Supervision evaluation and legislation - a case study

Social work has always played a dominant role in shaping child welfare and child protection policy throughout the world. At the beginning of the twentieth century Hungary created one of the first and best laws for child protection. Since that time society, social work, and the political climate have changed significantly. The research discussed in this paper tries to show the implication of current political and ideological trends for social welfare of the children via social work methods. During the period of so-called socialism in Hungary, state care was the dominant form of child protection. After the transition to democracy new forms of child protection - including the provision of services by NGOs - became available. One such agency is the Child Protection Foundation that provides 'substitute' or 'deputy' parents (and social work) for families who are temporarily unable to care for their children. The agency's child welfare social worker needs specialized knowledge and skills relevant to the population and their problems. The knowledge base was developed and strengthened by supervision. A programme evaluation showed that out of 25 families more than 95% could care for the child at home after three years in the programme. Implications of the results of the new child protection law of 1997 are discussed. Auf der ganzen Welt hat die Soziale Arbeit sowohl bei der Ausgestaltung wohlfahrtsstaatlicher Politiken und Angebore für Kinder als auch in Bereich des Kinderschutzes schon imer eine dominante Rolle gespielt. Zu Beginn des 20. Jahrhundets wurde in Ungarn eines der ersten und auch besten Kinderschutzgesetze geschaffen. Seit dieser Zeit haben sich die Gesellschaft, die Soziale Arbeit und auch das politische Klima entscheidend verändert. Die in diesem Aufsatz diskutierten Forschungsergebnisse veruschen die Implikationen der gegenwärtigen politischen und ideologischen Trends für die Wohlfahrtspolitik und -angebote für Kinder im Rahmen sozialarbeiterischer Mothoden und Strategien aufzuzeigen. In der Phase des sog. Sozialismus stellte die staatliche form der Fürsorge die vorherrschende Weise des Kinderschutzes in Ungarn dar. Nach dem Übergang zur Demokratie wurden neue Formen des Kindersschutzes, einschließlich der Beretistellung von Diensten durch Nicht-Regierungsorganisationene verfügbar. Eine solche Einrichtung ist die Stiftung Kinderschutz, die 'Ersatz-' oder 'stellvertretende Eltern' (und auch soziale Arbeit) für solche Familien zur Verfügung stellt, die zeitweilig nicht für ihre Kinder zu sorgen in der Lage sind. Im Hinblick auf die Population und ihre Problemlagen benötigen die Sozialarbeiter dieser Einrichtung sowohl relevantes Spezialwissen wie auch Handlungskompetenzen. Die Wissenbasis wurde vermittels Supervision entwickelt und konsolidiert. Eine Evaluation des Programmes hat gezeigt, daß durch die Teilnahme am Programm über einen Zeitraum von drei Jahren 95% der Familien in der Lage waren, zuhause für ihr Kind zu sorgen. Abschließend werden die Implikationen des neuen Kinderschutzgesetzes von 1997 diskutiert. El trabajo social siempre ha jugado en todo el mundo un papel dominante en la configuración de las politicas de bienestar y de protección de infancia. Desde entonces la sociedad, el trabajo social y el clima politico han cambiado de forma significativa. Le investigación presentada en este articulo intenta mostrarla implicación de las actuales tendencias politicas e ideológicas sobre el bienestar social de la infancia a través de los métodos de trabajo social. Durante el periodo del ilamado socialismo en Hungria, la intervención del estado fue la forma predominante de protección social. Después de la transición hacia la democracia se dispuso de nuevas formas de protección a la infancia - incluyendo los servicios ofrecidos por ONG -. Una de estas agencias es la Fundación para la Protección de la Infancia, que provee de padres 'sustitutos' y servicios de trabajo social para las familias que temporalmente no pueden hacerse cargo de sus hijos. El trabajador social del ámbito de la infancia en la agencia necesita unas destrezas y conocimientos especificos aplicables a esta población y sus problemas. Estos conocimientos son desarrollados y fortalecidos a través de la supervision. Una evaluación de programa mostró que, en un grupo de 25 familias, el 95% pudo hacerse cargo personalmente de sus hijos después de tres años en el programa. Se analizan las implicaciones de los resultados de la nueva ley de protección a la infancia de 1997. Le travail social a tougjours joué un rôle dominant dans la formation des politiques de protection de l'enfance à travers le monde. Au début du siècle, c'est en Hongrie que fut créée l'une des premières et des meilleures lois de protection de l'enfance. La recherche décrite dans cet article concerne l'impact des courants politiques et idéologiques actuels sur la protection de l'enfance à travers les méthodes de travail social. Durant la période de soi-disant socialisme en Hongrie, la protection de l'enfance était prise en charge par l'Etat. Après la transition vers la démocratie, de nouvelles formes de protection de l'enfance - y compris les services dispensés par les ONG - sont devenues disponibles. La Fondation pour la Protection de l'Enfance est un organisme de ce type; elle propose, paralellement au travail social, des parents 'de substitution' ou 'délégués' pour les familes qui sont temporairement incapables de prendre soin de leurs enfants. Les travailleurs sociaux de cet organisme ont besoin de connaissances spécialisées et de savoir-faire se rapportant à cette population et à ses problèmes. Les connaissances de base ont été développées et renforcées par le suivi. Un programme d'évaluation a prouvé que sur 25 families, 95% pouvaient s'occuper de ses enfants à la maison après 3 années de ce programme. Les conséquences des résultats de la nouvelle loi de protection de l'enfance sont débattues.     

The Placement History Chart: A Tool for Understanding the Longitudinal Pattern of Foster Children's Placements

Despite growing concerns about foster placement instability, little information is available regarding the longitudinal patterns of placement histories among foster children. The purpose of the present study was to develop a charting system using child welfare records to facilitate a better understanding of longitudinal patterns of placement history for 117 foster children. The resulting Placement History Chart included all placements that occurred during the observed time period and accounted for various dimensions: number, length, type, and sequence of placements; timing of transitions; and total time in out-of-home care. The Placement History Chart is an effective tool for placing foster care experiences within a broader developmental context. As such, the Placement History Chart can be a valuable research tool for understanding various dimensions and variations of placement transitions among foster children by capturing sequences and cumulative risks over time. Furthermore, this chart can facilitate the development of intervention programs that are developmentally sensitive and effectively address particularly vulnerable subpopulations of foster children.     

Effects of a school readiness intervention for children in foster care on oppositional and aggressive behaviors in kindergarten

One hundred ninety-two children in foster care participated in a randomized efficacy trial of a school readiness intervention, the Kids In Transition to School (KITS) Program, designed to increase literacy, social, and self-regulation skills in children before kindergarten entry. One hundred two children were randomly assigned to the KITS intervention and 90 were randomly assigned to the foster care services as usual comparison group. At the end of the kindergarten year, teachers were asked to report on the children's oppositional and aggressive behaviors in the classroom. Controlling for gender, baseline levels of parent-reported oppositional and aggressive behaviors, and level of disruptiveness in the classroom, children who had received the intervention had significantly lower levels of oppositional and aggressive behaviors in the classroom. Findings suggest that an intervention designed to increase school readiness in children in foster care can have positive effects on kindergarten classroom behavior.     

The Beginnings of Tool Use by Infants and Toddlers

Children (aged 9, 14, 19, and 24 months) were encouraged to use tools to achieve a demonstrated goal. Each tool was most efficiently applied when held by the handle with the thumb toward the head of the tool in a radial grip. The tools were presented at midline and oriented to the left and right on alternating trials, so the children who managed to grasp a tool in both orientations with the radial grip demonstrated planning of actions in advance. The tools included a spoon, hairbrush, toy hammer, and magnet; the goals were to feed one's self, feed another, brush one's hair, brush another's hair, hit pegs, and retrieve metal objects. Children were found to use more radial grips with the self‐directed tools (i.e., hairbrush‐to‐self and spoon‐to‐self), indicating that they could plan their actions better when directed toward the self than toward an external goal.     

Faktoren der Veränderung des Selbst bei computervermittelter Kommunikation

Computer-mediated communication (CMC) influences the users’ self. Different expectations are currently made towards how the self may arise in an ‘a-social’ setting during the use of modern “Information” and communication technologies. Some of these discourses even observe a new potential for self-constructions. The conceptual frame of the paper is delivered by the combination of different social scientific approaches coming from Social Psychology, Sociology and Communications Studies. Based upon a series of experiments the paper investigates how the social self develops in CMC. Overall the self is moderated by the characteristics of the channel, by psycho-social and finally by socialisation variables. The influence of the channel is marked by immediate effects of certain cues. The psycho-social variable is the individual versus joint usage of CMC. The sociological dimension is the familiarity with CMC. Finally a model is discussed that introduces the prototypical character of CMC for the development of the self in further forms of mediated interpersonal communication.     

NEGATIVE PUBLICITY AND CATHOLIC SCHOOLS

Between 1990 and 2007, the number of Catholic schools in the United States decreased by 14% and enrollment diminished by 7%. We generate two measures of publicity of sexual abuse at the diocesan level—public disclosure and news coverage. Dioceses with higher rates of negative publicity had a larger decline in both the number of Catholic schools and overall Catholic school enrollment. We estimate that publicity arising from sexual offenders within the Church explains 5% of the decline in the availability of Catholic schooling. (JEL I21, H52, H44)     

Social Cognitive Factors,Support, and Engagement: Early Adolescents’ Math Interests as Precursors to Choice of Career

The authors examined the central hypothesis that students’ early perceptions of support and sense of engagement in math classes and math activities strongly influence the broadening or narrowing of their math interest. The focus was on the first wave of qualitative data collected from 5th‐, 7th‐, and 9th‐grade students during the 2007–2008 academic year as part of a longitudinal study. Findings indicate the importance of using group work and extrinsic motivation in middle school math classes to broaden interest; peer classroom behavior was often a detractor of math interest.     

Coming Full Circle: Reoccurring Career Development Trends in Schools

Current state and national mandates focusing on academic achievement have drawn critical counseling resources away from career development. As the world of work radically changes and economic situations remain uncertain, the call for a return to school counseling roots based in career guidance has never been louder. The authors explore reoccurring career guidance trends throughout the history of school counseling to expand awareness of the basis of today's career and technical education discussions and increase understanding of the interconnectedness of career guidance and counseling and educational reform.     

Love,Sex, and Personality Pathology: A Life History View of Personality Pathologies and Sociosexuality

Love and sex are fundamental needs of most people, yet little research has examined such aspects of life in relation to personality pathologies. We examined the associations between pathological personality traits (i.e., negative affectivity, disinhibition, antagonism, psychoticism, and detachment) and sociosexuality (i.e., short-term mating orientation, long-term mating orientation, and sexual behavior) among 702 university students. In addition, we examined the mediating role of life history speed and tested whether sex moderated the associations that these pathological personality traits had with sociosexuality. Detachment, antagonism, disinhibition, and psychoticism had positive associations with short-term mating interests and negative associations with long-term mating interests. Life history speed mediated the associations that detachment and disinhibition had with short-term mating orientation and long-term mating orientation. Although sex did moderate the association that negative affectivity had with previous sexual behavior, we found no evidence that these mediational processes differed between men and women. Results are discussed in terms of the way personality traits shape the sociosexuality of men and women using a life history paradigm.     

Predictors of Intrusive Sexual Behaviors in Preschool-Aged Children

Intrusive sexual behaviors (ISBs) are a specific type of problematic sexual behavior characterized by the invasive nature of the acts (e.g., touching others’ private parts, attempting intercourse; Friedrich, 1997). The limited amount of research on ISBs has focused on sexual abuse history as the primary predictor. However, Friedrich, Davies, Feher, and Wright (2003) found that ISBs in children up to age 12 were related to four broad conceptual factors: (a) exposure to sexual content, (b) exposure to violent behavior, (c) family adversity, and (d) child vulnerabilities. The current study sought to replicate Friedrich’s study using a clinical sample of 217 preschool-aged children (ages two to six). Results supported variables from within the child vulnerabilities construct (externalizing behaviors, β_EXT = 0.032, p = 0.001), post-traumatic stress disorder (PTSD) criteria met (β_PTSD = 0.177, p = 0.02), and an inverse relationship with age (β_AGE = ?0.206, p = 0.024). These results highlight the importance of considering childhood behavioral patterns and reactivity to traumatic events as correlates of ISBs in young children.