An examination of attachment representations among child welfare professionals

Research has documented a relationship between adult attachment representations and client relationships and outcomes for professionals in relationship-based fields (e.g., , , , , ,  and ), but has not examined the child welfare professionals specifically. The current study examined attachment representations of 54 child welfare professionals. The Adult Attachment Interview (AAI) was administered to participants prior to attending a professional workshop. Results indicated significant differences between the AAI distribution of child welfare professionals and a non-clinical norm sample (AAI four-way distribution: Goodness of fit χ² = 23.63, p < .01; Bakermans-Kranenburg & van IJzendoorn, 2009). Dismissing classifications were overrepresented and free-autonomous classifications were underrepresented. Results may indicate challenges in the child welfare system that could alter the effectiveness and decision-making processes of child welfare professionals. Further research is needed to evaluate whether these differences are typical for samples of child welfare professionals and if so, the impact it could have on families who are being served. Effective interventions, focused on shifting attachment from insecure to secure, for child welfare professionals also should be explored through further research.     

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.     

Psychopathology,physical complaints and health risk behaviors among youths who were victims of childhood maltreatment: A comparison between home and institutional interventions

Based on investigations of child maltreatment by Child Protective Services (CPS), several children who are identified receive some kind of individual or familial intervention. However, the literature has shown conflicting results in regard to the later functioning of the children who are target of different protective measures in different settings, compared to other youths who receive no intervention. We assessed childhood adversity, psychopathology, physical complaints and health risk behaviors among youths who received one of two different protective interventions during childhood (home vs. institutionalization group), and we compared them with youths who receive no intervention (comparison group). In total, 216 youths participated, with ages ranging from 14 to 23 years (M = 17.05 years, SD = 1.8 years; 105 males, 111 females), including 136 youths that were contacted based on their CPS records completed during their childhood, and 80 youths from the community without CPS identification.     

Child protection and out-of-home placement experiences of preschool children born to mothers enrolled in methadone maintenance treatment during pregnancy

Children born to opiate-dependent women engaged in methadone maintenance treatment are at high risk of child welfare concern. However, few studies have examined the early child protection service (CPS) contacts of this group or the risk factors that place some but not other mother–infant dyads at increased risk of serious concern resulting in the removal of the child from the family home. As part of a prospective longitudinal study based in New Zealand, 73 women enrolled in methadone maintenance treatment during pregnancy and 54 non-methadone maintained comparison mothers were recruited during pregnancy and interviewed close to delivery, 18-months and 4.5-years. At each follow-up evaluation, detailed life history methods were used to describe children's family circumstances and all CPS contacts. By 4.5-years postdelivery, methadone maintained mothers were ten-times more likely to have been investigated by child protection services than comparison mothers (59% v. 6%, p < .001). Of these contacts, almost half (44%) resulted in the removal of the child from the family home compared to no comparison children (p < .001). These children were most frequently placed before age 1, with an average of 1–2 caregiver changes (range: 0–7). In addition to maternal methadone maintenance treatment during pregnancy (p < .001), significant independent predictors of child out-of-home placement included maternal depression (p = .01), maternal history of child custody loss (p = .02), and to some extent, high levels of family socioeconomic adversity (p = .06). Findings highlight the complex psychosocial needs of this high-risk group, as well as the need for careful monitoring and parenting support following hospital discharge.     

Evaluation of international and non-governmental organizations’ communication activities: A 15 year systematic review

The purpose of this paper is to understand how intergovernmental organizations and international non-governmental organizations have evaluated their communication activities and adhered to principles of evaluation methodology from 1995–2010 based on a systematic review of available evaluation reports (N = 46) and guidelines (N = 9). Most evaluations were compliant with principle 1 (defining communication objectives), principle 2 (combining evaluation methods), principle 4 (focusing on outcomes) and principle 5 (evaluating for continued improvement). Compliance was least with principle 3 (using a rigorous design) and principle 6 (linking to organizational goals). Evaluation was found not to be integrated, adopted widely or rigorously in these organizations.     

Promoting birth parents' relationships with their toddlers upon reunification: Results from Promoting First Relationships® home visiting program

Birth parents, once reunified with their child after a foster care placement, are in need of in-home support services to prevent reoccurrence of maltreatment and reentry into foster care, establish a strong relationship with their child, and enhance child well-being. Few studies have addressed the efficacy of home visiting services for reunified birth parents of toddlers. This study reports on the findings from a randomized control trial of a 10-week home visiting program, Promoting First Relationships® (Kelly, Sandoval, Zuckerman, & Buehlman, 2008), for a subsample of 43 reunified birth parents that were part of the larger trial. We describe how the elements of the intervention align with the needs of parents and children in child welfare. Although the sample size was small and most of the estimates of intervention effects were not statistically significant, the effect sizes and the pattern of results suggest that the intervention may have improved both observed parenting sensitivity and observed child behaviors as well as decreased parent report of child behavior problems. Implications are that providing in-home services soon after a reunification may be efficacious in strengthening birth parents' capacity to respond sensitively to their children as well as improving child social and emotional outcomes and well-being.     

Therapeutic Effects of an Outdoor Activity Program on Nursing Home Residents with Dementia

Abstract

Objective: The purpose of this one-year pilot study was to obtain preliminary information on the effects of an outdoor activity program, in comparison to an indoor activity program, on sleep and behavior in nursing home residents with dementia. Structured activity programs have been shown to improve dementia-related behavior problems, and there are some indications that improved behavior is associated with improved sleep. Previous research has shown that sleep disturbance is common in nursing home residents, and that limited exposure to light bright enough to entrain circadian rhythms contributes to their sleep problems. Thus, we expected to see improvements in behavior in both the outdoor and indoor activity groups, but improvements in sleep in the outdoor activity group only.

Methodology: A two-group (outdoor program, indoor program) two phase (baseline, intervention) design was used. Subjects were randomized to the outdoor or indoor program groups. Sleep and behavior disturbance were assessed over a 10-day period at baseline (usual activity conditions, which were expected to include little or no time spent outdoors) and at intervention (daily structured activity program offered outdoors or indoors). Sleep was assessed with wrist actigraphs with photocells, which also allowed for monitoring of light exposure. Behavior disturbance was assessed with the Cohen-Mansfield Agitation Inventory. Both activity programs were offered Monday-Friday over a 2 week period, included similar content and were offered by research project staff. The analytical approach emphasized primary changes between baseline and intervention measures of sleep and behavioral symptoms in the two activity groups. Because this was a pilot study, the significance level was set a priori at p< 0.10.

Findings: The outdoor activity group experienced significant improvements in maximum sleep duration. Both groups showed significant improvements in total sleep minutes. There also was a significant improvement in verbal agitation in the outdoor activity group.     

Evaluation of a group-based social skills training for children with problem behavior

This study evaluated a group-based training program in social skills targeting reduction of problem behaviors in N = 161 children between 7 and 13 years of age. The effects of the intervention were tested in a quasi-experimental study, with a follow-up assessment 12 months after an optional continuation camp. At the post-test, both the experimental and control group showed less social problems and internalizing problems, whereas only the experimental group showed a small and positive change in social anxiety. After a 12 month follow-up, a subsample of the experimental group (children who followed a continuation camp) showed large positive changes for all outcome measures, except for externalizing problems, showing a small effect.     

Economic experts or laypeople? How teachers and journalists judge trade and immigration policies

It is widely acknowledged that lay and expert perspectives on the economy widely diverge. In this context, teachers and journalists play a major role because they act as promoters for economic knowledge transfer through schools and media. This study analyzes how teachers and journalists judge economic policies and whether they are closer to an expert or a lay way of thinking. In four separate surveys, randomly chosen German adults (n = 190), economists (n = 80), social studies teachers (n = 97) and economic journalists (n = 90) were presented two policy proposals from the trade and immigration policy domain. Consistent with existing evidence, a large majority of the economists favored free trade and labor mobility and judged them as economically efficient and fair, while most of the laypeople hold contrary views. The answers from journalists and teachers generally lay in between economists and laypeople—with teachers being closer to laypeople and journalists tending more towards the economists. Interestingly however, teachers and journalists reverted to the same criteria for the judgment of economic policies as laypeople. All three groups based their judgments nearly exclusively on a policy proposal’s perceived fairness, while economists strongly focused on its economic efficiency.     

Research in play therapy: A 10-year review in Taiwan

This study represented a 10-year review of 86 master's theses and doctoral dissertations on play therapy that had been conducted in Taiwan from 2002 to 2011. Particular attention was directed to the intention of research, the traits of participants, the characteristics of play therapy, and the research methods. Results indicated that the most frequently studied population was children and adolescents (54.6%), followed by play therapists (25.6%), parents/care-givers of children (16.3%), and teachers of children (1.2%). Findings revealed the types of research were qualitative (n = 59; 68.6%), quantitative (n = 7; 8.1%), and mixed methods (n = 20; 23.3%). Results are discussed concerning implications for counselor educators and further research on play therapy.     

Early truancy intervention: Results of an evaluation using a regression discontinuity design

This study evaluates the effectiveness of a truancy reduction program. A Regression Discontinuity design was used to assess attendance outcomes for 700 children. Approximately half received a case management intervention, while the other half received a warning letter, only. Truancy rates in the control group remained at the pre-intervention levels, while truancy in the treatment group significantly declined (p < .01). Successful case closure was associated with a reduction in truancy (p < .001). The intervention was less effective with non-White children and with those who had been previously retained. Findings substantiate continued support for the intervention; however, additional resources should include culturally-responsive treatment approaches and academic enrichment programs.     

Characteristics and factors impacting reunification outcomes among Vietnamese immigrant families in the child welfare system

Using a mixed methods approach, this study examined reunification processes and outcomes among Vietnamese immigrant families involved in the child welfare system. A quantitative design was used to describe characteristics and reunification outcomes of Vietnamese immigrant children and families who are involved in family reunification services. Qualitative methods were used to explore factors that may influence reunification outcomes among Vietnamese families.The quantitative portion of the study included an exploratory design using administrative data from one county in the Northern California. The quantitative sample (N = 32) included children entering the foster care system for 8 or more days between January 1, 2001 and December 31, 2007 from child welfare administrative data (CWS/CMS) which was merged with eligibility data (CalWIN) in order to obtain parent and child place of birth to determine country of origin. The qualitative study included an exploratory design using interview data from child welfare workers (N = 8) and Vietnamese immigrant parents who had successfully reunified (N = 7).Quantitative results indicated that the most common type of maltreatment leading to entry into care was caretaker absence or incapacity, an abuse category that is often used in cases of parental substance abuse. 53.8% of Vietnamese immigrant children in the quantitative sample reunified with their parents, which is close to the national rate of reunification. Qualitative findings pointed to the importance of the following factors within reunification: acculturation-related issues, parental substance abuse, child welfare worker cultural competency and issues related to service availability and effectiveness. Implications for social work practice and policy are discussed.     

Factors predicting student intervention when witnessing anti-LGBTQ harassment: The influence of peers,teachers, and climate

Bullying and harassment are systemic problems in schools, especially for sexual minority youth. Previous research suggests the importance of addressing student intervention in cases of bullying, but little is known about how to encourage this kind of intervention, particularly in response to anti-LGBTQ bullying. The present study used data collected through a participatory action research project to examine three factors' impact on students' intentions to intervene: hearing homophobic language, seeing teachers intervene, and seeing other students intervene. In the final model, seeing other students intervene (β = .19, p < .001) had a more significant positive effect on a students' own likelihood to intervene than seeing teachers intervene (β = .07, p < .05). In multivariate analysis, frequency of hearing homophobic language did not impact student's likelihood to intervene. Findings suggest the importance of youth leadership in multi-level anti-bullying programs.     

The role of crisis in family crisis intervention: Do crisis experience and crisis change matter?

Evaluation studies of crisis intervention have focused on prevention of out-of-home placement of children or family functioning, but largely neglected the aspect of crisis. The present study examined crisis in 183 families receiving Family Crisis Intervention (FCI), addressing crisis characteristics and crisis change. In questionnaires children and parents were asked about their definition and experience of crisis and about their need for help. Results show that all families but one were in crisis at the beginning of the intervention, although the perception and extent of crisis differed among respondents. Crisis decreased from baseline to posttest according to clients and crisis intervention workers, but was not absent after the intervention. Combined with an unexpected pattern of reported family balance in the months before FCI, this result challenges the 4-6 weeks time span assumption of a crisis period. Variations in perception of crisis, clients' need for help, and possible crisis patterns are discussed, addressing theoretical and practical implications for family crisis intervention.     

Cultural diversity competencies in child and youth care services in Portugal: Development of two measures and a brief training program

Few researchers have examined the training of child care workers in cultural diversity competencies, despite the growing number of ethnic minority children and youth in residential care. The present paper reports two studies. In study 1, we aimed to adapt and develop two measures of cultural diversity competencies—a self-report questionnaire and an objective measure based on a case vignette (n = 51). In study 2, we proposed a brief training program. A quasi-experimental design (n = 30) was used, with cultural competencies being evaluated before and after the training. Results revealed that (1) child care workers tended to over-estimate their self-perceived competence and that (2) the experimental group was more capable of including cultural elements in their definition of strategies and relational aspects of intervention after a brief training than the group that received no training (control). Implications of this study are discussed for further development of cultural diversity competencies in professionals working in residential child care.     

Youth Substance Use in a Context of Family Homelessness

Objective

This study examines the relationship between family processes and youth substance use debuts among a sample of youth residing in urban family homeless shelters.

Method

Data regarding shelter experiences, youth and family characteristics, and the use of three substances (i.e., cigarettes, alcohol, and marijuana) were gathered from a sample of youth (11-14 years) and their respective parents residing in an urban family homeless shelter system. Multinomial logistic regression analysis was used to examine the influences on youth substance use.

Results

Of the 198 youth included in the statistical analysis, 72% (n = 143) reported no substance use debuts, while 18% (n = 35) indicated one and 10% (n = 20) indicated two to three substance use debuts. Within the final model, greater substance use debut was associated with being older (13-14 vs. 11-12; OR = 7.5; 95% CI = 1.8-30.9) and stressors exposure (OR = 4.8; 95% CI = 1.5-14.7). Furthermore, youth of adult caretakers that reported low levels of the three family processes considered were almost four and a half more likely (OR = 4.4; 95% CI = 1.2-16.5) to have made two to three substance use debuts.

Conclusions

Family processes may be a particularly important intervention target toward reducing the rate of substance use among youth residing in urban family homeless shelters.     

“It must be me” or “It could be them?”: The impact of the social network position of bullies and victims on victims’ adjustment

It was examined in this study whether the association between victimization and psychological adjustment (depression and self-esteem) is moderated by the classroom network position of bullies and victims. Multivariate multilevel regression analysis was used on a large sample representative of grades three to five in Finland (N = 7192 children from 376 classrooms). Consistent with the person-group (dis)similarity model and attributional mechanisms, it was found that victims were better adjusted in classrooms when others shared their plight and when they could attribute the blame to bullies. The results indicate that victimization consequences might be partly generated by person–environment interactions.     

Long-term changes in parenting and child behavior after the Home-Start family support program

Background

The intervention Home-Start is a wide spread program in a number of countries, among which the Netherlands. In Home-Start, trained volunteers visit families with young children in need of support once or twice a week to help them to deal with problems in family life and parenting. Little is known, however, about the effects of Home-Start. This study describes short-term and long term changes in families that participated in Home-Start.

Methods

Three groups of families with young children (at the start mean age 1 1/2 years) were followed over a period of four years. One of the groups of families participated in the Home-Start family support program in the first 6.6 months of this period. The two other groups were (1) a randomly selected community sample and (2) a group of families with elevated parenting stress and a need for support. Data were collected at the beginning of the study, (after median 1.4 months), directly after the intervention (median 6.6 months) and at two follow-up occasions (respectively, median 12.5 and 49.2 months after the first measurement). At the last measurement, data were available for 33, 45 and 34 families respectively.

Results

Multilevel analysis showed more positive changes in parental wellbeing, competence and behavior (more consistent behavior and less rejection) during the intervention period in the Home-Start group than in the two other groups. At the three year follow up, the Home-Start group showed, compared to the other groups, more improvements in parenting (more responsiveness), but also diminished child externalizing and internalizing behavior problems (less oppositional defiant behavior, affective problems and anxiety problems).

Conclusions

Home-Start seems a promising family support intervention that deserves to be studied more extensively.     

Communicating during crisis: Use of blogs as a relationship management tool

Using a post-test only experimental design with control group, this study investigated the impact of blogs on relationship management during a crisis. Participants (N = 109) were exposed to a personal blog (n = 45), organizational blog (n = 46), or control (n = 18). Results indicate blogs impact the perception of the level of crisis an organization experiences. Additionally, relationships created through blogs impact the perception of crisis. Use and credibility were also investigated.