A culturally relevant measure of client satisfaction in child welfare services

Child welfare professionals increasingly recognize the importance of the client's perspective in evaluating service outcomes, but there is a dearth of well-developed instruments that meet the needs of service providers and planners. This article describes the implementation of a measure of primary caregivers' satisfaction with mandated child welfare services. This measure is significant for its flexibility regarding the nature of the child welfare population to be surveyed and for its attention to cultural aspects of the clients' experience. The instrument is an adaptation of Harris, Poertner, and Joe's (2000) client satisfaction measure and includes selected items from related instruments in the field. The measure was developed with the help of an Aboriginal child welfare agency and piloted with that agency's clients. The adapted instrument also includes items requested by the pilot testing agency to reflect high quality child welfare practice including specific attention to the clients' racial, ethnic, and cultural identity. This project furthers Harris et al.'s (2000) prior work by using the instrument in another country (Canada) and with diverse populations, thereby adding to the body of evidence supporting the development of this measure. Future research with larger samples could further enhance the validation of the measure and its usefulness to policy makers and practitioners.     

Risk factors for teenage childbirths among child welfare clients: Findings from Sweden

This study contributes to the literature on preventing teenage childbirths by asking whether the pattern and strength of risk factors is the same for high-risk child welfare clients, as for their peers in the majority population. Longitudinal register data on more than 700,000 Swedish females, including around 29,000 child welfare clients, were analyzed by means of linear probability models and calculations of population attributable fractions. Comparisons of effect sizes suggest that the differences in pattern were marginal, but there were notable differences in strength. The girls' school failure was the most prominent risk factor across all groups, also when prevalence was taken into account. In the majority population, the hypothetical reduction of teenage childbirths is on the scale of 30% if this risk factor could be eliminated. In the child welfare subgroups, however, the hypothetical improvement was even larger, around 40%. Reducing the high rate of school failure could thus yield a profound reduction in teenage childbirths in child welfare subgroups, where the incidence of teenage childbirth is substantially higher compared to other peers.     

Emotional school engagement among minority youth: the relevance of cultural identity,perceived discrimination,and perceived support

ABSTRACT

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.     

Hidden school dropout among immigrant students: a cross-sectional study

Actual school dropout among immigrant youth has been addressed in a number of studies, but research on hidden school dropout among immigrant students is rare. Thus, the objective of this paper is to analyze hidden school dropout among primary school students with an immigrant background. The analyses were performed using survey data of 1186 immigrant students in Swiss primary schools. Our results show that immigrant students’ academic achievement, their attitudes towards school-related values, and the quality of their relationships with classmates and teachers were significant predictors of their disengagement during classes. Moreover, our findings strongly suggest that those predictors that are important for actual school dropout are crucial for hidden school dropout as well. We conclude that low-achieving immigrant youth who do not value school and who have poor relationships with teachers and peers are especially at risk of hidden and, eventually, of actual school dropout.     

Disability pension among adult former child welfare clients: A Swedish national cohort study

Using longitudinal register data on all persons born in Sweden 1973–1978, we report on prevalence of disability pension among young adults who were child welfare clients during their formative years, and explore risk factors for this long-term outcome. For most child welfare subgroups, prevalence approached or exceeded ten percent. Multivariate logistic regression analyses found high crude odds ratios of disability pension among child welfare alumni. These were substantially reduced – but not obliterated – after adjustments for a host of background factors. Decomposition analyses revealed that child welfare alumni’s poor school performance and low educational attainment accounted for most of the confounding effects. We also found that child welfare clients with a disability pension had far higher rates of psychosocial problems in their adult lives than other peers with a disability pension.Child welfare alumni should be regarded as a high risk group for future disability pension and for permanent exclusion from the labor market. Rates of suicidal behavior in adult age were extreme among some subgroups of child welfare alumni with a disability pension, which should be communicated to agencies who are likely to meet these groups (eg. primary health care).     

A Program Evaluation of Los Angeles ACORN's Welfare Case Advocacy

SUMMARY

Bureaucratic confusion and client dissatisfaction since the 1996 changes in welfare policy opened opportunities for third party advocacy on behalf of welfare clients. This paper evaluates Los Angeles ACORN's case advocacy program for welfare clients. Outcomes analyzed include client satisfaction with ACORN's advocacy and effects of the program on welfare clients who later became ACORN members. Ninety-one percent of clients surveyed (N = 99) stated they were satisfied with the resolution of their welfare case complaint. Eighty-eight percent of respondents stated ACORN did a better job resolving their problem compared to the welfare department. Unique aspects of the program include peer advocacy and opportunities for welfare recipients to join ACORN and work on welfare policy changes among other issues.     

Peer cultural socialisation: a resource for minority students’ cultural identity,life satisfaction,and school values

ABSTRACT

This study investigated how peers can contribute to cultural minority students’ cultural identity, life satisfaction, and school values (school importance, utility, and intrinsic values) by talking about cultural values, beliefs, and behaviours associated with heritage and mainstream culture (peer cultural socialisation). We further distinguished between heritage and mainstream identity as two separate dimensions of cultural identity. Analyses were based on self-reports of 662 students of the first, second, and third migrant generation in Germany (Mean age = 14.75 years, 51% female). Path analyses revealed that talking about heritage culture with friends was positively related to heritage identity. Talking about mainstream culture with friends was negatively associated with heritage identity, but positively with mainstream identity as well as school values. Both dimensions of cultural identity related to higher life satisfaction and more positive school values. As expected, heritage and mainstream identity mediated the link between peer cultural socialisation and adjustment outcomes. Findings highlight the potential of peers as socialisation agents to help promote cultural belonging as well as positive adjustment of cultural minority youth in the school context.     

Childhood risk factors for disability pension among adult former Swedish child welfare clients: Same or different as for majority population peers?

This study contributes to the literature on preventing social exclusion, here indicated by collecting disability pension in adulthood, by asking whether the pattern and strength of childhood related risk factors is the same for high-risk child welfare clients, as for their peers in the majority population. Longitudinal register data on > 500,000 Swedes, including around 18,000 former child welfare clients, were analyzed by means of linear probability models and calculations of population attributable fractions. Systematic comparisons of effect sizes suggest that the differences in pattern were marginal, but there were significant differences in strength. Overall, poor educational achievement and low educational attainment were the two most prominent risk factors across all groups, also when prevalence was taken into account. In the majority population, the hypothetical reduction of collecting disability pension was on the scale of 20% if either of the two risk factors could be eliminated. Among child welfare alumni, however, the hypothetical reduction was even larger, nearly 30% on average. Prevention strategies targeting poor school performance and low educational attainment may thus substantially reduce the prevalence of disability pension among adults with a history of child welfare involvement.     

Needs-led child and youth care: Main characteristics and evidence on outcomes

Needs-led child and youth care has three main characteristics: a continuous focus on clients' needs, client participation in the care process (including decision making), and practitioners' displays of needs-led attitudes and skills. The primary aim of this review was to establish whether there is evidence for using a needs-led approach when working with children and families in need. We performed a literature search to find reviews and outcome studies of child and youth care for school-aged children and their families which included the core characteristics of needs-led care, and related them to outcome measures. Only a few studies attributed positive outcomes of care to the attention given to clients' needs and goals. Most studies referred to participation in terms of clients' involvement or engagement. Higher levels of participation were associated with positive changes in child behaviors and parenting stress, client satisfaction, higher completion rates, safety for children, feelings of well-being and empowerment, and better service coordination. Significant professional attitudes and skills included listening to clients and working in active partnership with them. There is some proof for the relevance of core characteristics of needs-led child and youth care, although that evidence is limited by the lack of rigorous studies. This study indicates that needs-led child and youth care can make a difference. Future research should pay attention to the intertwinement of the characteristics of the needs-led approach in care.     

Validation of a Multivariate Career and Educational Counseling Intervention Model Using Long‐Term Follow‐Up

In this study, the author sought to validate the effectiveness of a multivariate career and educational counseling intervention model through long‐term follow‐up of clients seen in private practice. Effectiveness was measured by clients' commitment to and enjoyment of their chosen career paths and the relationship of these factors to adherence to program recommendations. Findings indicated that 65% of clients adhered to program recommendations. Those who adhered to program recommendations were significantly more committed to their careers; however, no significant difference was found in clients' enjoyment of their careers. Additionally, 85% of clients reported that the program met their needs, and 95% would recommend the program.     

Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment

ABSTRACT

The present study examined what impact various constellations of acculturation orientations of immigrant students and their teachers have on the students’ school adjustment. For this purpose, the study analysed the acculturation orientations of 1106 5th graders and their class teachers in Switzerland. Using multiple regression analysis, we found that immigrant students were more satisfied at school if their teachers had similar attitudes about cultural assimilation and cultural diversity and could, thus, be said to have congruent acculturation orientations. With respect to students’ academic self-concept, immigrant students with a minority orientation whose teachers value cultural diversity including the heritage culture of their students showed a lower academic self-concept despite matching acculturation orientations. We interpret this result as a dilemma of teachers between the endeavour to develop culturally sensitive attitudes and behaviours and the risk to create stereotype threat and its negative effects through addressing cultural differences. Furthermore, a mismatch between the students’ (bi-)national identification at school and the teacher’s perception of the student as an immigrant or a native-born student could be shown to have adverse effects on the academic self-concept in the group of students with older teachers (50+ years).     

In‐School Versus Out‐of‐School Friendships and Academic Achievement Among an Ethnically Diverse Sample of Adolescents

Much of the research on adolescent friendships and school achievement has focused on in‐school friends, ignoring the potential effects of having out‐of‐school friendships. The goal of this study was to examine the relation between having relatively more in‐school friends and school achievement among a sample of over 600 12th grade students from ethnically diverse backgrounds. We found that adolescents with more in‐school friends, compared with out‐of‐school friends, had higher grade point averages (GPAs) and that adolescents with higher GPAs had more in‐school friends. These relations were mediated by academic experiences, including those shared with friends. However, as hypothesized, the social aspects of adolescents' friendships did not vary according to their percent of in‐school friends, attesting to the importance of considering both types of friendships in understanding adolescents' social experiences. None of the relations described varied according to gender or ethnicity.     

Nonprofit and For-Profit Home Care in Israel

Clients' assessments of differences between nonprofit and for-profit organizations delivering home care services to Israel's frail elderly were studied. No significant differences were found between nonprofit and for-profit providers with respect to organizational efficiency; speed of placement and replacement of home care workers; responsiveness to clients' complaints; and supervision of care plans, schedules, and service delivery. Systematic differences were found, however, in clients' perceptions of workers employed by nonprofit versus for-profit service providers. The differences related to the home care workers' adaptation to clients' needs and wants; how well workers delivered services; and how satisfied clients were with the services received. Indications are that the relatively high efficiency of nonprofit organizations can largely be attributed to the performance of their home care workers.     

Evaluation of Family Therapy: A Comparison of Therapists' and Clients' Views**

In this evaluation of therapy experience for 82 families by brief therapy at Bouverie Clinic to 1976–1977, therapists' and clients' rating of outcome were obtained. After termination of therapy both therapists and clients reported high improvement rates in the presenting problem(s) as well as in the quality of family relationships and in the family's ability to deal with further problems. High agreement was found between therapist’ and clients' ratings of outcomes. Therapists were more favorable than clients in their ratings of change in the presenting problem and in their ratings of change in the quality of family relationships, but not in assessing the change in family's further problem solving ability. At follow-up clients were predominantly satisfied with their therapy experience. In addition, therapists' ability to predict outcome accurately, after the second of therapy, was strongly supported by our finding.     

Childhood cancer survivors' experiences in school re-entry in South Korea: Focusing on academic problems and peer victimization

Childhood cancer survivors are confronted with numerous problems when they return to school after the completion of treatment. This study investigates the school re-entry experiences of childhood cancer survivors in South Korea. In-depth qualitative interviews were conducted with 31 childhood cancer survivors who were between 15 and 39 years old and had completed all cancer treatments at the time of the study. Participants reported being excited about school re-entry, but also being fearful and concerned about their academic performance and peer relationships. The participants' school re-entry experiences were mostly impacted by their relationships with their peers and teachers. They expressed having had psychosocial problems related to school re-entry, such as feeling a sense of loss and a lack of social skills. Our study findings emphasize a critical need for supporting childhood cancer survivors, both academically and socially, in their transition to school.     

The use of multidisciplinary teams to support child welfare clients

Meeting the educational needs of young people in the child welfare system (CWS) requires effective collaboration between the CWS and the education system. In Norway and in other countries, there is an increased focus on interprofessional collaboration to support child welfare clients in and around schools. Multidisciplinary teams are employed to facilitate collaboration and coordinate supportive measures. The purpose of this article is to describe how teachers and social workers use such teams as part of a collaborative effort to support children living in difficult conditions. In an inductive thematic analysis of 13 interviews with 7 social workers and 6 teachers, the following five key themes were revealed: (i) solution-focused work; (ii) listening to the child; (iii) parental support; (iv) social/environmental opportunities for successful interactions and (v) ensuring school attendance through adapted education and support. In conclusion, we discuss the ways in which these themes reflect how teams support child welfare clients.     

Giving Clients a Backstage Experience: A Case of Dramaturgical Trouble in the Professional Performance of Drug Treatment

Professionals who provide drug treatment to young people seek to approach clients as agents of change, i.e., highlight clients' agency and ownership of treatment plans. On the basis of ethnographic data from two treatment institutions in Denmark, this article investigates how everyday interaction organizes clients' experiences in ways that alternately support and contradict this professional ambition. Notably, findings indicate that talk and material arrangements “backstage” make professionals, not clients, appear as the real agents of change. Clients are increasingly encouraged to participate in meetings “backstage,” where treatment is organized, but, contrary to intentions, clients may experience participation as debasing rather than empowering.     

Former welfare clients in prison: education and self-reported learning problems

The aim of this study is to investigate educational background, educational wishes, actual participation in prison education, and self-reported learning problems among former child welfare clients in prison. A significant concern is that prisoners' educational level is far lower than for the general population. The same concern has also been expressed regarding former child welfare clients. The question is whether prisoners with a background from the child welfare system are especially vulnerable. The survey reported in this paper addressed the entire Norwegian prison population. We distributed a questionnaire containing questions about whether the prisoner or their family had been in contact with the welfare system, educational issues such as educational background, whether they wanted to participate in prison education and actually participated, and to what extent the participants had self-reported learning problems. We also investigated whether such learning problems affected participation in prison education. The results showed that around one-third of the 2065 respondents were former child welfare clients. The mean age of the respondents in the child welfare group was 31 years and 7.9% were women. The results further revealed that those who had been child welfare clients had a lower educational level and more self-reported learning problems than the general prison population, but most of them still wished to start an education while incarcerated.     

Predictors of Academic Achievement for Latino Middle Schoolers

The aim of this study was to examine specific child, home, and school factors that predict academic achievement for Latino middle school students. The sample for this study (N = 173) was drawn from seven public schools located in three school districts in the northeastern United States. Hierarchical multiple regression analyses were used to predict academic achievement from a combination of predictor variables: gender, parent educational attainment, parent employment status, acculturation, parent involvement in school, and school identification. Findings indicate that school identification and parent involvement in school are protective factors that promote Latino middle grade students' academic achievement. These findings suggest that collaborative partnerships between school social workers, teachers, and Latino students and their parents are an important strategy that can optimize connections to school that result in academic achievement.     

Coming Out in a School Setting

Abstract

The present study was conducted to learn more about the experiences of gay men and lesbians in educational settings, particularly about experiences relevant to disclosure of their sexual orientation. One hundred six gay men and 156 lesbian women responded to an anonymous questionnaire dealing with how their sexual orientation had affected their experiences in school.

As students, very few respondents had chosen to disclose their sexual orientation to principals, teachers, counselors, or friends. Reasons cited for nondisclosure included fear of the consequences and not wanting others to know. The majority of those who did disclose their sexual orientation received positive feedback for doing so, but respondents reported both positive and negative consequences of coming out. Gay men were aware of their sexual orientation at an earlier age than lesbians and were somewhat more likely to recommend disclosure to principals and teachers. Females were more likely to disclose only to females, whereas males were likely to come out to both males and females. Generally, the similarities between males and females were greater than the differences, with both groups being cautious about coming out in the school setting.