The effect of child-abuse on the behavioral problems in the children of the parents with substance use disorder: Presenting a model of structural equations

Qualitative analysis of family interactions with Iranian women with substance use disorder: from before becoming aware of addiction to consecutive relapses

Family is the most important social institution since birth with which the person has been in direct contact. Family relationships with children play a major role in both the tendency toward substance addiction and the withdrawal of drugs. The present study aimed to examine the form of family interactions with Iranian women with substance use disorder. The method of this research was grounded theory, the sample was 20 women who were referred to Behboud Gostaran Hamgam Women's Addiction Withdrawal Camp in Tehran, in 2018-19 who were selected by theoretical sampling. Five themes of condemning-restrictive family, passive-accepting family, rejecting family, indifferent family, and disoriented family were discovered. The study also resulted in four key periods of time that define the form of family relationships with women with SUD, namely: before becoming aware of addiction, after becoming aware of addiction, after being aware of the first relapse, and after being aware of successive relapses. Finally, during these four time periods, three family interactive models were established for women with SUD: 1) The interactive model of Non-change, 2) The model of adopting a disoriented interactive pattern after changing dysfunctional interactive patterns, 3) The model of returning to the initial interactive pattern after changing the dysfunctional interactive patterns. The relapse is prevented, and the level of efficiency of family and members in the recovery process will be improving by identifying, recognizing, and training the interactive family model with women with SUD.

The Long-Term Effects of Early Childhood Resilience Profiles on School Outcomes among Children in the Child Welfare System

This study aimed to examine the association between early childhood resilience profiles and later school outcomes (academic achievement and school involvement) among children in the U.S. child welfare system. This study compared 827 children aged 3–5 years in three latent profile groups (poor emotional and behavioral resilience, low cognitive resilience, and multi-domain resilience) to their baseline profiles using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). At the three-year follow-up, children with low emotional and behavioral resilience profiles and children with the multi-domain resilience profile had significantly higher basic reading skills, reading comprehension, and math reasoning compared to children with low scores on the cognitive resilience profile. Furthermore, children with the multi-domain resilience profile had significantly higher levels of emotional school engagement than did those with the low emotional and behavioral resilience profile and considerably higher levels of behavioral school engagement compared to those with the low cognitive resilience profile. The findings highlight the persistent effects of early resilience into the later childhood years. Moreover, our results suggest the need for early identification of and intervention for children with low cognitive or emotional/behavioral resilience during the preschool years to promote academic success and school engagement during the school-age years.