detroitkidsdata.org an informational resource of children, family and community status for...
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DetroitKidsData.org
An Informational Resource of Children, Family and Community Status for Metropolitan Detroit
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A Children’s Bridge Program
Funded by Wayne State University’s 2004 Research Enhancement Program awarded to:
Paul T. Giblin, Department of Pediatrics Lee Kallenbach, Department of
Community Medicine Kurt Metzger, Center for Urban Studies
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DetroitKidsData.org
What is DKD? Why DKD A “cooks tour” of DKD DKD measures applied
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What Is DKD ?
DKD is a web based highly interactive data repository of child and family information for Wayne, Macomb and Oakland Counties and the City of Detroit
DKD’s information is presented in geographic units as small as zip codes and as large as cities and counties and is compared to state and national norms
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What is DKD?
DKD’s data is presented in 4 domains1. Predisposing/mediating measures of
child health and development2. Child developmental status and
behavioral measures3. Child health status and access to
service4. Neighborhood demographic
characteristics
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What is DKD?
DKD presents data as tables, as graphs and as maps
DKD presents data organized by specific child or family measures expressed across communities or focuses on a specific community and reports its full spectrum of child and family measures
DKD turns data into information by highlighting disparities between communities and illustrating correspondence between measures
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Why DKD?
Data is cool Web sites are cool Those who do data and web sites
are really cool
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Why DKD?A child development/familysystems perspective
An ecological model of child health and development suggests the relevance of a wide range of familial and community measures
An aggregation of measures by community suggest a unit of interpretation and influence
Presenting data as information supports action
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Why DKD?:A policy and program perspective
“New Federalism”---the dissemination of responsibility to the lowest unit of action urges the “democratization” of information
Web based technology and merged extant data systems provide data repositories allowing timely programmatic response
Epidemiologic surveillance allows the measurement of community benefit resulting from program action or institutional mission
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Why DKD?A public health perspective
The IOM’s Community Health Improvement Process (CHIP) begins with problem identification based on ongoing monitoring of community measures
Problem identification also requires an ongoing forum for community participation in which data is presented in a timely manner and transformed into information
Health promotion begins with provision of health information to improve life skills and make healthy choices
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Why DKD?A university perspective
A shared baseline for problem identification, program justification and evaluation of progress
A single source of measures employed by varied social science, human service and health science disciplines
A common ground to foster university and community collaboration
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A “Cook’s Tour” of DKD
Home Page Accessing Data1. Measures by DKD district2. Measure across regions Groupings of Measures1. Demographic information2. Predisposing/mediating measures3. Child developmental/behavioral
measures4. Health status and access to services Web Page Walk Through
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DKD Measures Applied
“Neighborhoods (are) a potent source of unequal opportunity” (Brooks-Gunn, et al, 1993 p.385)
“Poverty is social quicksand; it swallows up community” (Garbarino, 1998 p.114)
“I’ve been rich and I’ve been poor and rich is better.” (Sophie Tucker)
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Neighborhood
Neighborhood implies the existence
of both a structural boundary and a social context
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Neighborhood
Neighborhood factors which may influence child outcomes include:
Demographic composition (income, ethnicity, positive role models, racial segregation)
Social organization or disorganization and the presence or absence of social controls (economic decline, population turnover, decreased institutional resources)
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Neighborhood
Stressors in the neighborhood (violence, incarceration, housing density, environmental pollutants)
Parenting practices and social networks (parenting styles, two versus single parent households, divorce, multiple siblings closely spaced) (Ingoldsby& Shaw, 2002)
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Poverty
Poverty is a measure of subsistence---the “poverty line” for the U.S. is set by the Department of Agriculture’s estimate of food costs for a basic nutritionally adequate diet multiplied by three (assuming that a subsistence level family spends 1/3 of its income on food)
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Poverty
Poverty is more concentrated in children because of the declining incomes of young families and the increase in female headed single parent families
Poverty expresses itself through maternal stress, and inadequate emotional, informational and social supports
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Poverty
Outcomes of poverty include disparities in survival (neonatal and infant mortality, mortality from trauma) and morbidity (intellectual performance, social/emotional functioning, chronic medical conditions, nutrition and growth, lead poisoning, asthma) and homelessness
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DKD Measures Applied
How may neighborhood conditions affect child health and
development?
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DKD Measures Applied
Contagion model: The impact of neighborhood peer influences on the prevalence of child behavior problems in socioeconomic and racially homogenous communities
Collective socialization model: Child outcomes as influenced by the prevalence of neighborhood adults who can serve as role models and monitors of the behavior of neighborhood children
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DKD Measures Applied
Resource model: Child outcomes as influenced by the level of resources (community centers, parks, medical care, daycare) available in a neighborhood
Competition model: Neighborhood effects on child outcomes as a function of community residents competing for scarce resources
(Jenks & Meyer, 1990)
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DetroitKidsData.org Predisposing/Mediating Neighborhood Factors for Child Health and Development Measures:Four Models of Influence(Social Demographic)
Predisposing / Mediating Factors Contagion/ Collective Resources/ Competition/Peer Influence Socialization Structural Scarcity
Model
a) Social demographicHouseholds with Children (%)Single Parent Families (%) X
Female Headed Households (%) X
Ave Children per Household (#) X
Ave Adults per Child (#) X
Poverty, Age<65 (%) Poverty, Age<18 (%) X
Median Household Income: MHHI ($) X
Households with MHHI <$15K (%) X
Households with MHHI >$40K (%) X
Income Disparity (Gini coefficient) X
High School Graduates (%) X
White Collar Occupations (%) X
Unemployed (%) X
Moved in past yr (%) X
Homelessness X X
Health insurance coverage X
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DetroitKidsData.orgPredisposing/Mediating Neighborhood Factors for Child Health and Development Measures:Four Models of Influence(Child Welfare)
Predisposing / Mediating Factors Contagion/ Collective Resources/ Competition/Peer Influence Socialization Structural Scarcity
Model
b) Child welfareTANF Payments ($) X
Enrolled in Medicaid, Age 0-4 (%) X
Enrolled in Medicaid, Age 5-17 (%) X
Enrolled in MIChild, Age 0-17 (%) X
WIC - Infants, Age 0-1 (%) X
WIC - Children, Age 2-17 (%) X
WIC - Women (#) X
Foster Care (#) X
Adoption (#) X
Reported Abuse/Neglect (#) X
Enrolled in CSHCS (%) X
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DetroitKidsData.orgPredisposing/Mediating Neighborhood Factors for Child Health and Development Measures:Four Models of Influence(Community Health)
Predisposing / Mediating Factors Contagion/ Collective Resources/ Competition/Peer Influence Socialization Structural Scarcity
Model
c) Community healthViolent crime, overall (per 1,000) X
Property crime, overall (per 1,000) X
Toxic Discharges to Air (lbs) X Y
Discharges to Air, Carcinogenic (lbs) X Y
Vacant Housing Units (%) X Y
Housing pre-1970 (%) X
Home Ownership (%) X Y
Overcrowded: >1 Person/Room (%) X Y
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DetroitKidsData.orgPredisposing/Mediating Neighborhood Factors for Child Health and Development Measures:Four Models of Influence(Educational Resources)
Predisposing / Mediating Factors Contagion/ Collective Resources/ Competition/Peer Influence Socialization Structural Scarcity
Model
d) Educational resourcesHead Start Centers (#) X
Accredited Center (#) X
Licensed Home Care (#) X
Public schools, Elem-Middle (#) X
Public schools, High (#) X
Public schools, Combination (#) X
Private schools, Elem-Middle (#) X
Private schools, High (#) X
Private schools, Combination (#) X
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Neighborhood and Child Outcomes
Four Weddings and a Funeral
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The Neighborhood Context of Adolescent Mental Health* CAROL S. ANESHENSEL CLEA A. SUCOFF(Journal of Health and Social Behavior. 1996, 37 (December):293-310 )
Neighborhood ContextStructural•median household incomes•% population below poverty line,•% labor force in professional, executive managerial occupationsRacial Ethnic •% Black % Hispanic•Segregated vs integrated neighborhoods
Experiential•Ambient hazards (11 Y/N potential dangers)•Social cohesion (Likert scale)
Family Background•SES & racial ethnicity•Family structure •Parental mental health
Adolescent Mental Health•Depression/Anxiety •Oppositional defiant disorders•Conduct disorders
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Do Neighborhoods Influence Child and Adolescent Development?'Jeanne Brooks-Gunn,Greg J. Duncan,Pamela Kato Klebanov, Naomi Sealand(Amer J. Sociology; 1993; 99 (2): 353-95)
Neighborhood Effects •% of families with incomes<$10,000•% families affluent (>$30,000)•Social Isolation: >40% of neighborhood who were not elderly were poor & no more than 10% families earned >$30,000•% males working in professional, managerial occupations•% Black•% families with children headed by women•% families on assistance•% adult males unemployed
Family Effects•Maternal education•Family income•Female headship status
Developmental Outcomes•Cognitive/ School functioning•Stanford-Binet at 36 months•HS dropout rate
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Some Ways in Which Neighborhoods, Nuclear Families, Friendship Groups, and Schools Jointly Affect Changes in Early Adolescent DevelopmentThomas D. Cook, Melissa R.Hennan, Meredith Phillips, and Richard A. Settersten, Jr.(Child Development. 2002; 73 (4): 1283-1309)
COMMUNITY CONTEXTFamily Structural features (size, income, parents) Process (parenting)Schools Structure (size, location, class size) Process (valuing of academics)Neighborhood Structure (employment) Process (social cohesion, social context)Friendship Groups
Child Characteristics Gender Achievement test scores SES 2-parent family Race/ ethnicity
BBehavioral Outcomes GPA Attendance Self Esteem Risk Behaviors
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Contemporary Developmental Theory and Adolescence: Developmental Systems and Applied Developmental Science
Richard M. Lerner, Ph.D. and Domini R. Castellino, Ph.D.(J Adoles Health. 2002; 31: 122-135)
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Figure 1. A developmental contextual model of adolescent-context relations (Lerner & Castellino, 2002).
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DKD Measures Applied
Caveats Neighborhood boundaries as experienced
by a child may change developmentally The “social address” of a child may
extend beyond the neighborhood of a child
Neighborhoods and children have a transactional effect on each other
Neighborhoods are not static and have temporal rhythms
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DKD Measures Applied
Program Recommendations for Neighborhood Interventions:
Addressing only those families/children with the highest scores on an index of risk is unlikely to affect a community’s base rate of risk factors
Adopt community wide primary prevention programs which assure basic preventive services---health care, education and parent support
(Chamberlin, 1996)
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Future Directions: Data
More Measures (80 and counting) More Time Points
Baseline (Year 2000) Current (2002-2003)
More Detail for Existing Measures Race / ethnicity Age / gender Other
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Future Directions: Geography
More Geographic Specificity In Detroit
Subcommunities
Expand Coverage to Additional Counties Statewide
Requires additional resources
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Future Directions: Functionality
Geographic Areas Ability to Aggregate DKD Districts
Data Reporting Change Over Time
Custom / Interactive Maps User-specified
By Measure By Geography
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Considerations
Small Numbers More Detail in Geography More Detail in Population Subgroups
Change Over Time What is the denominator?
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What Would You Like To See?
Data
Geography
Functionality
Other