The role of Title IV-E education and training in child protection workforce diversification

ABSTRACT

Educating, training, and diversifying the workforce are strategies that may help reduce racial/ethnic disparities that plague child protection system (CPS). Title IV-E education and training programs support the development of a specially trained, highly skilled workforce; yet, little research examining their impact on workforce diversification exists. The current study assessed the relationship between Title IV-E education and training and workforce diversity and leadership in a state system that is plagued with racial disparities using data from a statewide child welfare survey (n = 679) and existing population-level sources. Findings revealed that while children of color were disproportionately overrepresented in the CPS, professionals of color were disproportionately underrepresented (as compared to the state’s overall population and the population of children served within CPS). Title IV-E education and training programs were associated with both child protection workforce diversity and CPS leadership roles. Implications for recruitment, retention, education, and partnership are discussed.     

Developmental Disabilities in Children Involved with Child Welfare: Correlates of Referrals for Service Provision

Using data from the National Survey of Child and Adolescent Well-being (NSCAW), this study explores the characteristics of child welfare involvement for children (N = 639; aged 3–17.5 years) with at least one developmental disability. In addition, a central focus of this exploration was to examine respective differences in how caregivers and caseworkers initiated referrals for services for children with disabilities. The sample was divided into three exclusive groups based on type of developmental disability: learning disability (weighted percentage 70.3%); Mental Retardation (now referred to as Intellectual Disability), Downs Syndrome, or; developmental delay (weighted percentage 1.8%); and presence of multiple types of disabilities, including autism (weighted percentage 27.9%). Results from the logistic regression analyses indicate children in this population who are placed in out-of-home care receive more referrals than those residing in-home with biological caregivers; older children and children with multiple disabilities are also more apt to obtain referrals to formal assessments. On the other hand, children who were considered in the “other” race category (includes children who identify as: multi-racial; Asian; Pacific Islander; Native American) were significantly less likely to be referred for a formal assessment. Regarding the association between specific maltreatment type and assessment referrals, children with reports of emotional maltreatment had significantly higher odds of being referred for formal assessments.     

Exposure to School Bullying and Psychological Health in Young Adulthood: A Prospective 10-Year Follow-Up Study

Being bullied at school is strongly related to psychological health complaints at the same time point. Studies have also found long-term associations, but few have combined a prospective design with children’s own reports on bullying, and conducted gender-specific analyses. The present study assesses health consequences in young adulthood of self-reported victimization in adolescence using data from Child-LNU in 2000 and the follow-up in 2010 (including 63% of the original sample, n = 813). At ages 10–18 a clear cross-sectional association was found for both girls and boys. Among girls, exposure to bullying also predicted psychological complaints 10 years later, at ages 20–28 (OR = 2.86). This association was not explained by socioeconomic circumstances, neither in adolescence nor in young adulthood. Instead, it can partly be understood as victimization, among adolescent girls, being associated with negative self-image and psychological health as well as with deficits in social resources more generally.     

Influence of Family,Agency, and Caseworker Dynamics on Caregivers' Satisfaction With Their Child Protective Services Experience

Numerous child protective services (CPS) agencies have adopted differential responses as a system reform hypothesized to facilitate family engagement. This research tests a conceptual framework developed to examine dynamics between caregiver, agency, and caseworker factors that are assumed to impact caregiver engagement. Data from a randomized control study and structural equation modeling methods were used to explore the influence of these factors on caregiver satisfaction with their CPS experience. The results indicate that receipt of alternative response, caregivers' ratings of their caseworker's interaction style, and caregivers' positive emotional response influenced satisfaction with their intervention experience, while negative emotional responses did not.     

Total and Marginal Cost Analysis for a High School Based Bystander Intervention

Costs of providing the Green Dot bystander-based intervention, shown to be effective in the reduction of sexual violence among Kentucky high school students, were estimated based on data from a large cluster-randomized clinical trial. Rape Crisis Center Educators were trained to provide Green Dot curriculum to students. Implementing Green Dot in schools (N = 13) randomized to the intervention, over five years, cost $1.6 M and included start-up ($58 K) and ongoing implementation ($1.55 M). Costs for adding a school ($25,510) were calculated based on the final year, where no start-up costs were incurred. Knowing the $25,510 cost estimate for adding Green Dot may be particularly useful for high school administrators or school boards when they were making economic decisions based on strong evidence of program effectiveness to reduce violence.     

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.     

Antipsychotic Use and Foster Care Placement Stability Among Youth With Attention-Deficit Hyperactivity/ Disruptive Behavior Disorders

The objective of this study was to investigate the association between antipsychotic initiation and placement transitions among youth in foster care with attention-deficit/hyperactivity disorder and other disruptive behavior disorders (ADHD/DBD). Data were obtained from child welfare administrative records and Medicaid claims in one Mid-Atlantic state from January 1, 2010, through March 31, 2014. Cox proportional hazard model was conducted to estimate the risk of time to first placement transition during the 180-day follow-up among new antipsychotic users and propensity score matched nonusers. Results showed youth initiating antipsychotics had no significant reduction in foster placement transitions within the 180-day follow up (Hazard Ratio = 1.1; 95% CI = 0.7–1.6). Although antipsychotics are widely used for aggressive behaviors, a better understanding of clinical management of youth in foster care is needed to promote stable foster placement.     

Bullying,peer victimization,and emotional problems in Cypriot adolescents referred to mental health services—a comparison of normative and clinical data

This study explores the prevalence of bullying and victimization among Cypriot adolescents diagnosed with mental health problems. Their psychosocial adjustment in relation to bullying is studied. The sample consisted of 187 adolescents (60.2% boys; M age = 13.2) and their parents. The present sample reported significantly higher rates of victimization than existing published normative values χ² (1, N = 187) = 27.0, p < .001. An alarming finding was that a total of 25.8% reported to be involved in bullying. There was a significant positive correlation between bullying and emotional symptoms (r = 0.36, p < .001), conduct problems (r = 0.35, p < .001), hyperactivity (r = 0.23, p < .003) and peer problems (r = 0.48, p < .001). The study suggests that there is increased victimization and psychosocial difficulties among Cypriot clinical population in regards to bullying.     

The Mark of a Food Allergy Label: School Accommodation Policy and Bullying

ABSTRACT

This study examines the extent to which specific school accommodation policies relate to bullying victimization among children with food allergies using a labeling framework. Data were collected through a web-based survey of parents of children with food allergies from several online support groups (N = 622). Using logistic regression, results reveal that school the self-carry rescue medication and hand-washing food accommodation policies are related to increased odds of bullying victimization. Potential policy implications of these findings are discussed.     

Expressions of Culture in American Indian/Alaska Native Tribal Child Welfare Work: A Qualitative Meta-Synthesis

This qualitative meta-synthesis of materials from three national projects that had examined more than 75 American Indian/Alaska Native child welfare programs sought to articulate how culture is expressed within tribal child protective services (CPS)work and to uncover whether there are cultural elements of tribal child welfare practice that are distinct from practice in non-tribal settings. Through the meta-synthesis, a framework emerged outlining a cultural approach to practice that incorporates: (a) a culturally-distinct definition of Native child well-being; (b) tribal values that form a foundation for practice; (c) practice intentions linking child protection with cultural and community health; and (d) two specialized worker skills.     

Positive Youth Development Among African American Adolescents: Examining Single Parents as a Factor

Over the past few decades researchers have begun to examine the importance of understanding positive youth development and the many contexts in which youth find themselves. The social contexts in which adolescent development occurs are varied and complex, particularly the development among African American youth. African American youth are faced with a number of challenges including living in single-parent homes, high teen pregnancy rates, and poor neighborhoods, yet many of these youth continue to thrive. The purpose of this study was to examine the relationship between family structure (single-parenting) and adolescent outcomes such as educational aspirations and sexual activity among African American adolescent youth aged 12–17. Approximately 462 African American youth were surveyed. A number of positive results emerged; for instance, there was a negative correlation between family structure and educational aspirations. The number of parents in the home did not interfere with youth wanting to complete high school and go on to college (r = ? .218, r² = .04, p < .05). The results also showed that as educational aspirations increased, the number of sexual partners decreased (r = ? .141, meaning that the more adolescents reported a desire to complete high school, they were less likely to report having sexual intercourse. These positive results should be promoted among African American youth so that those faced with these challenges will note that others have overcome and accomplished their goals. In this population educational aspirations were important. Limitations and future research are discussed.     

Exploring University Mission-Identity Perceptions: Predictors of Faith Maturity

Two studies examined mission-identity perceptions as predictors of faith maturity among students at a faith-based university. Study 1 (n = 304; 222 women, 82 men) assessed the relationships among students in the general student population. Study 2 was a replication of Study 1, but included students involved with a campus ministry organization (n = 94; 69 women, 25 men). In Study 1, innovative and inclusive mission-identity perceptions were significant, positive predictors of vertical and horizontal faith maturity. The findings of Study 2 were consistent with those of Study 1, with one exception. Specifically, no evidence of a relationship between mission-identity perceptions (innovative and inclusive) and horizontal faith maturity was found in Study 2. Results may offer insight into the factors that influence students' spiritual development at faith-based universities.     

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青少年犯罪的特点、成因及预防

针对近年来我国青少年犯罪呈现出不断上升的趋势,本文就青少年犯罪的特点、成因进行了理性的分析,并在此基础上提出了一些预防建议,以期能对减少青少年犯罪有所帮助。     

Making Choices: Adoption Seekers’ Preferences and Available Children with Special Needs

Most children available from public adoption agencies are children with special needs, such as disabilities. This pilot study on the child profile preferences of 5830 adults registered with province-wide adoption agency found that those who were most open to considering children with special needs had been formally seeking to adopt for some time and had completed government-required SAFE assessments and training. Most preferred younger children, and half would consider sibling groups. Between 43% to 60% indicated willingness to consider adopting children with degrees of learning disabilities, emotional behavioral disorders, and physical disabilities, although the willing proportion decreased as the level of each disability's specified impact progressed from “mild” to “moderate” to “severe.” Most preferred, among 20 categories of available children's possible exposures and health diagnoses, were past abuse exposures versus diagnosed disabilities or enduring conditions. Possible explanations for these findings and their implications are explored and ideas for further research proposed.     

Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren

Cross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.     

The Relationship Between Use of Specific Services,Parental Problems,and Reunification With Children Placed in Foster Care

Research studies have found that for parents with children in foster care, use of problem-targeted services increases the likelihood of reunification. However, available research focuses almost entirely on substance abusing mothers, and rarely considers parents' use of parenting classes and counseling, services that are commonly ordered for most reunifying parents. This study examined the effects of parents' use of specific services on reunification. Findings suggest that in addition to parents' use of problem-targeted services, use or compliance with parenting classes and counseling services is also heavily weighted in reunification decision-making. Further research is needed to identify factors associated with service use and advance our understanding of the effectiveness of reunification services.     

Sexual Assault Policies and Consent Definitions: A Nationally Representative Investigation of U.S. Colleges and Universities

ABSTRACT

Campus sexual assault (SA) policies and sexual consent definitions have not been widely studied. The study team conducted a nationally representative review of college and university websites (n = 995), assessing the prevalence of publicly accessible online policies and definitions and examining associations with school characteristics. A content analysis was performed on a subsample (n = 100) of consent definitions. Most schools (93.0%) had an SA policy and consent definition (87.6%) available online. Schools were more likely to have a policy or consent definition if they were large (≥5,000 students), public, or had a female enrollment of ≥33%. Detail and comprehensiveness of definitions varied. Findings highlight opportunities for schools—especially small schools, private schools, and those with more male students—to increase access to SA policies and consent definitions.     

Early Care and Education for Children in the Child Welfare System: Evaluations of Two Training Programs

Despite evidence that early care and education services benefit at-risk children, they remain underutilized by families in the child welfare system. This article describes two training programs developed to educate child welfare and childcare/preschool staff about the importance of early care and education for maltreated children and how to access these services. A combined total of 274 trainees completed knowledge tests about this topic and significant pre- to post-training improvements indicate that both training programs effectively increased participants' knowledge about this important topic. In addition, improvement in self-assessed competency was observed for participants in one program, and positive changes in attitudes and anticipated practice behavior regarding childcare for foster children were observed among participants in the other.     

Kinship Guardianship,Adoption, and Foster Care: Outcomes from a U.S. National Sample

Using data from a national longitudinal survey of children referred to child protective services (NSCAW II), this article compares behavioral, child/caregiver relationship, and school performance outcomes for children residing in kinship and nonkinship settings. Up to three waves of data were gathered for each child. The analysis sample comprises 4,202 children and 10,881 observations. Two sets of regressions were completed. One represents family living settings using child-mean centered predictors while the other does so with dummy-coded variables. An advantage of the child-mean centered predictors is that omitted variables that vary between children but that are constant within each child do not introduce bias. The regressions using dummy-coded variables evidenced, on balance, somewhat better outcomes for kinship settings than for nonkinship ones. Good outcomes in these regressions were found for kinship adoption. Results with the child-mean centered regressions were more equivocal, though perhaps still favored kinship settings. Limitations and policy recommendations conclude the article.