The Relationship Between Child Maltreatment,Intimate Partner Violence Exposure,and Academic Performance

This article presents a longitudinal examination of the association between children's experiences of child maltreatment (CM) and intimate partner violence (IPV), alone and in combination, with children's academic performance. Integrated, administrative data from the Minnesota Departments of Education and Human Services were used to obtain a sample of 2,914 children. Data provided an opportunity to study comparisons of single (CM or IPV) and combined experiences (CM-IPV), longitudinally observe the impact of these experiences on academic functioning, and make comparisons to the general population. Results revealed significant differences in school attendance and math and reading performance by adverse experience. Children exposed to CM and IPV, individually or in combination, underperformed at school. IPV-exposed children had the poorest outcomes. Findings highlight the need for dedicated screening for adverse childhood experiences, particularly IPV exposure, and devoting greater educational and social service resources as a means of promoting future school achievement and adult functioning.     

Children's After School Arrangements

SUMMARY

Developmental correlates of children's after school arrangements were examined with suburban seventh graders and their mothers. Self-care children identified as unsupervised and “hanging out” had more difficulties than supervised children or unsupervised self-care children “at home” in terms of school achievement, susceptibility to peer pressure, self-reported behavior problems, and experimentation with alcohol. The study failed to identify any benefits of leaving children unsupervised after school in terms of adaptive behavior or competence. The findings have implications for providing more supportive services to working families as a means of increasing family competence.     

Enhancing Family Competence Through Literacy Activities

SUMMARY

The present paper describes the range of positive family outcomes found when the parents of low-income preschoolers engage in literacy activities with their children. One hundred parents attended a series of family literacy workshops designed to instruct parents on the use of effective book sharing techniques to use with their children. The goal of the program was to increase the children's school readiness and emergent literacy skills by training parents to be more effective and self-confident “first teachers” of the type of literacy skills necessary for early school success. Parents reported that both the amount of parent-child book sharing increased and the time spent reading was more interesting and enjoyable. Children's language skills as well as their interest in books and learning increased. Personal benefits to the parent included enhanced self-esteem and self confidence, increased knowledge of normative child development and sense of efficacy as a parent, heightened understanding of the importance of parental involvement, increased feeling of literacy competence and interest in improving their own education, and sense of increased social support. Other family members (spouses and siblings) also increased their literacy activities. Family relationships, communication, and feelings of togetherness were also enhanced. Implications for individual and family competency enhancing interventions are discussed.     

Evaluation of an Incentive System at a Summer Camp for Youth Experiencing Homelessness

SUMMARY

Children who are homeless often experience emotional and behavioral problems. They also may have difficulty interacting with peers. Programs designed to reward positive behaviors may be successful in improving behavioral functioning for children experiencing emotional distress due to homelessness and related risk factors. Families experiencing homelessness may have a difficult time accessing mental health services. School settings may be optimal environments for implementing programs to improve behavioral and social development for these children. In this paper, we describe the implementation and outcomes of an incentive system, developed to improve school behaviors and interactions for children experiencing homelessness. This system was implemented during a summer camp designed to enrich reading skills. Teachers and aides administered bracelets as secondary reinforcers for positive and prosocial behaviors. Children could purchase primary reinforcers, such as toys and art supplies, with the bracelets. Results were positive, supporting project activities. Future programs and evaluation projects should focus on delivering and evaluating prevention and therapy services for youth experiencing homelessness.     

Contribution of Family Relationships to the Social–Emotional Functioning of Children of Incarcerated Fathers

This study examined the contribution of family relationships to the social–emotional functioning of children of incarcerated fathers. College students who mentored 134 children over one academic year completed questionnaires measuring children’s social–emotional functioning, family relationships, and demographic data. In general, children’s affection towards family members was lower than other relationship qualities and antagonism was highest towards their mothers. Conflict towards mothers and siblings, antagonism towards siblings, and affection towards fathers significantly predicted children’s conduct problems. Conflict and antagonism towards mothers significantly predicted children’s low pro-social behavior. Several gender differences were found. Implications for theory and practice are discussed.     

Village Elementary School Affecting the United Nations

"Left-behind children" are children who have one parent or both parents working in another city while the children stay in the village. These children usually live with either one of their parents, relatives or family friends. Research shows that there are over 58 million left-behind children in China; 57.2 percent of them have one parent working in another city, 42.8 percent of the children have both parents working in another city, 79.7 percent are raised by their grandparents, 13 percent of the left-behind children are raised by relatives or friends, 7.3 percent of these children are raised without a guardian or information about them is uncertain. As the Chinese economy prospers, working-age adults from villages increasingly choose to work in cities with left-behind children a special population that requires special attention in Chinese village education. Social researchers warn that left-behind children are not only a problem for families but a social problem. The education program in Linzi Elementary School, Rugao City, Jiangsu Province has raised awareness of left-behind children’s education. The school’s "Left-behind Children ’33433’ Linzi Model" is now popular in the country and followed by many elementary schools. This school is now a major experimental elementary school under the United Nations International Children’s Emergency Fund (UNICEF) caring for left-behind children.     

Parents as teachers project

SUMMARY

Individuals with interests in children and families, as well as in critically examining interventions and service systems may consider opportunities for evaluation research in Child Welfare. As the field increasingly adopts multi-level preventative interventions, positions may offer opportunities for motivated individuals with skills in articulating and examining phenomena at individual, family, community and organizational levels. The paper follows one pathway from graduate school to a position within an organizational context manifesting many of the major themes in contemporary community psychology, including capacity building and empowerment, community development and multi-level prevention interventions, consumer involvement and the stimulating role of program evaluation. The purposeful collection of practical experience is suggested as an important balance to rigorous academic preparation and creative exploration of different professional roles.     

A Preventive Intervention with Children of Alcoholics

Summary

Children of alcoholics have been identified as a population at high risk for the development of a large number of psycho-social and behavioral problems (e.g., alcoholism and difficulty in establishing relationships). The literature on etiology, mediating and moderating variables, and resiliency with respect to these developmental processes has implications for the development of prevention strategies. A group preventive intervention was designed to facilitate the development of a variety of coping strategies and social skills, as well as to provide information and support to self-referred children of alcoholics. Eighteen sessions were held at middle schools. Comparison of pre and post data (using a waiting control group design) indicated positive effects in terms of several psychosocial variables.     

How Does Professional Education Impact the Job Outlook of Public Child Welfare Workers?

Abstract

The objective of this study was to examine how public child welfare employees perceive their graduate social work education, whether they use the knowledge and skills gained, their work satisfaction, and their future plans. It was designed to examine the experiences of the New York City Administration on Children's Services (ACS) employees who were participants in the Professional Development Program and received support to study for their master's degrees in social work. The total number of respondents surveyed was 153, the vast majority of whom were people of color. In considering their motives for attending graduate school, 96 percent emphasized their desire to serve children and families better. These graduates were very positive about their academic and field experiences, with almost all saying they would recommend MSW training to others. There was a constant progression in their perceived knowledge and skill level over time. They expressed a mid-level of satisfaction with their current jobs, but higher satisfaction with the nature of the work itself. It was striking to note the respondents' attitudes about remaining employed at ACS. Only 13 percent of those who responded said they planned to leave within the next two years Almost a third (32.6%) said they thought they'd stay at least 5-9 years, and 39.8 percent said they would probably stay 10 years or longer. Satisfaction with the nature of the work and pay were the two strongest predictors of the length of time respondents planned to stay at ACS. These are important findings because they demonstrate that public investment in MSW education can have significant pay-off by increasing the knowledge and skills of public child welfare workers and encouraging long-term commitment to the work.     

Reconstructing the “Monsters” and the “Failures”

SUMMARY

“Monsters” and “Failures” are becoming the words of choice by many teachers, parents, administrators, and other adults when describing children and their behaviors. Ascribing the label can be constricting to the child and does very little to promote solutions to situations. Adults working with children can develop ways to look past the behavior and see the child and the child's needs, and acquire expectations of children that are in line with their development. This article explores the notion that family therapists, specializing in systems theory and parent education, are professionals, who are suited to help parents and school personnel interact with children in constructive and meaningful ways that promote development and minimize negative labeling. Family therapists can help the parent/teacher/administrator view the interactions among the components of the child's support system as dynamically interacting with one another and the child, and thus, strengthen the school-parent-community triad. Therapists, working col-laboratively with early childhood developmental education professionals, can assist adults in aligning their assessment and expectations of children with developmental understandings, thereby modifying the behaviors on the part of the adults, and ultimately eliciting more appropriate responses on the part of the children. A family systems approach to the rearing and teaching of children allows adults to reinforce the constructive behaviors of the child in a supportive and positive manner, leading to the social and cognitive growth of the child. The case material offered in this article presents ways in which family therapists can collaborate with education professionals and families in fostering the strength of the family-school-community relationship, and ensuring situations that are more child-friendly and developmentally appropriate.     

The Houston Parent-Child Development Center Project

Abstract

The Houston Parent-Child Development Center was developed to assist low-income, Mexican-American families in helping their children to do well in school and to foster intellectual and social competence. The program was designed to provide a wide range of educational and support services, to deliver these services in ways that were responsive to the families' poverty, and to be sensitive to their culture. Evaluation of the program has demonstrated success in reducing the incidence of behavior problems and enhancing school performance five to eight years after completion of the program. Ways of disseminating key aspects of the program are discussed.     

A Pilot Study Examining the Reduction of Trauma Symptomatology in Families to Prevent Child Abuse And Neglect: Trauma Adapted Family Connections

This article presents the preliminary outcomes of a 6-month, in-home trauma-adapted neglect prevention program intended to reduce trauma-related risk factors in families and increase caregiver, child, and family well-being. Standardized measures were administered via a computer assisted self-interview (CASI) at intake and case closure. At the time of the analyses 72 caregivers and 105 children completed both an intake and closing CASI. Significant differences were found over time in the reduction of caregiver and child related post-traumatic stress (PTS) symptomatology. Outcomes in overall caregiver, child, and family well-being and safety significantly improved over time. Evidence suggests that trauma adaptation of the empirically supported neglect prevention program shows great promise in filling a service gap and in helping families who are chronically traumatized and struggling to meet their children's basic needs.     

家庭教育中“破坏性教育”的现象及对策探究

目前家庭对教育投资的比重在逐步地增加，家长也开始充分利用家庭教育的得天独厚的有利平台，不断去挖掘有利于孩子健康成长的教育资源。然而很多家长在对子女的教育过程中，因没有科学的理论方法做指导，普遍存在着“破坏性教育”的现象。这种“破坏性教育”不仅没有起到教育的目的，反而给孩子身心的健康成长带来了诸多的弊端。有效地利用好家庭教育这内在的宝贵资源，避免“破坏性教育”的发生，是家庭教育急需解决的问题、，本文根据实证研究，对“破坏性教育”的现象进行分析，并提出解决家庭教育问题的对策。     

The Oldest Old

Abstract

Thus far the literature has failed to distinguish adequately between caregiving and social support. Since caregiving is generally conceptualized as burdensome and social support as positive this distinction is especially critical for many of the oldest old who are likely to have a need for help, but the help needed could be delivered in the context of social support. Caregiving implies dependence but social support implies interdependence. Interdependence permits the elder self-determination allowing her/him to remain in charge of her/his own life. A careful examination of the needs and resources of the oldest old indicates that they are at high risk for anxious adult children assuming premature caregiving roles. Intervention strategies should aim to prevent caregiving by encouraging families to strengthen social support networks in general and helping networks in particular. This would promote interdependence. Community supports should be designed to enhance and supplement helping networks.     

The Effectiveness of a Self-Teaching Asthma Self-Management Training Program for School Age Children and Their Families

Summary

This study tested the hypothesis that an inexpensive, self-teaching asthma management training program, usable in the home environment, will be well received and prove beneficial to children with asthma and their families. A total of 321 subject families were recruited at 13 sites across the country to participate in the one year longitudinal study of the SUPERSTUFF program. Children ranged in age from 5-12, and their families constituted a heterogenous cross-section of the population. The impact of the SUPERSTUFF program was studied in relation to five major dependent variables: asthma knowledge, self-concept, asthma-related problems, asthma attitudes, and school attendance patterns. The results supported the hypothesis.     

The Marital Context for Father Involvement with Their Preschool Children

SUMMARY

Fathers from dual-earner families with preschool-aged children reported that they were frequently involved in disciplining their children, often helped them in their daily routines, and occasionally got up at night with them. Fathers' sense of competence in the paternal role was predicted by marital satisfaction and the perception that their partners view them as competent fathers. Fathers' satisfaction in the paternal role was predicted by marital satisfaction and adaptability within the couple relationship. These results highlight the marital relationship as an important context for the quality of men's experience in their fathering role. Implications for programs promoting father involvement are discussed.     

Service Outcomes Following Disclosure of Child Sexual Abuse During Forensic Interviews: An Exploratory Study

Few children disclose sexual abuse and participate in a formal investigation. Furthermore not all children that disclose abuse during a forensic interview receive services to address trauma or safety. Despite the importance of such outcomes little is known about which factors may influence when children will receive services. Through content analysis of 139 case records findings indicate that a child's race/ethnicity abuse-related factors and level of family support are all significant in predicting service and placement outcomes in child protection cases. Implications for social work practice include the need for ongoing engagement in culturally sensitive strengths-based practice with families     

Attributions for Improvement in Children Bullied at School

ABSTRACT

This mixed methods study describes attributions for improvement following reductions in victimization for children who were bullied at school. It also tests hypotheses from attribution theory about attributions associated with improvements. The sample was a subset of families who participated in an RCT of a family cognitive-behavioral program to reduce victimization; to be included, both the parent and child needed to report reductions in child victimization at 9 months. Attributions were compared across conditions, respondents (parents versus children) and time. Both parents and children attributed improvements most often to actions by the target child. Intervention families were more likely than control families to attribute changes to their own efforts than to external factors. The relevance of internal attributions for the success of interventions is discussed.