The postadoption experience: child, parent, and family predictors of family adjustment to adoption

Eighteen to 24 months after they adopted children in state custody, 159 parents were surveyed regarding their postadoption experiences. Most children remained with their new families, with parents reporting the adoption experience to be "about as hard as expected," and rating the past year of caring for the child as being more "smooth" than "stressful." Parents saw how the child contributed positively to their lives, were less positive about available social supports, and expressed dissatisfaction with the speed of the adoption, the availability of community supports, and the ability to link with supports. Children's special needs (e.g., older age at adoption) were predictive of postplacement adjustment.     

Migrant children in the German kindergarten: data,problems, and pedagogical models

The integration of migrant children into German society is a controversial pedagogical task for educational institutions. An important part of this task is assigned to the kindergarten, since the early learning of social values and norms increases the chance of integration. The increasing number of migrant children in kindergartens has confronted teachers with new problems and changed tasks. In the 1980s, almost all kindergartens have migrant children enrolled in them; in some urban areas, there are kindergartens with 50% or more migrant children students. Some migrant children confront the use, or the continous use, of the German language for the 1st time in kindergarten. A secondary danger is abandoning a child with incomplete knowledge and inadequate German. These children will encounter new language problems in school. Although very little information is available on migrant parents' opinions of kindergartens, the limited data available indicate that parents generally respond favorably, although they fear alienation from their children. The migrant parents expect the kindergartens to teach their children German. The German kindergarten will not and cannot prepare children for life in their home country, even if it is kindly disposed towards a multitude of cultures. The kindergarten is only able to prepare children for life in Germany. Migrant children have special problems with bilingualism and cultural distance. Migrant children do not "cause" problems. Rather they offer an occasion to reflect on the work of the kindergarten and to include new and different experiences.     

Excessively pronated feet: a health hazard to developing children

There is a serious misconception on the part of the public as well as amongst a great number of professionals to equate the problem of flatfoot with excessively pronated feet in growing children. This is a matter of grave concern since flatness of the arch of the foot can be a normal or abnormal finding in foot posture, whereas the excessively pronated foot is flattened as part of a pathological structural malposition. This inherent biomechanical defect is commonly present in the great majority of human children and is the basic reason for most postural pathology of the lower extremity.Excessive pronation of the feet in children should in no way be interpreted as a normal condition to be automatically outgrown. As a matter of fact, Whitman, the famous Orthopaedic Surgeon, noted in 1917 in his text Orthopaedic Surgery that pronation of the feet commonly seen in children is more likely to worsen than improve over the years. This paper presents the probable cause of the condition, treatment and prevention of the problem and recommendations for the future.The deforming foot posture known as excessive pronation is familiar to Podiatric Medicine and to Medicine generally. Yet, in spite of this familiarity, only an insignificant number of the millions of children in our country receive the simple available help required to minimize the problem.The Podiatric profession has within its grasp the wherewithal to correct this situation, through education and counseling of parents, through cooperation with pediatricians and other professionals and by utilizing technological advances in children's footgear and orthotics. It is the intention of this paper to provide an overview of the literature and history associated with the problem of excessive pronation in children, as well as to suggest some simple techniques for improving this situation.Dr. Tax is an international renowned consultant to many Podiatric Hospital amon which is the Veterans Administration in New Jersey, New York College of Podiatric Medicine, Ohio College of Podiatric Medicine. He has written and lectured extensively on the subject of children and problems with their feet.     

Social Networks,Migration, and Care in Tanzania

This paper explores the impacts of the HIV/AIDS epidemic on children and families in northern Tanzania using the concept of social resilience.1 1. This paper is based on a presentation entitled, “Social Networks, Migration and Care in Tanzania: Supporting Women, Children and Young People's Resilience,” prepared for the 2nd African Conference on the Social Aspects of HIV/AIDS Research, International Convention Centre, Cape Town, May 9–12, 2004, organized by the Human Sciences Research Council, South Africa (see: www.sahara.org.za). View all notes The study is based on the findings of child-focused research with street children and children and families from HIV/AIDS-affected households. The paper illustrates the coping strategies that children and young people, and parents and caregivers adopt at the household level. In particular, it examines how the burden of care affects different generations of women and highlights their resilience, together with the importance of social networks and the fluidity of movement between rural and urban areas. The research suggests that migrating to urban areas to seek a living in the informal sector represents a survival strategy adopted by some children and young people orphaned by AIDS when their families and communities are unable or unwilling to support them. The paper concludes by exploring parents’, caregivers’, children's, and young people's views on the forms of social support that would promote their resilience and thereby help to mitigate the impacts of the epidemic at the household level.     

Everything you never wanted to know about special education . . . and were afraid to ask (I.D.E.A.)

Social workers who work with families and children are often unaware of the legal protections afforded to educational experiences for children, particularly to children with disabilities. Yet, all social workers, regardless of their practice setting, should be aware of the important educational rights to which children with disabilities and their families are entitled, as codified in the original legislation, P.L. 94-142, and its subsequent revisions. This legislation is currently entitled the "Individuals with Disabilities Education Act," or the "I.D.E.A." Provisions included in the I.D.E.A. are covered with which all states that receive federal educational funding are mandated to comply. Reviewed are the 13 "disabling conditions" that allow for students to qualify to receive special educational services, as long as one of the conditions is adversely impacting their educational success. It concludes with recommendations for social work advocacy regarding this legislation.     

The Use of Peer-Pairing in Schools to Improve Socialization

Being socially isolated is a painful experience for many children, one that can profoundly affect the development of their self concepts. Peer-pairing is a model of treatment designed to address this problem by promoting social relationships. It offers many of the benefits of more traditional friendship groups in a less stimulating environment. Peer-pairing is especially appropriate for children who have difficulty with impulse control, hyperactivity, anxiety and poor self-esteem. The school setting affords the opportunity to make friends within the child's natural social environment while social skills are being taught.     

The relationship of placement experience to school absenteeism and changing schools in young,school-aged children in foster care

Background

Chronic school absenteeism and frequent school changes, particularly among younger children, may be antecedents for the high rates of school failure and subsequent dropout among youth in foster care. However, the relationship of foster care experience to absenteeism and school change has not been well studied.

Objective

This study examined the association of placement experience with absenteeism and changing schools among 209 urban children in foster care enrolled in public elementary schools.

Methods

A cohort of children aged 5 to 8 years who entered non-relative or kinship foster care from 2006–2008 were followed longitudinally for 2 years from entry into foster care. Children residing in foster care were categorized at the end of the study as early stable, late stable, or unstable, if they achieved a permanent placement prior to 45 days, between 45 days and 9 months, or failed to do so within 9 months, respectively. Children who reunified home were classified as a fourth category. Poisson regression, controlling for baseline factors, was used to compare days absent and number of schools attended across categories of placement experience.

Results

Among the 209 children, 51% were male, 79% were African American, and 55% were initially placed with kin. One third of children reunified home; among children who did not reunify, one half was early stable, and a third was unstable. Adjusted rates of school absenteeism increased in stepwise fashion as children's placements became more unstable; children with unstable placements were 37% more likely to be absent than those with early placement stability (p = 0.029). Children who reunified during the study demonstrated the highest rates of absenteeism; however, there was no significant difference in absenteeism before or after reunification. Number of schools attended increased as stability worsened, with the standardized rate of schools attended reaching 3.6 schools (95% CI 3.1–4.1) over a two year period among children in unstable placements.

Conclusions

The relationship between placement experience and school absenteeism and school change illustrates the need to better coordinate the educational experience of high-risk children in foster care. The secondary finding of high absenteeism among children in the process of returning home illustrates that educational challenges for youth may be equally if not more concerning among the greater majority of youth in child welfare who remain home with birth parents.     

Bi-racial identity: Children born to African-American and white couples

The quest for self-identity has been more complex for African-Americans than for all the groups in American society. This quest has been especially troubling for children where one parent is African-American and the other parent is white. The scholarly literature is replete with themes on black identity and self-esteem, but this literature does not speak to the issue of biraciality since societal attitudes decree that any person with a drop of black blood is black. There is a move afoot by bi-racial (black and white) young adult children to claim both parts of their ethnic heritage. This paper suggests that the issue of bi-racial identity must be revisited and re-examined.     

Camp HOPE as an Intervention for Children Exposed to Domestic Violence: A Program Evaluation of Hope,and Strength of Character

Children exposed to domestic violence are at-risk for physical, mental, and social difficulties that have received an increased focus among researchers and policy makers. Using Snyder’s (2000) theory of Hope as a conceptual framework, Camp HOPE America is a summer camp program targeting school-aged children exposed to domestic violence. The purpose of this study is to present the changes in child hope before and after camp and correlate child hope to positive character strengths as rated by camp counselors. This study used a matched pretest posttest design to examine the change in hope, and strength of character among 229 school-aged children participating in Camp HOPE America. Results showed that hope, and psychological strengths improved from pre-test to post-test assessments. Additionally, children’s scores on hope were positively associated with the character strengths of zest, grit, self-control, optimism, gratitude, social intelligence, and curiosity obtained from counselor observations. These findings highlight hope as a coping resource for children exposed to domestic violence and provides preliminary support Camp HOPE America as an intervention within the established Family Justice Center system in the US.     

Innocence, Perversion, and Heather's Two Mommies

This paper begins by untangling the twisted threads linking homosexuality and childhood in the mind of America, and explaining how contemporary constructions of homosexuality have become entwined with modern conceptions of childhood. The author draws on the literature on the invention of childhood and especially the pioneering work of Jonathan Silin to show how the entrenchment of capitalism and arrival of compulsory schooling have created a hegemonic form of family and produced a child at once innocent and ignorant. The author then probes the construction of the homosexual in the late 19th century and uncovers interconnections between this new social typology and representations of childhood. By examining how these linkages are historically embodied in incidents of sex panic, the author argues that the psyches of lesbians and gay men who are in relationship with children (as parents, teachers, coaches . . .) are often suffused with anxiety and self-doubt. Hence a gay movement emerges rife with hyper-traditional representations of children and youth. Contemporary queer representations of childhood are then explored through a focus on children's books designed for the offspring of lesbian and gay parents. The author suggests that contemporary gay advocacy, which attempts to dislodge perversion as the central representation of homosexuality, will be unsuccessful until activists abandon tactics that infantilize children and perpetuate a vision of childhood as vulnerable, innocent, and unknowing.     

The hierarchy of needs to inclusive design

This paper focuses Design importance in the development of effectively inclusive products based on Design Emotional approach, allowing children with disabilities to experience playing in the childhood as an instrument for social integration. The methodology used to develop this study was based on literature review, considering the following themes: emotional design, accessibility and inclusion, emotion and development of children. As a result, we propose a new level of need to model the hierarchy of needs, of Jordan ("usability", "functionality" and "pleasure"), level with the inclusion of "dignity."     

Gender,values, and intentions to move in rural Thailand

"This article explores gender differences in the intentions to move among a sample of young adults in rural northeastern Thailand. Based on the value-expectancy framework of migration decisionmaking, an explanatory model is tested which includes migration-related value measures along with individual, household and community-level determinants of both intentions to move and change in intentions to move. Multinomial logistic regression results based on data from the 1992 Thailand National Migration Survey provide some support for the hypothesis of gender-specific determinants of both intentions to move and the reconsideration of migration intentions. For men, value measures of affiliation and comfort, social networks, the presence of young children in the family, and land holdings are significant determinants of migration decisionmaking; for women income and comfort values, the presence of elderly persons in the household, community size, and crop losses are the salient factors."     

The Kids Say Project: Supporting Children to Talk about their Experiences and to Engage in Decision-making

Research and policy calls for hearing the voices of children and youth in out-of-home care and involving them in decisions about their own lives. The “Kids Say” cards were designed to facilitate this engagement, particularly with Indigenous children and youth. A feasibility study explored the extent to which the Kids Say cards were acceptable to young people, and prompted discussion about their lives and what is important to them. The study involved 47 participants, aged 7 to 18 years, from three cultural groups: Aboriginal n?=?20; culturally and linguistically diverse (CALD) n?=?10; non-Indigenous English-speaking n?=?17. The cards were found to be appealing to all three groups, and to facilitate child and youth voice. Findings also did not differ significantly according to gender or age. These preliminary findings indicate the potential value of appropriate practice tools to support children and youth to share their experiences and participate in decision-making.

IMPLICATIONS

• Engaging resources, such as the Kids Say resource, are potentially valuable in supporting practitioners to encourage children and young people to share their experiences and participate in decision-making about their own care and service needs.

• Training in creating safe sharing contexts for children and young people is essential. While emphasis is often given to gathering child voices, there is a need for at least equal emphasis on respectful adult listening.

     

Externalizing problems in young foster children: Prevalence rates,predictors and service use

Objective

Examining the prevalence of externalizing problems, their predictors and mental health service use for these problems by foster children and foster parents in a representative group of foster children aged 3 to 12 in Flanders.

Method

Survey data were collected on 212 foster children, who had been in the foster family for approximately four months. Foster parents filled out a Child Behavior Checklist to measure foster children's externalizing problems. Foster care workers reported on several potential risk variables for externalizing problems and on foster children's and foster parent's mental health service use. Predictors of externalizing problems were identified from a large number of variables using the method of purposeful selection of variables in linear regression.

Results

40.6% of the foster children had externalizing problems. Foster children who were placed because of behavioral problems had more externalizing problems. Only 20.9% of the foster children with externalizing problems and only 13.9% of their foster parents received professional help.

Conclusions

This study showed that externalizing problems are prevalent in this young foster care population, that it is hard to predict which foster children had externalizing problems, and that foster children and their foster parents rarely receive services for these problems. These findings call for a standard protocol of assessment of foster children's externalizing problems. Moreover, from a preventive viewpoint, guidelines are needed to systematically link young foster children with externalizing problems and their foster parents to appropriate services.     

Researchers Deserve a Better Critique: Response to Larzelere,Gunnoe, Roberts,and Ferguson (2017)

This commentary addresses the critique by Larzelere, Gunnoe, Roberts, and Ferguson (2017 Larzelere, R. E., Gunnoe, M. L., Roberts, M. W., &; Ferguson, C. J. (2017). Children and parents deserve better parental discipline research: Critiquing the evidence for exclusively “positive” parenting. Marriage &; Family Review, 53, 24–35. doi:10.1080/01494929.2016.1145613[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]: Marriage &; Family Review, 53, 24–35) ostensibly concerning the quality of research on “positive parenting” but actually critiquing physical punishment research. The critique revealed that the authors have a poor understanding of positive parenting. After explicating the different meanings of that term and describing what positive parenting is, we then address each of their four critiques of the physical punishment research. Each critique was flawed in multiple ways. After identifying their errors and correcting misinformation, we then raise broader issues about children’s right not to be hit and how professional organizations are increasingly recognizing the need and calling for an end to all physical punishment of children.     

Early to bed and earlier to rise: school,maternal employment,and children’s sleep

School-age children need 10–11 h of sleep per night. It has been well-documented that lack of sleep leads to diminished cognitive performance and that people who sleep less are more likely to be overweight or obese. I use data from the American Time Use Survey to examine two factors that can potentially influence the amount of time children sleep: school and maternal employment. I find that school-age children sleep less when school is in session than during the summer, and that they get less sleep on school nights than on non-school nights. Children go to bed about 38 min earlier on school nights, but wake up about 72 min earlier on school days. This translates into about 34 min less sleep on school nights compared with non-school nights, and implies that these children have a cumulative sleep deficit of over two-and-a-half hours by the time they arrive at school Friday morning. In addition to the lost sleep time, the earlier wake-up times on school days appear to disrupt children’s natural sleep cycles. Maternal employment affects children’s sleep time in the summer, because children wake up earlier on days that their mothers work. But during the school year, maternal employment effects are dominated by school effects.     

Self-perceived unpopularity: Its relationship to emotional and behavioral problems

Childhood unpopularity has been a focus of study but earlier studies have not highlighted children's self-perceptions and their relationship to childhood adaptation. The authors studied 404 children preschool to third grade to examine early risk and current factors associated with feelings of unpopularity. Children who perceived themselves as unpopular in grade three experienced multiple problems in functioning, although they were largely unobtrusive silent sufferers. Self-perceived unpopularity was most strongly related to current factors and served as a marker of emotional difficulties. Implications for identification of these vulnerable children and suggestions for future research are presented.     

Competition, Race, and the Measurement of Female Labor Activity

Not all groups compete equally in the labor market. Here, we focus on women's competition with men for jobs. This competition assumes that women's employment is affected by men's, and vice versa. We use two statistics—female labor force participation and share—to uncover this competition. 1990 U.S. census data on 281 metropolitan statistical areas were analyzed using weighted least squares regression. Supply-side explanations of female labor activity (education, children, household headship, and government assistance) receive more support than demand-side explanations (poverty, industrial mix, and region). Evidence of competition along gender and race lines is found. Men's employment is buttressed in metropolitan areas by higher wages, less poverty, and more women with children. Welfare benefits (AFDC) and deindustrialization lower black women's employment, while only white women benefit from advanced education and a "feminized" occupational structure. Implications for future research and policy are discussed.     

Nativity,Duration of Residence,Citizenship, and Access to Health Care for Hispanic Children

This article examines differences in access to a regular source of health care for children of Hispanic subgroups within the United States. Particular attention is paid to the impact of the immigration status of the mother – including nativity, duration in the United States, and citizenship status – and its affect on access to health care for Hispanic children. Data are pooled from the National Health Interview Survey for 1999–2001 and logistic regression models are estimated to compare Mexican American, Puerto Rican, Cuban, and Other Hispanic children with non‐Hispanic whites and blacks. While initial disparities are recorded among the race/ethnic groups, in the final model, only Mexican American children display significantly less access to health care than non‐Hispanic whites. The combined influence of the mother's nativity, duration, and citizenship status explains much of the differentials in access to a regular source of care among children of Hispanic subgroups in comparison to non‐Hispanic whites.