low literacy include poor educational achievement, lower life expectancy • Falling fertility rate • Competent high quality populations will be essential in a global knowledge driven economy

27. Why do we care? • UN Convention on “Rights of The Child” • Foundation Principles include: • Survival • Non-discrimination • To develop to the fullest • To protect from harm, abuse and exploitation • To participate fully in family, cultural and social life • We have agreed to act in the highest interest of our children

28. Why? A world of safe and happy children A world skilled and loving caregivers A world of compassionate strangers