Developing Evidence-Based Interventions for Foster Children: An Example of a Randomized Clinical Trial with Infants and Toddlers

Children who enter foster care have usually experienced maltreatment as well as disruptions in relationships with primary caregivers. These children are at risk for a host of problematic outcomes. However, there are few evidence-based interventions that target foster children. This article presents preliminary data testing the effectiveness of an intervention, Attachment and Biobehavioral Catch-up, to target relationship formation in young children in the foster care system. Children were randomly assigned to the experimental intervention that was designed to enhance regulatory capabilities or to a control intervention. In both conditions, the foster parents received in-home training for 10 weekly sessions. Post-intervention measures were collected 1 month following the completion of the training. Outcome measures included children's diurnal production of cortisol (a stress hormone), and parent report of children's problem behaviors. Children in the experimental intervention group had lower cortisol values than children in the control intervention. Also, the experimental intervention parents reported fewer behavior problems for older versus younger foster children. Results provide preliminary evidence of the effectiveness of an intervention that targets children's regulatory capabilities and serve as an example of how interventions can effectively target foster children in the child welfare system.     

What Do You Mean My Child Is in Custody? A Qualitative Study of Parental Response to the Detention of Their Child

This qualitative study involved in-depth interviews with 11 parents whose children had been taken into custody. The initial reactions and responses of the parents to the detention of their children were examined, as well as these parents' thoughts and feelings about theprocess and their involvement in the juvenile justice system. The following major themes emerged from the data analysis: (a) feeling frustrated and confused, (b) a perception of the system as being fair, (c) the juvenile system assuming a parental role, and (d) the influence of detention on family dynamics. Findings highlight the personal experiences of the parents as they attempted to navigate the juvenile justice system.     

The Mediating Role of Discoursing in Activity

Categories play a significant role in the coordination of human activities. Collective action within organizations presupposes shared category systems that make institutional priorities and relevancies visible. In this study, some features of the origin, use, and consequences of a categorization tool of modern employment agencies are analyzed. This category system is complex and has come to serve a diverse set of functions (provision of financial and other kinds of assistance to the unemployed, production of a broad range of statistics, etc.). We argue that this multifunctionality of the tool implies that the employment agency officers reflexively attend to the consequences of their actions and monitor what their decisions will imply at different levels. This reflexivity plays a significant role in the services provided to citizens and in the manner in which their needs are visible to the public. We conclude that categorization practices are hidden, but highly significant, features in the production of social facts.     

Permanent or Uninterrupted Revolution: Lenin,Trotsky, and their Successors on the Transition to Socialism

In Russia, post-communist reforms to state social benefit policies have shown contradictory views of gender. On the one hand, reform showed a desire to promote gender equality between individuals, a view in which men and women alike were considered autonomous citizens. On the other hand, there was an impulse to consider women as a needy group dependent on special help from the state. This paper examines three related areas of policy: pronatalist policy, child welfare benefits, and old age pensions, in order to reveal unresolved issues in Russian social policies towards women and children.     

College Students and the Diagnosis of Attention Deficit Hyperactivity Disorder

Abstract

Background: When H1N1 emerged in 2009, institutions of higher education were immediately faced with questions about how best to protect their community from the virus, yet limited information existed to help predict student preventive behaviors. Methods: The authors surveyed students at a large urban university in November 2009 to better understand how students perceived their susceptibility to and the severity of H1N1, which preventive behaviors they engaged in, and if policies impacted their preventive health decisions. Results: Preventive health behavior messaging had a mixed impact on students. Students made simple behavior changes to protect themselves from H1N1, especially if they perceived a high personal risk of contracting H1N1. Although policies were instituted to enable students to avoid classes when ill, almost no student self-isolated for the entire duration of their illness. Conclusions: These findings can help inform future decision making in a university setting to best influence preventive health behaviors.     

Accounting for Sustained Volunteering by Young People: An Expanded TPB

This study tested an expanded TBP model, which included personal norms and self-identity as cognitive variables, in a sample of current young volunteers of a general charity in the UK. Actual volunteering was measured via continued observation throughout the duration of the projects. An integrative model of sustained volunteering was proposed because some relationships did not follow the hypothesized paths. Subjective norm emerged as the exclusive determinant of sustained volunteering and also as the potential mediator of the effects of other variables over future volunteering behavior. Two focus groups with volunteers and 28 personal interviews with the coordinators of the volunteering projects were conducted to triangulate the research findings and reveal the main causes for drop-outs and non-attendance.