Effects of Individualized Education Programs on Cognitive Outcomes for Children with Disabilities in Head Start Programs

ABSTRACT

This study investigated the impact of Head Start, disability status, and receipt of an Individualized Education Program (IEP) on early language, literacy, and mathematics skills for low-income children with language, cognitive, emotional/behavioral, sensory, and physical disabilities. Secondary analysis of data was performed on a sample of children with disabilities (N = 570) drawn from the Head Start Impact Study, a nationally representative study of approximately 5,000 children randomly assigned to Head Start or non–Head Start programs. Results of ordinary least squares regression analyses indicated that Head Start participation enhanced outcomes for children with multiple disabilities; language, literacy, and mathematics skills at age 5–6 years were higher for these children compared to non–Head Start attendees. Head Start children with disabilities were more likely to have an IEP, though IEP receipt was associated with lower language, literacy, and mathematics scores among all children. There is a need to ensure that Head Start, and programs similar to Head Start, are more widely available to provide comprehensive, quality early childhood programming to children with cumulative risk factors (low income, multiple disabilities). Future research should clarify why IEP receipt was associated with poorer cognitive outcomes.     

A New Grandparenting

Summary

The author explores the social identity of older persons and their potential for taking leadership roles in their families and communities as mentors to young persons with disability. Dealt with is the powerlessness of both these groups within society and the way in which they may be able to empower each other. It is posited that serious and active grandparenting and mentoring have the potential of filling a large gap in the continuum of meaningful and productive activities for older adults and provide highly valuable support and human resource to young persons with disabilities.     

Types of boys amenable to treatment in a junior republic 1

Abstract

Educators currently are giving considerable attention to the diagnosis and remediation of children with learning disabilities. The integration into clinical social work of this body of knowledge and experience presents a major challenge. The task of understanding the impact on development of neurocognitive delays, distortions, and deficits has just begun. In this paper I review the major paradigms of learning disabilities, and discuss those psychoanalytic developmental theories that have attempted to integrate the concept of neurocognitive differences in endowment into their frameworks. I then offer a developmental perspective based on selfpsychology and the narrative metaphor to assess the impact on children's development of differences in their endowment. A case illustrates a theme in the self‐narrative of a child with a learning disability.     

Treatment Utilization Among Metropolitan and Nonmetropolitan Participants of Corrections-Based Substance Abuse Programs Reentering the Community

ABSTRACT

This study examines differences in drug use and recidivism outcomes at 12 months postrelease from jail or prison as a function of geographic location and treatment utilization. Participants (N= 700) were previously enrolled in drug treatment during the last 6 to 9 months of their incarceration and were released to the community on either parole or serve-out. Findings from this study indicated that offenders returning to metropolitan areas reported more use of community treatment services following release than offenders in nonmetropolitan areas. Although offenders in both metropolitan and nonmetropolitan areas who reported community treatment following release were less likely to be reincarcerated, community treatment utilization was not a significant correlate of relapse. Findings are discussed, and future directions include favorable outcomes when community treatment is utilized.     

Primary prevention of adolescent pregnancy

Teenage pregnancy is associated with many health, emotional and socioeconomic problems including higher rates of anemia, labor complications, mortality, legal and social struggles and hhigher divorce rates. Professional social workers need strategies to help teenagers avoid early, unwanted pregnancy. This paper offers promising experential and research backing for a primary prevention group work strategy for all adolescents. Social and health programs overlook educational, cognitive anc interpersonal factors biasing youths' ability to comprehend and regulate contraception. Primary prevention to assist adolescents in thinking analytically about their sexual behavior must stress problem solving and decision-making as well as facts about human reproduction and birth control. To implement decisions, youths also need interpersonal communication skills. Small groups are ideal for delivering cognitive-behavioral primary prevention. This approach is based on the premise that youths become pregnant not because of a lack of relevant information, but because they lack cognitive and behavioral skills necessary to use information. Group work involving role-playing helps develop communication skills. Results from 2 field studies describe short-term and longitudinal benefits of the prevention strategy. Professionals can reach significant numbers of youth in this way. By treating sexual issues and the risk of pregnancy as normal in adolescence, social workers can introduce information and pertinent skills to all teenagers. No one is singled out as deviant and the group format enables young people to discuss taboo topics, discovering what the norms are and gradually learning how to deal with peers, family members, techers and others. Adolescents in primary prevention groups gained knowledge, cognitive skills and communication acumen. Improved attitudes toward family planning, increased regular contraception and less unsafe sex resulted from this cognitive-behavioral approach. Primary prevention should begin early to be most effective. Other personal and social issures such as a alcohol and drug abuse, delinquency, marital and family conflicts, parenting difficulties and money management may be dealt with effectively using a cognitive-behavioral approach.     

Protecting the Right to Life of Children with Disabilities in China

ABSTRACT

Chinese social policy to support parents in caring for their children is vital to address the urgent social problem of abandoning the life of children with disabilities by not seeking medical treatment. The child rights approach was used to analyze the effectiveness of Chinese social policy to protect the right to life of these children. Primary and secondary empirical data from 3 case studies where parents decided whether to abandon their child were analyzed. Did the child protection mechanisms protect the right to life of these children, and when did parents decide to abandon their children? The findings were: a) When the children were born, their right to life was not unconditional; b) the decision was made privately by parents—no formal decision procedure was available, the role of professionals was minimal, and the state did not intervene; and c) parents considered the disadvantages to their children if they lived. The implication is that China has not yet established a system to support parents and protect the lives of young children with disabilities. Future research to inform child protection reform and disability support to children and families to prevent children becoming abandoned is urgently needed.     

Time-Limited Cognitive-Behavioral Group Interventions with Suicidal Adolescents

ABSTRACT

Suicide is the third leading cause of death in adolescents in the United States-following accidents and homicide. This paper reports on group based activities using a cognitive-behavioral therapy (CBT) framework targeted at variables most highly correlated with suicidal ideation and behaviors, including problems associated with self-esteem, cognitive rigidity, social skills deficits, and substance use. Instead of focusing exclusively on treatment of depressive symptoms, this paper presents a series of structured group activities applicable to time-limited groups and designed to increase self-esteem, reduce negative thinking, enhance coping abilities, delimit substance use, and reintroduce the ability to seek and enjoy pleasurable activities with peers. The activities are derived from experiences with adolescents in treatment and are devised to foster rapid group stage development for use in time-limited groups.     

A Cognitive Approach to the Treatment of Offenders

Summary This is an initial attempt to apply the principles of cognitivetherapy to the treatment of adult offenders. The paper includesa brief presentation of the basic theory of cognitive therapyand a discussion of its relevance to criminal behaviour. Itthen describes a group of treatment techniques, with examplesof their application. The interventions fall into three generalcategories: cognitive restructing and impulse control, problem-solvingand social-skills training, and cognitive stimulation. Someof the techniques are borrowed, with adaptations. from the literatureof cognitive therapy and some are presented here for the firsttime.     

Intergrating Family,Group and Residential Treatment

This paper describes a multisystems approach to the treatment of institutionalized juvenile offenders from a cognitive behavioral perspective. Emphasis is placed on procedures used in the group, family and residential treatment and strategies for integrating the effects of the three treatment settings. Such treatment procedures as situational analysis, problem solving, self instructional training, modeling and other role play procedures are exemplified as they are employed in the family as well as in the group. Techniques of involving the participants and ways of transferring learning from the residential setting and the group to the family are discussed. How the treatment team coordinates these efforts and methods of training staff in this approach are also presented.     

Cognitive-Behavioral Therapy for Bipolar Disorder: Implications for Clinical Social Workers

ABSTRACT

The purposes of this review article are to orient clinical social workers to cognitive-behavioral theory, intervention, and research on bipolar disorder (BD); identify pros and cons of applying cognitive-behavioral therapy (CBT) to social work clients with BD; and identify specific implications for clinical social work practice. Of the 545 articles that were obtained via the systematic review, 18 studies were identified as being potentially eligible for inclusion, and 9 of those studies ultimately satisfied the inclusion criteria. The results of each study were summarized via identifying statistically significant (p< .05) differences that existed between experimental cohorts who received CBT (plus pharmacotherapy) and control cohorts who received treatment as usual. Outcomes showed CBT cohorts as having significant improvement over their respective control groups. The review's implications for clinical social workers and the need for future research are discussed.     

Virtual offender: a pilot project on nurturing social work students’ capacity to work with offenders

ABSTRACT

Although considerable literature conducted in the context of Western societies has concluded that the use of virtual reality (VR) technology can facilitate students’ learning, the applicability of this learning approach to nurturing social work students in the Chinese context remains uncertain. This pilot study empirically tests the effectiveness of VR technology in enhancing social work students’ perceived creativity and competence in working with offenders. The study uses mixed methods that include qualitative and quantitative procedures in a complementary manner. Survey data that capture the responses of 41 social work students collected in the pre-and post-test periods indicate a positive change in self-perceived confidence in handling offenders following the VR training session. The qualitative data generated from the focus groups echo the survey findings and provide insights into the use of VR technology in social work education. Issues and implications for innovative education in the social work profession are discussed.     

Rehabilitation policy for drug addicted offenders in China: current trends,patterns, and practice implications

ABSTRACT

Drug use in China is both associated with criminal behaviour and regarded as social deviance. Drug addicted offenders can either be assigned criminal punishment or compulsory drug treatment, depending on the severity of the crimes they have committed. Compulsory drug treatment is in many ways similar to imprisonment in China. However, both compulsory drug treatment and imprisonment fail to prevent drug relapse. The authorities have implemented methadone maintenance treatment and non-medical social work interventions, although they are still in their infancy. More efforts should be made to deliver post-institutionalization programmes to help ex-inmates stay away from drugs and crime.     

Group Work with First Episode Schizophrenia Clients

ABSTRACT

Group work with first episode schizophrenia clients is an effective way of improving ego functioning, building adaptive coping skills, and addressing the painful feelings associated with learning of this diagnosis. First episode schizophrenia clients are typically in their late teens to late twenties, and confront the cognitive disability, the stigma and the loss of social roles and statuses at a developmentally difficult stage of emotional growth. The dynamic processes by which cohesive groups reduce isolation, build self-esteem, and provide peer support are illustrated with case material. The group work consists of integrating psychoeducation with clients' concerns in order to provide optimal adjustment to the disease. The groups described in this article are structured within a continuing care team treatment model in a medical facility, but the group work discussed may be utilized in a variety of settings.     

The People Shall Rule by Fisher,R. (Ed)

ABSTRACT

Meals Made Easy was introduced as an interactive group cooking program at a food bank to help food bank clients learn to prepare economical and nutritious meals. Cognitive behavior strategies were used to alter their prevailing negative attitudes about participating in an on site cooking program, and to overcome self-defeating notions about their capabilities. Self-efficacy and mutual aid were promoted through the group program. Classes were open-ended to accommodate persons with a wide range of social, mental and physical disabilities. Over a two year period, 100 clients enrolled in the program, which comprised 10 series of 3 to 6 cooking classes. Analyses of self-evaluations and an independent focus group assessment showed that the participants not only benefited by learning to prepare nutritional meals, but also by improving their self-esteem and self-efficacy.     

Using Community-Based Participatory Research to Develop a Series of Core Competency Trainings Within a Developmental Disability Program

ABSTRACT

The New York State Talent Development Consortium at the Office for People with Developmental Disabilities (OPWDD) mandated developmental disability programs to train and evaluate direct service providers (DSPs) on seven core competencies. Utilizing community-based participatory research (CPBR) – an approach where clients, providers, and researchers share their knowledge and experience to identify study areas, formulate research questions, and use results to improve practice – a needs assessment was conducted by a New York-based developmental disability program to inform a training curriculum. Six focus groups were conducted from a purposive sample of 14 DSPs, and 19 managers/supervisors. Staff identified skills that corresponded with six out of seven competencies. Staff recommended hands-on training on: appropriate communication to deal with individuals with severe disabilities; professionalism; person-centered care; and education on terminology in behavioral health plans, medication, and mental health illnesses. Empowering DSPs through CBPR allows for a training curriculum catered toward staff needs, which may be well-received and utilized. The CBPR process employed may be beneficial to other agencies within the intellectual and developmental disabilities field, particularly at a time when the demand for nonlicensure providers such as DSPs is increasing, and there is a need to train them to render quality and effective services.     

Court processes and orders for positive outcomes

ABSTRACT

This commentary is an excerpt of the presentation made by the author at SSR-NAI conference on Innovative Approaches in the Rehabilitation of Offenders. The commentary sets out the key differences between traditional court processes and orders, and those that are aimed at rehabilitation and problem-solving. It describes two initiatives that the Courts in Singapore have implemented over the past few years to help spur, steer and support change in offenders: post-sentencing judicial monitoring and our pre-sentencing protocol for selected offenders and offences.     

Young Adult Outcomes of Juvenile Court–Involved Girls

ABSTRACT

The recent increase in the number of girls involved in the juvenile justice system has resulted in increased academic and public attention. Thus far, this attention has focused on entry into the juvenile justice system rather than longer-term consequences. This research helps fill this gap by examining a sample of 700 maltreated and/or impoverished juvenile court–involved females. Competing risks models were used to control for time from juvenile-court entry to adult outcomes: criminal justice system involvement, use of public mental health or substance use services, and income maintenance use. Results indicate that there are distinct predictors associated with the different outcomes, although learning disability and adolescent parenthood were associated with higher risk of both mental health/substance use services and income maintenance. Individualized services for juvenile court–involved girls are suggested. Prospective, longitudinal research is needed to investigate intrapsychic and behavioral dynamics associated with females' young adult outcomes.     

Integrating Process Interventions into a School-Based Curriculum Group

ABSTRACT

Manualized approaches are widely used in work with aggressive, impulsive, and oppositional behaviors to improve their peer relations, school behavior, and interactions with adults, including their teachers. When group-work principles and interventions are not applied to the live spontaneous group situations that arise, however, workers miss opportunities to further help members understand, incorporate, and practice the very behaviors being offered in the curriculum. This article describes a curriculum-based group experience and the successes and limitations of the work that was done and identifies areas in which the integration of more traditional group process interventions could have increased the effectiveness of the cognitive-behavioral curriculum-oriented approach.     

Effects of the war on marriage relationships 1

Abstract

This article discusses the major themes that emerged from a Smith College School for Social Work student's Master's thesis, “Communication Styles in Wind River Native American Clients and the Therapeutic Responses of their Clinicians”. The project explores differences in communication styles between Wind River native people and Anglo‐Americans. Secondly, it seeks to discover therapeutic approaches and styles that are effective with Wind River native people.

Semi‐structured, exploratory interviews were conducted with ten clinicians who worked with Native American clients on the Wind River Reservation in Wyoming. The participants included mental health care professionals and paraprofessionals from the following professions: psychology, social work, counseling, nursing, and community action.

The findings of the research revealed the importance of understanding cultural differences in human interaction and meaning making as conveyed in communication style. As clinicians, these complex and often subtle differences play a crucial role in our ability to establish a therapeutic alliance and conduct sensitive, effective therapy. Many theoretical models, such as psychodynamic, cognitive and behavioral, family systems, ecological, constructionist, and narrative theories support the successful approaches discussed in the article.     

Empathy and Emotional Responsiveness in Delinquent and Non-delinquent Adolescents

Two groups of male adolescents, incarcerated young offenders (N = 64, mean age = 16.3 years) and a comparison group of community youth (N = 60; mean age = 16.6 years), were administered the Empathy Continuum (measuring cognitive‐affective responses to persons in emotionally evocative videotaped vignettes) and questionnaire measures of empathy, emotional responsiveness, guilt, shame, and antisocial attitudes and behaviors. Although both groups endorsed general statements of empathy, young offenders responded with empathy less often to particular persons in particular situations, and reasoned regarding their empathic responses in more self‐referencing ways. They also described their emotional responses to stimulus persons as less intense. In addition to the expected group differences, responsive empathy was a stronger predictor of delinquency than self‐reported antisocial behavior, and correctly classified 69 percent of young offenders and comparison youths. Although guilt was consistently related to lower self‐reported antisocial attitudes and behaviors, guilt (and shame) only weakly differentiated the two groups, limiting the usefulness of the TOSCA‐A as a predictor of delinquency.