During the past several decades, there have been significant modifications in the "traditional" patterns of family structure and dynamics. These alterations in part reflect an increase in single parent families, a changing economic environment and diminishing sex biases in employment practices. In 1984, we witnessed changing patterns, when the United States Department of Labor reported that approximately 65% of mothers of school-age children were in the labor force. The majority of working mothers are employed full time; necessitating their absence from the home for extended periods of time each school day. Children of working parents are generally enrolled in after-school day care centers, others participate in auxiliary school programs and some are supervised at home by surrogate caretakers (relatives, friends, baby-sitters). However, each of these compensatory caretaking strategies often requires substantial financial supports. As financial supports become less accessible, it is not surprising that increasing numbers of children of working parents become LATCHKEY CHILDREN, i.e., children who arrive home after school and remain unsupervised until the parent(s) return from work. The term "latchkey children," (in the 19th century) was derived from the common practice of children wearing a house key suspended from a string around the neck, (a practice which, in our present environment, would be an invitation to a disaster).

It has been estimated that there are approximately 10 million latchkey children in the United States! The precise number of children in self-care is unknown, inasmuch as many parents do not admit to this practice. As a rule, latchkey children have been instructed to come home directly from school; announcing this arrival by a telephone call to the parent. This daily routine represents a relatively new "pediatric experience" for a significant population of school-age children. Within the context of this developmental and behavioral lifestyle, latchkey children have understandably generated serious concerns and initiates new advocacy roles and interventions to be assumed by health care professionals. Professionals and parents have focused on the various "vulnerabilities" of the chronically unsupervised school-age child and seek to find strategies to prevent potential problems.

Psychologists, social workers and pediatricians, as well as the parent(s) are particularly concerned about the physical safety and the emotional needs of latchkey children; recognizing that there are increased risks for household injuries, sexual exploitation, substance abuse and psychological traumas (mental anxieties). In addition, the latchkey child may repeatedly experience varying degrees of loneliness, boredom and fear. The amalgamation of psychosocial jeopardies maybe reflected in a spectrum of disturbed behaviors; ranging from depression to recurrent nightmares and fear-avoidance reactions. A number of daily occurrences which are of no consequence to most children, may precipitate tension-provoking dilemmas for the unsupervised child. For example, the unanticipated ring of the doorbell may create inappropriate anxieties for the latchkey child -- to answer the doorbell may announce the absence of an adult in the home, whereas failure to respond may provide a similar message that the home is unoccupied. For the latchkey child, the resultant messages in the course of daily living may generate anxieties and fears for personal safety. The cited situation precipitates stress for the child, regardless of instructions previously provided by the parent. Avoidance behaviors may include playing the radio or TV at maximum volume, or hiding in a closet or under the bed. It is understandable that the latchkey child may perceive the home, when it is unsupervised, as a "prison-like" environment. During this period of confinement, the telephone serves as the sole link to personal safety and security; the television set serves as the substitute for restricted peer relationships and the interior of the house or apartment serves as the boundaries of their playground.

It has been suggested that negative criticisms of the latchkey lifestyle are not unequivocally justified. Indeed, some advocates of "latchkeyism" hypothesize that the experience may provide the child with opportunities for some positive character-building, e.g., promoting independence, reliability and a good self-concept. A research base, however, has not been established to determine if the risks outweigh the opportunities.

There are many areas to be explored in order to fully understand and appreciate the long-term effects of the latchkey lifestyle. Although sample sizes in several studies were small, some findings were less pessimistic about ultimate outcomes. In one study, it was suggested that there are little differences between supervised and unsupervised 10-year-old children in academic and social/personal adjustments. In another study, unsupervised girls were more likely to have cognitive deficits than unsupervised boys or supervised girls; however, teachers were unable to identify the child in self-care on the basis of academic achievement, classroom behavior, or absenteeism.

It has been assumed but not documented, that unsupervised children were more delinquent, accident-prone or in need of psychological referrals than supervised children. As noted, several articles suggest that children in self-care were more likely to be highly fearful and have nightmares. Methods for coping with fears included: hiding in a closet, under the bed or in the shower, checking the house repeatedly, staying after school in order to avoid going home, and using the television excessively, (the television viewing time for latchkey children was almost double that for supervised children). Latchkey children and their parents worry about emergencies and security ... does this ultimately take a psychological toll in the child's development?

A "menu" of palliative strategies have been recommended:

• keep schools open until later in the evening
• transport latchkey children to the nearest Y or community center
• make work-hours for parents more flexible for a parent
  ---- as yet, no panacea is available!

As more and more children are unsupervised during the parents working hours, and as society remains an environment characterized by violence, with the media contributing a menu of violent themes ... the child recognizes their vulnerability. In face of the changing nature of societal values and behaviors, are we keeping pace with the psychosocial needs of the "latchkey child at risk"?