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Children and adolescents in low- and middle-income countries (LMIC) suffer heightened vulnerability for the development of mental health conditions which is exacerbated due to enduring socioemotional, economic, and biological risk factors. The constellation of co-occurring adverse childhood experiences (ACEs; e.g. poverty, maltreatment, household dysfunction, exposure to violence) confer heightened vulnerability for the development of mental health disorders that may persist into adulthood. Although the mechanisms for transmission from one generation to the next has not yet been fully elucidated, contemporary evidence has converged primarily on maternal mental health as a key mediator between childhood exposure to ACEs, and the subsequent mental health of her children. Access to mental health assessment or treatment resources in Kenya are limited or non-existent. Due to the heightened risk for intergenerational transmission of mental health problems across generations, with support from the World Health Organization and key stakeholders in Kenya, the development of task-sharing approaches to address the unmet psychological needs of children and mothers has been advocated for. Task-sharing involves the rational redistribution of mental health care tasks from higher cadres of mental health professionals to non-specialized community health care workers in order to increase the capacity for, and access to, mental health services across Kenya. This dissertation seeks to explore: 1) the development of a partnership between the Africa Mental Health Research and Training Foundation and McMaster University to explore the use of task-sharing in the development of a technology-supported assessment for common mental disorders in children and adolescents; 2) the validity and reliability of the newly developed International Mobile Assessment for Children and Teens (IMPACT) administered by non-specialized community health workers when compared to a gold-standard assessment, the MINI-KID, when administered by trained psychology graduate students, and finally; 3) the association between maternal exposure ACEs and the subsequent mental health of her children, mediated by maternal mental health. The first study outlines the process of the development of the IMPACT using a novel blending of emic-etic approaches, and the practical evaluation of the IMPACT by ten local community health workers. Results from this study demonstrated the demand for, and utility of, the IMPACT and outlined the practical considerations of conducting field work of this nature. The second study examined the diagnostic agreement (e.g. validity) of mental health conditions in Kenyan school children (n=189) between the IMPACT and the MINI-KID. The results of this study demonstrated relatively high agreement between the diagnosis of common mental disorders in children between the IMPACT and the MINI-KID. The third study explores the relationship between ACEs (Y-VACS) of mothers (n=149) and the socioemotional wellbeing of her children (e.g. internalizing and externalizing problems; CBCL), mediated by maternal mental health (CBCL). The results of this study demonstrate the association between maternal ACEs and child internalizing and externalizing behaviours, mediated by maternal mental health and moderated by maternal education. Collectively, the results of these dissertation studies support the use of task-sharing approaches for the assessment of common mental disorders in children and adolescents, by non-specialized community health workers and that the transmission of mental health problems between generations is associated with a multitude of complex and inter-related factors (e.g. maternal ACEs and maternal mental health), exacerbated by chronic and co-occurring adversity. Additionally, the results of these studies demonstrated the need for further research that prioritizes the equitable accessibility interventions that target the mental health related-sequelae experienced by maternal-child dyads exposed to chronic and enduring adversity in LMIC. / Dissertation / Doctor of Philosophy (PhD) / Children who grow up in circumstances of chronic poverty and adversity suffer heightened risk for mental health problems as they grow up. This is especially true of children who live in low- and middle-income countries, where children are more likely to experience chronic and co-occurring forms of adversity. Access to mental health services in these contexts are limited or non-existent, conferring heightened vulnerability for mental health problems that may persist across the lifespan. The risk for mental health problems can be transmitted across generations. Although it is not fully understood how mental health problems can be transmitted from a mother to a child, one commonly studied mechanism is the role of maternal adversity and maternal mental health. Because the barriers to mental health care are abundant, the needs of children and mothers with mental health problems are frequently left unmet. The World Health Organization proposes a task-sharing solution, whereby less specialized community health care workers are trained to provide services to improve access to assessment and treatment in low income countries. Using data collected in rural Kenya, this dissertation seeks to explore: 1) the development of a partnership between the Africa Mental Health Research and Training Foundation and McMaster University with the aim of working together to create mental health assessment for children, using a task-sharing approach, 2) to compare the results of the novel mental health assessment to a gold-standard, and 3) to evaluate maternal adversity, maternal mental health, and the transmission of mental health problems between mothers and children in Kenya. Collectively, the results of this dissertation demonstrate that utilizing a task-sharing model for the development of a mental health assessment for use by community health workers is a valid method for assessing and diagnosing mental health problems in children, and that the transmission of mental health problems across generations is associated complex factors (e.g. maternal exposure to adversity and maternal mental health) as a result of exposure to chronic and enduring adversity in LMIC.

Paper one: The attitudes and reasoning of abusive behaviour in adolescents who have been exposed to domestic abuse Exposure to domestic abuse in childhood can go on to negatively affect every aspect of that individual’s life. During adolescence, the impact of exposure to domestic abuse may go beyond the borders of the family and the individual, and affect the development of intimate relationships. This study explores the attitudes and reasoning of eleven young people who have been exposed to domestic abuse and are displaying perpetrator behaviours. Results reveal a complex interaction between experiences and skill deficits at a crucial time of identity formation, resulting in the formation and maintenance of destructive attitudes and contradictory reasoning about abusive behaviour. The direct implications of this study, suggestions for further research, and for Educational Psychology Services are discussed. Paper two: An evaluation of an intervention for adolescents who have been exposed to domestic abuse and are displaying perpetrator behaviours Where domestic violence occurs, children and young people are likely to have been exposed to such abuse. Evidence suggests that this is likely to have a detrimental impact on them. There is an acute gap in provision for such individuals, despite evidence suggesting a link between exposure to domestic abuse in childhood, and involvement in abusive dating relationships in late adolescence and adulthood. There has been little research testing the effectiveness of intervention programmes which aim to reduce this risk. In this study a before and after design was used to evaluate a cognitive-behavioural intervention programme for young people who have been exposed to domestic abuse and are displaying abusive behaviours. This evaluation was based on the views of the young people on this programme. Results indicate that certain elements of the programme were more successful in achieving the programme aims. Considerations for the development of further programmes which target this client group are discussed.

Depuis plusieurs décennies, des études empiriques réalisées sur plusieurs pays développés ou en émergence ont montré que la baisse de la taille de la famille favorise l’investissement dans l’éducation des enfants, expliquant qu’un nombre élevé d’enfants a un effet d’amenuisement des ressources familiales. Les retombées positives de la baisse de la fécondité sur l’éducation sont largement étudiées et connues. En dépit des résultats controversés des premières études portant sur les pays de l’Afrique de l’Ouest, les récentes études empiriques tendent à confirmer l’effet positif de la baisse de la taille de la famille dans le contexte africain, du moins en milieu urbain. Par contre, jusqu’à présent, très peu d’études semblent intéressées à analyser la répartition de ces retombées entre les enfants, et encore moins à comprendre comment ces dernières affecteraient la structure des inégalités éducatives existantes. Notre étude s’intéresse à explorer la potentielle dimension démographique des inégalités socioéconomiques, notamment les inégalités éducatives dans le contexte de la baisse de la fécondité. Elle vise à apporter des évidences empiriques sur le lien entre la réduction de la taille de la famille et les inégalités éducatives au sein des ménages dans le contexte d’Ouagadougou, Capitale du Burkina Faso, qui connait depuis quelques décennies la chute de la fécondité. Elle analyse aussi l’effet de cette réduction sur la transmission intergénérationnelle des désavantages éducatifs. Pour ce faire, nous proposons un cadre conceptuel pour comprendre les mécanismes par lesquels la relation entre la réduction de la taille de la famille et les inégalités éducatives se tisse. Ce cadre conceptuel s’appuie sur une recension des écrits de divers auteurs à ce sujet. Par la suite, nous procédons à des analyses empiriques permettant de tester ces liens en utilisant les données du projet Demtrend collectées. Les résultats empiriques sont présentés sous forme d’articles scientifiques. Les conclusions du premier article indiquent que la relation entre le nombre d’enfants de la famille et l’éducation varie selon le contexte socioéconomique. En effet, pour les générations qui ont grandi dans un contexte socioéconomique colonial et postcolonial, où le mode de production était essentiellement agricole et l’éducation formelle n’était pas encore valorisée sur le marché du travail, la relation est très faible et positive. Par contre, pour les récentes générations, nous avons observé que la relation devient négative et fortement significative. De plus, les résultats de cet article suggèrent aussi que la famille d’origine des femmes a une incidence significative sur leur comportement de fécondité. Les femmes dont la mère avait un niveau de scolarité élevé (et étaient de statut socioéconomique aisé) ont moins d’enfants comparativement à celles dont leurs parents avaient un faible niveau de scolarité (et pauvres). En retour, leurs enfants sont aussi les plus éduqués. Ce qui sous-tend à un éventuel effet de levier de la réduction de la taille de la famille dans le processus de transmission intergénérationnelle des désavantages éducatifs. Le second article fait une comparaison entre les ménages de grande taille et ceux de petite taille en matière d’inégalités éducatives entre les enfants au sein des ménages familiaux, en considérant le sexe, l’ordre de naissance et les termes d’interaction entre ces deux variables. Les résultats de cet article montrent que généralement les enfants des familles de petite taille sont plus scolarisés et atteignent un niveau d’éducation plus élevé que ceux des grandes familles. Toutefois, les filles ainées des petites familles s’avèrent moins éduquées que leurs pairs. Ce déficit persiste après avoir considéré seulement les ménages familiaux monogames ou encore après le contrôle de la composition de la fratrie. L’émancipation des femmes sur le marché du travail résultant de la réduction de la taille de la famille et la faible contribution des pères dans les activités domestiques expliqueraient en partie cette situation. Malheureusement, nous n’avons pas pu contrôler l’activité économique des mères dans les analyses. Finalement, dans le cadre du troisième et dernier article, nous avons examiné l’effet d’avoir été confié par le passé sur les inégalités éducatives au sein de la fratrie, en comparant ceux qui ont été confiés aux autres membres de leur fratrie qui n’ont jamais été confiés. Dans cet article, nous avons considéré l’aspect hétérogène du confiage en le différenciant selon le sexe, la relation de la mère avec le chef du ménage d’accueil et l’âge auquel l’enfant a été confié. Les résultats montrent qu’avoir été confié dans le passé influence négativement le parcours scolaire des enfants. Cependant, cet effet négatif reste fort et significatif que pour les filles qui ont été confiées après leurs 10 ans d’âge. Un profil qui correspond à la demande de main-d’œuvre en milieu urbain pour l’accomplissement des tâches domestiques, surtout dans le contexte de la baisse de la taille de la famille et l’émancipation des femmes sur le marché du travail. / The relationship between the family size decline and children human’s capital investment has been well-studied for several decades. In most developed and emergent countries, several studies showed that the reduction in family size seems to increase the investment in the children’s education, arguing the dilution effect of each additional child on family resources. More recently, empirical studies shows this reduction tends also to improve substantially schooling levels in Sub-Saharan Countries, mostly in urban areas. Nevertheless, little is known about the distribution of these potential benefits neither how that may affect existing educational inequalities, particularly in the context of urban sub-Saharan Africa. Our study focuses on exploring the demographic dimension of educational inequalities in the context of Ouagadougou, Capital of Burkina Faso, where the fertility transition is actually ongoing. More precisely, this study seeks to understand the effect of reduction in family size on intra-family inequalities in education and secondly, on the reproduction of educational inequalities over time and generations. For that purpose, we developed on one hand a conceptual framework to understand the mechanism by which reduction in family could influence on education inequalities. Secondly, we have undertaken empirical analysis to test our hypotheses. The empirical results are presented in three scientific papers, which based on data from the Demographic Surveillance System and Health and Dentrend project. Findings from the first paper suggest that the relationship between the family size and education has shifted over time, according to the socioeconomic context. Indeed, the generations that are grown in a socioeconomic context where formal education was not valued in the labor market and the economic contributions of children were substantial as farm laborer, the relationship was very low, positive, and not statistically significant. By contrast, for recent generations, we observed that the relationship is negative and highly significant. In addition, the results of this paper also suggest that the family of origin impacts on the women’s reproductive behavior. Those whose original family was not poor and well-educated have smaller families. In turn, their children are also more educated. That suggests a potential leverage effect of the reduction in family size on the intergenerational transmission of socioeconomic disadvantages, particularly in terms of education. The second paper takes a look at intra-family inequalities in education in Ouagadougou. Do all the children in a family benefit equitably from the improved conditions brought about by limiting their number? The results suggest that generally smaller families allow more investment in children’s education. Nonetheless, oldest girls are less educated than their peers. The deficit remains even after considering only monogamous family households or after controlling the composition of the sibling. The absence of the mothers at home eased by the reduction in family size and the men’s failure to share household chores could explain this situation. Unfortunately, we were unable to control for economic activity of mothers. Finally, in the last paper, we evaluated the net impact of having been fostered in the past on the education of young adolescents (16-20 years old), comparing those who have been fostered to their sibling who has never been fostered. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host household and the age at the time of fostering. The results show a negative impact of child fostering on education, even after controlling for the endogeneity problem. However, this negative effect is greater on girls. The life’s conditions of fostered girls in host household could explain this differential effect. Finally, in the third and final article, we examined the effect of having been entrusted the education of children, comparing those who have been entrusted to other members of their siblings who have never been entrusted. In this article, contrary to previous studies, we have considered the heterogeneous aspect of fostering by differentiating by sex, the mother's relationship with the host and the ages at which the child has been entrusted. The results show that having been given in the past adversely affects the schooling of children. However, after considering some interacting variables, this negative effect remains strong and significant only for adolescent girls. These girls seem to fit the profile of additional hands for household chores, which are needed due the demographic deficits consequent to the reduction in family size in urban areas.

L’objectif principal de ce travail est de recueillir la parole des parents entendants d’un enfant sourd porteur d’un implant cochléaire, sur les représentations de leur parentalité de leur point de vue et sur le rôle joué par l’implant au niveau de la communication et la transmission intergénérationnelle au sein de ces constellations familiales. Le groupe d’étude était composé de 55 parents d’un enfant sourd implanté cochléaire et de 31 parents d’enfants sans handicap. Les stratégies de coping ont été explorées au moyen de l’échelle WCC-R privilégiant la dimension transactionnelle selon la théorie de Lazarus et Folkman. Les représentations de la parentalité ainsi que le rôle de l’implant dans la transmission intergénérationnelle ont été analysés par le biais d’entretiens semi-directifs. Les résultats montrent que ces familles ont tendance à mobiliser un coping plus actif que ne le font des parents d’enfants sans handicap. Ils se positionnent en règle générale sur des savoirs-action leur permettant de faire à face à des situations potentiellement aversives du fait de la surdité de leur enfant. En outre, les parents du groupe d’étude expriment une satisfaction de leur parentalité d’un enfant sourd implanté qui malgré, l’épreuve vécue au moment de l’annonce du diagnostic, se façonne au fil du temps et des expériences partagées avec leur enfant.Ils s’inscrivent pleinement en qualité de parents responsables du projet de l’implant choisi entre autres pour l’avenir de leur enfant et pour partager un sentiment d’aperception tout en cultivant pour certains, par l’apprentissage et la pratique de la LSF, la dimension culturelle naturelle de leur enfant. / The main objective of this work is to gather the voice of hearing parents of a deaf child with cochlear implant, on the representations of their parenthood from their point of view and on the role played by the implant at communication and intergenerational transmission levels within these family constellations.The study group was composed of 55 parents of a cochlear implanted deaf child and 31 parents of children without disabilities. The coping strategies were explored using the WCC-R scale, favoring the transactional dimension according to the Lazarus and Folkman theory. The representations of parenthood and the role of the implant in the intergenerational transmission were analyzed through semi-directive interviews. The results show that these families tend to mobilize a more active coping than the parents of children without disabilities. They generally position themselves on knowledge-action enabling them to deal with potentially aversive situations due to the deafness of their child. Furthermore, the parents of the study group express a satisfaction with their parenting of a deaf child with implants, which, despite the ordeal experienced at the time of the diagnosis, is being shaped over time and through experiences shared with their child. They fully embrace themselves as parents responsible for the implant project chosen – among other reasons – for their child's future and to share a sense of apperception, while cultivating for some of these parents, through the learning and practice of the LSF, the natural cultural dimension of their child.

Cette thèse interroge les dynamiques de construction du rapport à la politique (intérêt, critique, indifférence, engagement etc.) des descendants d’immigrés nés en France – ou y ayant grandi – et résidant dans un quartier d'habitat social dans lequel est mise en oeuvre la politique de la ville. L'originalité de ce travail vient du fait que différents rapports à la politique sont étudiés et que les familles rencontrées sont originaires de différents pays (Sénégal, Algérie, Maroc, Vietnam, Laos, Comores etc.). L'analyse développée à partir d’entretiens biographiques souligne l’influence des différents parcours migratoires des parents et des expériences communes des enfants sur la construction de leurs attitudes politiques ; elle questionne leur éventuelle spécificité. Elle accorde une attention particulière à la mémoire familiale et aux dynamiques des transmissions intergénérationnelles, aux trajectoires socioprofessionnelles des descendants d’immigrés et de leurs parents ainsi qu’au contexte local de vie. / This PhD questions the dynamics of political attitudes (interest, criticism, indifference, involvement etc.) of French youths from non-European immigrant background born or raised in France in deprived areas where a specific policy is implemented. The originality of this study is that it includes different attitudes towards politics and different countries of origin. The interlocutors interviewed are from Senegal, Algeria, Morocco, Vietnam, Laos, Comoros etc. The analysis developed from biographical interviews underlines the influence of the different migration paths of the parents, and the common experiences of their children on the construction of their political attitudes; it questions their possible specificity. This analysis pays particular attention to the family memory and the dynamics of intergenerational transmission, to the socio-professional trajectories of immigrants’ descendants and those of their parents as well as their local context of residence.

This study focuses on intergenerational transmission of socioeconomic resources in multiple dimensions and decomposes the influence of parents’ education, social class, and income in relation to the same outcomes for children as well as the unique impact of mothers and fathers on sons and daughters. In order to minimize measurement error in parental characteristics and life course bias for children, high quality Swedish administrative register data (spanning over 40 years) is utilized. A sibling correlation approach is employed to establish the net influence of each parental resource, both in general and by parents’ and children’s gender. The results show that intergenerational inequality is subject to resource specificity. First, same resource transmission implies that the same parental resource as the child outcome matter most in transmission of advantage. In this sense, educational elites foster educational elites, while economic advantage favor children’s own economic status. Second, the intermediate and overlapping socioeconomic field resource, parental social class, explains most of children´s outcomes in education and income suggesting that there is a same field transmission. Parental resources explain little variation in its field opposite (i.e. parental education on child income and parental income on child education). Finally, whether or not intergenerational inequality is subject to gender specificity is ambiguous, it ranges from negligible to substantial contributions. Mothers’ and fathers’ resources do matter independently over all outcomes, where especially fathers’ income dominate and drives the total influence of parental income. However, the result for the same gender transmission is mixed. The conclusion is that gender and, especially, resource specificity cannot be neglected without biasing results, confusing time trends, and underestimating the true rate of intergenerational inequality. Intergenerational processes of inequality will be misrepresented in a unidimensional conceptualization of socioeconomic transmission, which will also affect both theoretical understanding and the prospects of policy intervention.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-04-15T13:24:02Z No. of bitstreams: 1 arquivo total.pdf: 1491135 bytes, checksum: a2db08f0e7806e5d3675b926779be199 (MD5) / Made available in DSpace on 2016-04-15T13:24:02Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 1491135 bytes, checksum: a2db08f0e7806e5d3675b926779be199 (MD5) Previous issue date: 2015-02-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study proposes a research on classical theory of equal opportunities. The expression information related to educational opportunities and income. For this purpose, are used four different databases associated with some empirical strategies. Thus, this study was divided into three stages: i) in the first, it appears the intergenerational transmission level of education in several economies. In addition, measures to indirect influence of environmental factors on individual effort expended. Moreover, clears up what the effect of a socio-economic growth in the test result; ii) in the second stage, we highlight the role of social and economic characteristics in educational performance. In particular, it appears the indirect influence of parental education on individual results. And finally, in the last step, it investigates the option called luck has deterministic influence on individual results. The results show different patterns of intergenerational transmission of education. In short, shall discharge to low levels of educational transmission in South American countries. On the other hand, there is a significant effect of the circumstances of the individual employee effort and a strong involvement of social and economic characteristics in educational performance. Finally, there was a substantial portion of luck option in determining the income, but also an important contribution of unobservable characteristics in individual economic results. / Este estudo propõe uma investigação sobre a clássica teoria de igualdade de oportunidades. Consideram-se informações referentes às oportunidades educacionais e de renda. Para tanto, utilizam-se quatro bases de dados distintas associadas a algumas estratégias empíricas. Diante disso, este estudo foi dividido em três etapas: i) na primeira, verifica-se o nível de transmissão intergeracional da educação em diversas economias. Adicionalmente, mensura-se a influência indireta de fatores circunstanciais sobre o esforço individual despendido. Além do mais, apura-se qual o efeito de um incremento socioeconômico no resultado do teste; ii) na segunda etapa, destaca-se o papel das características sociais e econômicas no desempenho educacional. Em especial, verifica-se a influência indireta da educação parental sobre o resultado individual. E, por fim, na última etapa, investiga-se se a denominada sorte opção tem influência determinística no resultado individual. Os resultados encontrados apontam diferentes padrões de transmissão intergeracional da educação. Em síntese, apuram-se baixos níveis de transmissão educacional nos países sul-americanos. Por outro lado, observa-se um efeito significativo das circunstâncias sobre o esforço individual empregado e uma forte participação das características sociais e econômicas no desempenho educacional. Por último, constatou-se uma parcela substancial da sorte opção na determinação da renda, como também, uma importante contribuição das características não observáveis no resultado econômico individual.