Acceso usuarios
Tyrone C. Cheng
, Celia C. Lo
Objective: This study on children in low-income families explored whether their mental health problems are attributable to distress from five socioeconomic disadvantage factors playing roles in the multiple disadvantage model. These factors are social disorganization, social structural factors, social relationships, health/mental health, and access to care factors. Methods: The present study employed data extracted from the 2021 National Survey of Children’s Health, describing 7540 low-income children. Weighted logistic regression was conducted (with robust standard errors). Results: It showed that such children were more likely to have mental health problems when seven variables were present. The variables were argumentative children, parents’ difficulty with parenting, children’s difficult peer relations, children being bullied, families’ problematic substance use, families’ use of public health insurance, and families’ difficulty accessing mental health services. In turn, children were less likely to have mental health problems in the presence of six variables: a rundown neighborhood, an unsafe neighborhood, children’s Hispanic ethnicity, children’s Asian ethnicity, children’s general good health, and parents’ good mental health. The present study’s findings support the multiple disadvantage model. Conclusions: That is, the five types of factors key to the model (social disorganization, social structural, social relationships, health/mental health, and access to care) were observed to be related to low-income children’s mental health problems. These findings’ three main implications for practice are that it is crucial to (a) ensure children receive mental health services they need; (b) facilitate effective parent–child communication; and (c) provide low-income families with psychoeducation. Their main implications for policy involve two domains. Improving physical environments and safety in poor neighborhoods is necessary, as is enforcing schools’ anti-bullying rules and using schools to foster students’ assertiveness.
