Child Aware Practice in Adult Social Services: A Scoping Review

The development of “child aware” practice is about the capacity and capability of adult health and social service providers to identify and respond to the needs of children. A scoping review of the literature considered five adult adversities associated with family stress and reduced parenting capacity: mental illness, alcohol and substance abuse, homelessness, intellectual disability, and domestic violence. Although there are specific needs for children pertaining to particular adversities, there was substantial commonality of potential effects. These included emotional and psychological difficulties, physical and mental health problems, academic difficulties, language delays, peer difficulties, stigma, trauma reactions, loss and grief, instability, and social exclusion. How children react to difficulties in their family depends upon various protective factors, a child's frame of reference, and other dynamics within the family that can offset risks. The findings aim to inform policy, program development, and practice in adult social services, enhancing their responsiveness to children.     

A long road ahead: A progress report on educating homeless children and youth in america

The plight of contemporary homelessness in American society has been well documented, including the growth in homeless families with school age homeless children and independent homeless youth. The impact of homelessness on schools and schooling has resulted in a school-age population with complex problems for which no simple solutions exist. This article chronicles the progress made in recent years in addressing the educational needs of homeless children and youth in America and notes particular areas of concern that remain to be solved if education is to hold a meaningful place in their disrupted lives. Specifically, concerns regarding awareness and perceptions of homelessness, early childhood educational needs, intervention with special populations, interagency collaboration in service delivery, and the need for comprehensive evaluations of homeless education efforts are discussed. Additionally, suggestions for improving policy and practice salient to educating homeless students are offered     

A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.     

Child Protection Workers’ Perceptions of Foster Carers and the Foster Care System: A Study in Queensland

Abstract

Child protection workers are key players in the statutory system for the protection of children and young people. For this reason, their perceptions of the operation of the system are important. This study, conducted in Queensland, Australia, explored the views of child protection workers regarding foster carers and the foster care system. The present study revealed the difficulties the child protection workers encountered in engaging with foster carers. These difficulties were due to the structure of the child protection system and the conflicts experienced by workers in balancing the needs of children and young people, their primary clients and the carers of those children and young people. Several recommendations for policy and practice are made.     

Bridging the gap: Investigating the abuse of children with multiple disabilities

This is a summary of a series of practical papers written to help bridge the ‘gap’ between the fields of child protection and childhood disability, with a view to improving practice in child protection work with severely disabled children. Particular attention is paid to the needs of children using alternative communication systems. The theme of the paper is that disabled children are in most senses just like other children, but may have particular needs in relation to the investigation of abuse, as well as being particularly vulnerable to abuse. Issues around the assessment of suspicion, preparation for interviewing and the interview process are presented. The needs of the child, the accompanying adult and the child protection worker are considered. Guidelines and recommendations for practice at different stages of the investigation are given. The need to adapt the investigation to the particular needs of the child is emphasized throughout.     

Psychological Well-Being Throughout the Transition From Adolescence to Adulthood

A cohort of 172 high school leavers were followed over a 2-year period to determine factors that affect well-being throughout transition. High school leavers are those individuals who are graduating from high school and are progressing to further schooling, to work, or are unemployed. Employment and school continuation were unrelated to self-esteem and depression. Factors that influenced the transition process included money and activity problems, internality, stability, and controllability both of attributions about general transition difficulties at specific time periods and of external attributions about unemployment. The need for new approaches to career theory and practice is discussed.     

Kick It Like Özil? Decomposing the Native‐Migrant Education Gap

We investigate second‐generation migrants and native children at several stages in the German education system to analyze the determinants of the persistent native–migrant gap. In particular, if migrant and native children shared the same socioeconomic family background, would we still observe differences in education outcomes? Applying linear and matching decomposition methods to carefully account for differences in background characteristics, we find no disparities in recommendations for and actual enrollment at secondary school types between migrant children and comparable native peers. Also, the native–migrant education gap at the age of 17 years can be entirely explained by differences in socioeconomic family background. We thus conclude that comparable natives face similar difficulties as migrant children in the German education system. There are more general inequalities in secondary schooling that are not migrant specific, but related to socioeconomic family background.     

Adoption,attachment and self-concept

This was a two-tiered study. In the first part of the study, a random sample was drawn from a list of subsidized adoptions with a response rate of 70% (N=197). In the second part of the study approximately 30% of adoptive parents gave permission (N=57) for the adopted child to participate. Attachment from two different perspectives and self-concept were assessed. Results suggest most children with special needs do not evidence selfconcept difficulties. In addition, some indicators of attachment can be used in assessing self-concept; children with better parent-child relations and children who do not evidence ambivalence attachment patterns of relating have higher self-concepts. The implications of these findings for practice are discussed.     

Educational Issues for Children and Young People in Families Living in Emergency Accommodation—An Irish Perspective

The article explores how homelessness may impact on the educational participation of children and young people in families living in emergency accommodation in Dublin. Many difficulties arise in terms of maintaining consistent schooling for children when they are part of a homeless family, including problems getting to and from school if living at a distance from their original schools, frequent changes in school and inadequate facilities and overcrowding in their temporary accommodation. Despite the many difficulties involved in maintaining children's regular school attendance, it is evident that school may represent the only stability for a child in an otherwise insecure and changing routine. Copyright © 2006 Children's Research Centre.     

Emotional Safeguarding: Exploring the Nature of Middle‐Class Parents’ School Involvement1

Although discussion of parents’ school involvement generally surrounds academic success, there are also emotional motivations for parents’ school interventions. In this exploratory analysis, based on interviews with 21 parents and teachers, I show how these middle‐class parents’ concerns for children extend beyond grades and academic success to the children’s own emotional comfort with schooling. I discuss examples of emotional safeguarding, a parental practice to protect children’s happiness at school. Results also suggest that emotional and academic concerns for children at school are interrelated, and parents often approach the emotional with the academic in mind. Parents focus on reducing children’s anxiety or discomfort at school with the ultimate goal of instilling a love of learning. The parents in this study perceive an emotional route to achieving academic success for their middle‐class children. Unlike parents, teachers in the study identify parents’ concerns as academic or a product of parents’ anxiety. This research introduces the possibility that while parents’ academic concerns are very real, they are also accompanied by equal and occasionally greater concerns for children’s happiness and well‐being at school.     

The effect of parental labor supply on child schooling: evidence from trade liberalization in India

This paper estimates the effect of changes in maternal and paternal labor supply on the schooling rates of children in India using the variation in industry-specific tariffs during a period of trade liberalization. The results show that an increase in maternal labor supplied outside of the household leads to a higher schooling probability for younger children. Specifically, a 1 day per week increase in maternal labor supply is associated with an approximately 5 % points increase in the schooling probability for children between the ages of 7 and 10. However, father’s labor supply has an insignificant effect on child schooling across all specifications. The effect for older children between the ages of 11 and 14, who face a tradeoff between schooling, market work, and domestic work, is also found to be insignificant.     

Race and school enrollment among the children of African immigrants in the United States

This study examines whether previous findings of an immigrant schooling advantage among Blacks in the United States reflect a declining significance of race in the enrollment patterns of immigrants’ children. Using data from the 2000 US census, the study finds that, despite their advantage within the Black population, the children of Black Africans are collectively disadvantaged relative to the children of White Africans. Disparate enrollment trajectories are found among children in Black and White African families. Specifically, between the first and second generations, enrollment outcomes improved among the children of White Africans but declined among Black Africans’ children. The results also suggest that among immigrants from African multi-racial societies, pre-migration racial schooling disparities do not necessarily disappear after immigration to the United States. Additionally, the children of Black Africans from these contexts have worse outcomes than the children of other Black African immigrants and their relative disadvantage persists even after other factors are controlled.     

The Youngest Victims of Violence: Examining the Mental Health Needs of Young Children Who Are Involved in the Child Welfare and Juvenile Justice Systems

Children placed in the state’s custody due to neglect, abuse or maltreatment are one of America’s most vulnerable populations. Seventy-five percent of child victims of maltreatment are under the age of 12. Not only is their suffering a problem, these children are also at increased risk for delinquent behavior later in life. While research has documented the potential long-term consequences of child abuse and neglect, the mental health needs of young children involved in the foster care and juvenile justice systems have been largely overlooked. This study examined the social, emotional and behavioral difficulties of 670 children, age 3–11, who were involved in the child welfare and juvenile justice systems. Children in this study were living in residential treatment facilities, group homes, foster care homes or were receiving intensive home-based services. To assess the children’s mental health needs caregivers completed the parent form of the Strengths and Difficulties Questionnaire (Goodman, Journal of Child Psychology and Psychiatry 38:581–586, 1997). The findings indicated a high prevalence of mental health problems, with 81 % of the children in the sample having a total difficulties score in the borderline or abnormal range and 90 % of the children having borderline or abnormal scores on at least one of the subscales (conduct, emotional, peer or attention problems). When characteristics such as gender, race and age were considered significant differences were found among boys and girls, Caucasian and minority children, and age groups. The findings highlight the importance of mental health assessment and interventions that are gender and culturally sensitive and developmentally appropriate.     

Interventions for Internationally Adopted Children and Families: A Review of the Literature

Internationally adopted (IA) children are at increased risk for health-related, developmental, and behavioral difficulties. This article reviews the literature on various interventions currently used with IA populations; including health-related interventions provided by medical specialists, preparation programs provided by adoption agencies and other social service organizations, treatments for attachment and behavioral disorders, psychoeducational services, programs designed to improve children’s care prior to adoption, and parent-based initiatives. Surprisingly, very little systematic information exists regarding the effectiveness of interventions designed to prevent and remediate these difficulties in IA children. Recommendations for future research activity and for best practice approaches to intervention are discussed.     

Fostering homeless children and their parents too: the emergence of whole-family foster care.

Children should not be placed in out-of-home care simply because their families lack the means to provide for their basic needs, yet this practice continues nationwide. A new program based in St. Paul, MN, gives county social service departments the placement option of whole-family foster care. The target population is adult parents and minor children without stable residences, where the children are at risk of placement in out-of-home care. Although the parents and children may have special needs, there are no safety risks that would necessitate separating children and parents. The program's design is described and policy questions discussed.     

Health and mental health services for children in foster care: the central role of foster parents

It is well documented that children enter foster care with special health and mental health needs and, while in care, those conditions are often exacerbated. However, less attention has been given to foster parents who have the most contact with these children. Results are presented from a national study on the developmental, health and mental health care needs of children in foster care that included foster parents' perspectives and observations. Their role in improving child well being is explained and recommendations for policy, practice and advocacy also are included.     

Children’s Time Use: Labor Divisions and Schooling in Indonesia

Data from the Worker and Iron Status Evaluation are used to examine gendered patterns in children’s time in market and nonmarket work, schooling, and leisure in Indonesia (N= 2,929). Boys spend more time in market work; girls spend more time in nonmarket work. Work responsibilities increase with age as well as gender differentials in children’s time use. By age 18, girls spend nearly 1 more hour per day working and enjoy significantly less leisure time, but the gender gap in schooling is not significant, suggesting that parents and children are committed to both work and schooling. Additionally, Tobit regression results suggest that parents’ education, household income, and rural residency are important predictors of children’s labor and schooling time.     

The schooling repayment hypothesis for private transfers: evidence from the PROGRESA/Oportunidades experiment

The schooling repayment hypothesis for private transfers predicts a positive relationship between the amount of parental investment in children’s education and the amount that adult children transfer to their parents. We provide evidence on the repayment motive using data from the Mexican conditional cash transfer program PROGRESA/Oportunidades (PO). PO pays a transfer to parents for sending their children to school. Thus, if private transfers from adult children to parents are in part repayment for parental schooling investments made in the past, then PO should decrease these transfers—parents were already exogenously compensated by the government for sending their kids to school and not to work. Exploiting the exogenous variation in the amount of cash transfers a household receives from PO for sending its children to school, we compare the private transfers received in 2007 by parental households who had children 0–16 in 1997 and started receiving the programs’ benefits in 1998 with the transfers received by similar parental households who started receiving benefits in 1999. Results suggest a repayment motive exists. That is, PO is causing adult children to transfer less resources to their parents.