The Association between head Start Enrollment and Children's Mental Health Scores

This study examined the association of the children's entry age and enrollment duration of Head Start on children's mental health, using secondary data analysis. Children were of three groups: one group of children entered Head Start at age 3 and maintained enrollment for 1 year (Group 1), the second group of children entered Head Start at age 4 and stayed for 1 year (Group 2) and the third group of children entered at age 3 and stayed in Head Start for 2 years (Group 3). Research questions are (1) Do child and family characteristics have any association with mental health scores? (2) Do children's mental health scores differ among the three groups? Compared with children who entered at age 4 and stayed for 1 year, children who entered Head Start at age 3 and stayed in Head Start both for 1 year and for 2 years had higher mental health scores. Controlling for other factors, boys and children with special needs had higher mental health scores. Black and dual bilingual children had lower mental health scores.     

The Importance of Early,Targeted Intervention: The Effect of Family,Maternal, and Child Characteristics on the Use of Physical Discipline

Secondary analysis of Early Head Start Research and Evaluation Study longitudinal data explored family, parent, and child factors that contribute to the use of physical discipline with infants and toddlers. The sample included mothers (N = 1,580) who self reported the use of spanking at 14, 24, and 36 months. Eighteen percent of the mothers (n = 287) indicated that their children experienced consistent physical discipline. Data were analyzed using binary logistic regression. Participation in parenting classes resulted in a 30% reduction in the use of physical discipline. For every year older the mother was at the birth of the child, there was a 7% decrease in physical discipline. Increased knowledge of child development reduced spanking by 35%. Implications for social work practice with families of young children are discussed.     

Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample

A primary goal of the U.S. child welfare system (CWS) is to maintain children investigated for maltreatment in their parents' homes whenever safely possible. This study explores the possibility that early care and education (ECE) services (e.g., child care, preschool, day care) can help the CWS achieve this goal by using a nationally representative sample of children referred to CWS for suspected maltreatment to measure the relationship between ECE receipt and the likelihood that 0–5 year olds in the CWS will be placed in foster care approximately 18 months later. Specifically, logistic regression analyses explore the relationship between: (1) regular ECE participation (yes/no), and (2) type of ECE arrangement (Head Start, other center- or home-based ECE, family/friend/relative ECE, other ECE, and multiple types of ECE) and foster placement risk. After controlling for multiple socio-demographic characteristics and foster placement risk factors, children who received ECE (yes/no) were no less likely to be placed in foster care than children who received no ECE. However, when exploring type of ECE arrangement, children who received Head Start were 93% less likely to be placed in foster care than children with no ECE. Children who participated in multiple types of ECE were almost seven times more likely to be placed in foster care than children with no ECE. These results suggest that Head Start may help maltreated children avoid foster placement and that experiencing multiple types of ECE is a risk factor for foster placement. It is recommended that caseworkers routinely assess the ECE service history and needs of families with young children who come in contact with the CWS, paying attention to the type and number of ECE services used.     

Head Start Impact on Fathers’ Involvement and Black Children’s Development

ABSTRACT

This study examined Head Start’s impact on fathers’ school-based involvement and associations with Black children's cognitive, behavioral, and social-emotional skills. With a sample of 1,354 Black children, fathers’ involvement was measured as attendance at school meetings, teacher conferences, school events, and/or volunteering at school events. Children’s cognitive skills were literacy, language, and mathematics scores. Parents reported on the parent–child relationship, children’s social skills, and behavioral concerns. Non-resident fathers in Head Start were more involved in Black children’s schooling than not enrolled in Head Start. Unexpectedly, fathers’ school-based involvement and Head Start enrollment were not related to children’s developmental outcomes at kindergarten age. Head Start serving impoverished Black families should consider implementing targeted school-based father involvement initiatives that directly influence children.     

Estimating the effects of Head Start on parenting and child maltreatment

We examine the effects of Head Start participation on parenting and child maltreatment in a large and diverse sample of low-income families in large U.S. cities (N = 2807), using rich data from the Fragile Families and Child Wellbeing Study (FFCWS). To address the issue of selection bias, we employ several analytic approaches, including logistic regressions with a rich set of pretreatment controls as well as propensity score matching models, comparing the effects of Head Start to any other arrangements as well as specific types of other arrangements. We find that compared to children who did not attend Head Start, children who did attend Head Start are less likely to have low access to learning materials and less likely to experience spanking by their parents at age five. Moreover, we find that the effects of Head Start vary depending on the specific types of other child care arrangements to which they are compared, with the most consistently beneficial protective effects seen when Head Start is compared to being home in exclusively parental care.     

BEYOND THE CLINIC: IN-HOME THERAPY WITH HEAD START FAMILIES

Social workers and case managers have provided in-home services to families for some time. The field of Marriage and Family Therapy, however, has begun to do in-home work only recently. This paper describes the experiences of MFT interns who worked with families in their homes. Two university graduate MFT training programs conceptualized and practiced in-home therapy with families who had at least one child enrolled in the local Head Start program. This collaborative effort was part of the AAMFT-Head Start Training Partnership Project that had the goal of funding projects that demonstrated successful partnerships between MFT and Head Start. Six interns worked with 27 Head Start families in their homes. A model of the interns' transition from clinic-based to home-based therapy is discussed and applied to working with Head Start families. The framework of in-home therapy is expanded to conceptualizing larger systems and community-based interventions, and recommendations for family therapists in private practice and agency settings are made.     

Residential mobility predicts behavioral problems for children living in non-parental care during the transition to kindergarten

The present study examines the extent to which residential mobility during the transition to kindergarten (cumulative moves during prekindergarten and kindergarten) is related to externalizing and internalizing behavior problems for children from low-income families who are living in non-parental care. A second, exploratory aim of this study was to investigate whether family service receipt moderated these relations. Data were obtained from the Head Start Impact Study. The sample included 300 children (53% male) who were eligible for Head Start. Residential mobility was conceptualized as three dichotomous variables: never moved, moved 1–2 times, and moved 3 or more times during the prekindergarten and kindergarten years. Predictor and outcome data were collected in the spring of prekindergarten and kindergarten. Moving three or more times was significantly related to more externalizing and internalizing behavior problems in kindergarten, controlling for family and child covariates, as well as for children's behavior problems in prekindergarten. Receipt of family services moderated the association between moving three or more times and externalizing problems, but not internalizing problems. This relation was in the opposite direction than expected, however, such that children who moved frequently and received more services demonstrated more externalizing problems than their peers. Implications of study findings for supporting highly mobile children living in non-parental care and directions for future research are discussed.     

INVESTING IN HEALTH: THE LONG‐TERM IMPACT OF HEAD START ON SMOKING

Head Start is a comprehensive, early childhood development program designed to augment the human capital and health capital levels of disadvantaged children. Evaluations of Head Start have tended to focus on cognitive outcomes; however, there is increasing recognition that other important outcomes can be influenced by participation. This article evaluates the long‐term impact of Head Start participation on smoking behavior in young adulthood by comparing the behavior of adults who attended Head Start with those of siblings who did not. We find that participation in Head Start reduces the probability that an individual smokes cigarettes as a young adult. (JEL I12, I28, I38)     

Parent Involvement in Head Start and Children's Development: Indirect Effects Through Parenting

The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three‐year‐old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stimulation and decreased spanking and controlling behaviors. In turn, these changes in parenting behaviors were associated with gains in children's academic and behavioral skills. These findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes.     

From Head Start to Sure Start: Reflections on Policy Transfer

This article uses the history of debates over the US Head Start programme (1965), Early Head Start (1994) and the UK Sure Start initiative (1998), as a window on to policy transfer. In all the three, the aim was that early intervention could offer a means of boosting children’s educational attainment and of countering the wider effects of poverty on development. Nevertheless, there were also important differences between them. The first part of the article looks at UK responses to Head Start, the second at Early Head Start and the creation and subsequent direction taken by Sure Start. In the Conclusion, we sum up the arguments relating to Head Start and Sure Start and offer some broader reflections on policy transfer.     

Mix and match: planning to keep looked after children safe

The risks which children run from other children in substitute care have received little attention. However, if children's safety in care is to be maximized, then placement planning will need to focus on the risks and vulnerability of both the child to be placed and others already in the setting. It should also ensure that full information is given to the caregivers. In an interview sample of 40 looked after sexually abused and/or abusing young people aged 10 or over, most of the young abusers were placed in foster care and the majority of the sexually abused young people went into children's homes. However, in fewer than a third of these placements was consideration given to how the young person would fit in with others in that setting. This meant that the potential risks which that child posed to others or vice versa were not addressed. More worrying still, in just under half of the sample, no information about the young person's history of sexual abuse or abusing behaviour was given to the caregivers. This meant that caregivers were unable to plan to provide the level of supervision which might have averted a number of instances of abuse. When the whole histories of the sexually abused young people in the study were examined, it was found that half of them had abused another child at some stage, generally another child in care. This evidence suggests that the experience of sexual abuse should be regarded as an important risk factor in the later development of sexually abusing behavior and that local authorities need to fashion policies which emphasize the prime importance of social workers providing full information about children's backgrounds when placements are made. Copyright © 1999 John Wiley & Sons, Ltd.     

Patterns and Predictors of Early Care and Education for Children in Foster Care

Patterns and predictors of center-based early care and education (ECE) of children in foster care were examined. Participants included 192 pre-Kindergarten age children in foster care. Foster parents reported demographics, ECE and other service use. Foster care history data was abstracted from case files. High rates of attendance in ECE prior to Kindergarten, including Head Start, other center-based ECE, or both were found. Children who attended Head Start were younger when first placed in foster care. Children who attended other center-based ECE services were more likely to live with kinship foster parents and foster families with higher incomes. Latent class analysis of ECE quantity, quality, type, and duration revealed three patterns: part-time Head Start, part-time other ECE, and full-time mixed ECE. Child and foster family characteristics predicted these patterns, illustrating distinct groups with potential implications for the development of children in foster care.     

Comparing Service Use of Early Head Start Families of Children With and Without Disabilities

The current study compared patterns of service utilization reported by Early Head Start (EHS) families of children with and without disabilities by secondary analysis of data from the longitudinal investigation of the effectiveness of EHS. Findings reveal comparable positive trends for both groups of families for receipt of services corresponding to EHS performance standards promoting child and family development, family support, and health care. Service challenges remain in the low use of dental services overall and the higher use of acute health care services for children with disabilities. Future research should examine causes and outcomes of service use.     

Upping the ante: relative caregivers' perceptions of changes in child welfare policies

Thirty-five caregivers of related children who were in the custody of the child welfare system were interviewed individually or in focus groups as the state child welfare system implemented new federal and state policies encouraging these caregivers to adopt or assume guardianship of the children in their care. Interviews were transcribed and analyzed using qualitative methods. Issues of concern included emergency entrance into caregiving; the simultaneous satisfaction and burden of caregiving; obstacles to caregiving, adoption, or guardianship; complex changes in family dynamics following placement of children; sources of support; and caution regarding adoption or guardianship. The caregivers also offered recommendations for the child welfare system. Policy, practice, and research implications are discussed.     

The essence of being connected: the lived experience of mothers with young children in newer residential areas

Parenthood is a significant life transition and a time of increased social support need. In newer residential areas, a lag in social infrastructure and family relocation can influence potential isolation of families with young children. This qualitative study explored the lived experiences of being connected to local communities for mothers with children aged 0–5 years. Family insights were obtained through in-depth interviews with 12 mothers who were primary caregivers, homeowners and living in newer residential areas in outer suburban Perth, Western Australia. For mothers with young children, being connected to the local community appears to be shaped from their past and present lived experience as well as future aspirations. Connectedness evolves and may develop more slowly in newer communities where social relationships and networks are often recently formed. ‘Interaction’, ‘knowing what's going on’ and ‘help is nearby if you need it’ were identified as the essential themes of connectedness for mothers and families in this study. Belonging was identified as an incidental theme as not all mothers who felt connected felt like they belonged. The findings provide insight for professionals and agencies working with families with young children as well as planners of newer residential areas.     

A multi-site study of the ACT Raising Safe Kids program: Predictors of outcomes and attrition

The present study examined the factors related to attrition and treatment outcomes in the ACT-Raising Safe Kids (ACT-RSK) program. ACT-RSK is a family violence and child abuse prevention program for parents and caregivers of young children. Sixty parents or caregivers of children aged 9 years or younger completed the ACT-RSK group program and the research measures. The study took place at 7 community-based sites in the midwestern United States. Program completers were significantly older than noncompleters, suggesting that parent age relates to attrition from this program. Pre/post comparisons indicated increased nurturing behavior, decreased harsh parenting, and decreased negative discipline, as well as decreased child behavior problems following completion of the ACT-RSK program. Parent age predicted children's outcomes, indicating better results for the children of older parents/caregivers. In addition, pre-test harsh parenting scores predicted children's outcomes, suggesting that families with relatively higher initial levels of parental psychological aggression and corporal punishment had more robust child outcomes following completion of the program.     

SYSTEMS CONSULTATION AND HEAD START: AN ALTERNATIVE TO TRADITIONAL FAMILY THERAPY

As Marriage and Family Therapists (MFTs) enter Head Start programs, systems consultation emerges as a viable alternative to providing therapy to enrolled children and families. As systems consultants, family therapists can offer organizational consultation, training, and support to Head Start staff, classroom interventions, and direct work with families. This article describes a multidimensional model for providing comprehensive mental health consultation to Head Start programs. It explores the skills necessary for MFTs to work effectively as systems consultants. Finally, recommendations are made for applying the model in both university and private settings.     

Who Uses Formal,Early Child Care in California? A Comparative Study of Children from Immigrant and Nonimmigrant Families

The purpose of this study is to examine the predictors of formal, early child care usage and to study the differences between immigrant and nonimmigrant families in their use of formal (center-based, preschool, Head Start, and family child care) and informal child care arrangements (grandparent and nanny) among California’s children. Since the California Health Interview Survey (CHIS) had children from California’s immigrant and nonimmigrant families, the data for 897 preschool age children who attended child care for 10 h or more were retrieved from the CHIS 2005 Child Survey. This study found that immigrants are twice more likely (OR = 2.006; p < 0.005) to use formal child care than nonimmigrant families in California. The study concludes with implications for social work.     

Child Care Preferences of Foreign-Born Immigrant Groups in California

This study using California Health Interview Survey 2005 Child Survey data presents disparities among three major immigrant groups' child care preferences. Asian immigrant families used a grandparent or a relative care and a preschool more than Latino and European immigrant families. Latino immigrant families used child care from a nonfamily member in the provider's home and Head Start more than Asian and European immigrant families. To understand the predictors of time spent in child care by California's immigrant children, a multiple regression analysis was run. Being a child from an Asian immigrant family, child's age, being a girl, and being a child from a single mother-headed immigrant family emerged as predictors explaining 17.2% of the variance in the amount of time spent in child care. Variations in child care usage among immigrant groups warrant concern and suggest a need for culturally sensitive child care programs for immigrants.