A Comparison of Foster Care Outcomes Across Four Child Welfare Agencies

ABSTRACT

A post-discharge outcomes interview for alumni of foster care was designed by four peer foster care agencies. Across all four agencies, 222 alumni were interviewed six months after being discharged from foster care services. Outcome domains, based on common measurement practices in child welfare and on social validation studies, include type of living environment (e.g., restrictiveness), placement stability, homelessness, school performance, employment, self-sufficiency, aggression, criminal behavior, substance use, relationships, community involvement, protection from harm, satisfaction, and impact of services. Results of the outcomes were compared to nationally sampled studies of children not in care. Generally, alumni reported positive outcomes across the various domains. The type of foster care, length of care, and age of alumni influenced the results. Implications for expanding this study to establish national benchmarks for outcomes, service use, and cost in foster care conclude the article.     

Heterogeneity of Individuals with a History of Child Sexual Abuse: An Examination of Children Presenting to Treatment

The current study examined children and families who presented for treatment through Project SAFE (Sexual Abuse Family Education) following childhood sexual abuse. Pretreatment assessment data were used to develop clusters of participants with significantly differing presentation of symptom outcome following abuse. Four clusters were discovered: (a) a Highly Distressed group, whose members had clinically elevated scores on all self- and parent-report measures; (b) a Problem Behaviors group, whose members had scores within the normal range for self-report measures and elevated scores on all parent-report measures; (c) a Subclinical group, whose participants had scores below the mean and below cutoff scores for all self- and parent-report measures; and (d) a Self-reported Distress group, whose members had elevated scores on self-report measures and scores below clinical cutoffs for all parent-report measures.     

Using Concept Mapping to Promote Community Building: The African American Initiative at Roseland

ABSTRACT

While many organizations recognize the value of community building, they often encounter difficulty in actualizing projects and developing tangible results. This article presents how a planning and evaluation method known as concept mapping was used to drive a community building effort by a large not-for-profit organization in Chicago around the issue of at-risk African American male youth. This work grew out of a grant related to the needs of African American families, called the African American Initiative, which was funded by the United Way of Metropolitan Chicago. The article describes the first phase of the African American Initiative at Roseland, and lessons learned. Primarily, this study was able to generate a conceptual framework of problems facing African American male youth, which was used to revise previously defined outcomes and also create new ones. In addition, use of concept mapping to drive community building generated reflection on intended and unintended benefits. At the same time, challenges around this approach demonstrate the need for continued research.     

Findings from a UK Based Study of Late Permanent Placements

ABSTRACT

This prospective, UK based adoption study examined the first year of placement of 61 boys and girls who joined permanent unrelated families during middle childhood. Most of the children had experienced abuse, neglect and discontinuity in their lives prior to this placement. The psycho-social functioning of the children and the development of family relationships were assessed by means of in-depth interviews with the new parents. High levels of behaviour problems were found in the children initially. About a third of the children showed a diminution of problems after placement, the remainder showed little change or a deterioration. At the end of the first year, 72% of the surviving placements were considered stable. An active rejection by birth parents stood out as a particular risk to placement stability, especially when accompanied by over active behaviour and where new parents had difficulty in maintaining warmth and sensitivity in their responses to the child in the early months of placement.     

The Role of Worker Support and Religious Support in African American Special Needs Adoption: The Bennett Chapel Experience

Between 1998 and 2003 members and friends of Bennett Chapel Missionary Baptist Church in rural East Texas adopted 70 African American special needs children. Data from surveys of 113 Texas and Louisiana adoptive families, including 14 Bennett Chapel families, found that the amount of anticipated worker support influenced the decision to adopt, particularly for Bennett Chapel families, and actual worker support was significantly related to positive adoption impact on the family. Comparisons of Bennett Chapel with other families highlight the uniqueness of this initiative. Findings underscore the importance of worker support for facilitating adoptions in faith and rural communities and increasing adoptions of African American children.     

Distance Education: A Multidimensional Evaluation

SUMMARY

The empirical evaluation of distance education is social work has lagged behind that of other fields. This research compares classes taught in person and via interactive television on the dimensions of student satisfaction (course evaluations), and educational outcomes (pretest, post test, and follow up design). The research design and controlling for the instructor variable (the same instructor taught both courses) adds methodological rigor not present in prior evaluations. Outcome differences between the instructional mediums were explained by the demographic and other differences brought by the students. This research joins the bulk of such research that finds the effectiveness of the mediums comparable.     

The State of Our Art

Abstract

In this two-part paper, the author examines inter-generational program research and evaluation based on a framework derived from a collaborative UNESCO (2000)-sponsored review of the intergenerational program field. In Part One, conceptual foundations for intergenerational programming are considered, taking into account theories that focus on individuals and groups within interactive contexts, those that focus primarily on individual development, and conceptually based program evaluations. In Part Two, appearing in the next issue of this journal, effects of intergenerational program participation are described, with emphasis on program activities and various program contexts. Challenges and questions emerging from the literature are presented, identifying the need for a greater use of theory in research, more cross cultural research, expanded outcomes, and solutions to some of the methodological challenges in intergenerational program research and evaluation.     

The Common Factors Model: Its Place in Clinical Practice and Research

The common factors model advances the view that client, relationship, and clinician factors account for a greater proportion of therapeutic change than do specific techniques or types of therapy. In this era of evidence-based practice, in which specific techniques are heavily emphasized, this updated review of the common factors model focuses attention on other components of therapeutic change, including the client's contribution, the therapeutic alliance, and clinician factors. The common factors model has recent and long-standing research support of several kinds. The model affirms many widely used therapeutic practices and has led to the development of several procedures to enhance therapeutic outcomes. This article explores the origins and development of the common factors model; its current research support; and its implications for practice, research, and education.     

如何培养当代大学生课程学习中的主观能动性

学生课程学习中的主观能动性对于学习效果、学习思维的发散、学科成果的创新有着非常显著的影响.随着国民经济水平提升、高校全面扩招,当代大学生学习的主观能动性大不如前.本文探索了了当代大学生课程学习中主观能动性降低的原因,并对提高学生学习的主观能动性提出相关合理建议.