Chapter 12: Group Treatment Homes:

No abstract available for this article.     

Chapter 4: Adult Descriptions of Public Achievement

SUMMARY

Adult volunteers who work as experiential educators in Public Achievement (PA) told us about their experiences, and we contrasted these with the stated aims of Public Achievement, young peoples' experiences, and what it is like to be an adult volunteer. PA coaches reflected that there was a significant disjuncture between the official aims of PA and their lived experiences working with youth. Even though this was a source of frustration, PA coaches did come to have personally meaningful experiences working with youth, and this provoked reflection on their own understanding of citizenship, democracy, and public work.     

Chapter 12. Conclusion-Looking Ahead

Abstract

Attention is drawn to important themes thought likely to influence the continuing development of group care services for children and young people in the decade ahead. These include a poorly educated workforce, autonomous training, multi-disciplinary approaches, centres of excellence, diversified programs, new trends and issues shaping the future, and group care practice and the law.     

Doing Harm While Doing Good: The Child Protection Paradox

Every Australian citizen expects state and territory governments to protect children from child abuse and neglect. Protecting children from harm is seen as good. This however is not a simple matter. The ultimate act in protecting children is to remove them from parental care. This causes trauma for the child and pain and distress for parents no matter how inadequately they may have been caring for their children. In that respect removing a child from parental care does harm to parents and children. This article explores the paradox of doing harm while doing good. The article has an Australian focus but the authors think that this issue affects child protection services in many countries.     

Chapter 16: PATH:

Established in 1972 in Minnesota, the PATH program is relatively unique in being a foster parent membership organization in which foster parents elect a board of directors responsible for establishing agency policies. Seven charcteristics of the program are the central role of foster parents, individually developed treatment, goal orientation, close foster parent-social worker relationship, educational support, network of support relationships, and professional expectations.     

Chapter 3: Evaluation:

No abstract available for this article.     

Chapter 14: Foster Care:

Specialist foster family care may be the treatment of choice for emotionally disturbed or behaviorally unmanageable children. The child and family often need a break and breathing space from each other. The child and birth parents can be involved in a treatment group, and the foster parents will be seen regularly so they may be involved in supporting the treatment goals. Biological parents will benefit from observing the foster family as role models in parenting, and practitioners are able to examine and reinforce the coping and adapting skills of the children.     

Chapter 8: Probation Programs:

No abstract available for this article.     

Chapter 2: Understanding Nondelinquents:

No abstract available for this article.     

Chapter 21: Specialist Fostering:

Specialist foster family care has quietly developed in the last twenty years and consistently reflects features of families' services providing within their homes, receiving payment for services, and are the primary service providers with social workers and other staff providing back up supervision and consultation. Matters for consideration as this programming thrust develops include distinguishing models of service which define the problem as lying with the child who is assumed to require treatment contracted with models which take a more ecological approach, clarifying the roles of foster parents and social workers, specifying the role of birth parents in specialist foster family care programs, developing the relationship of specialist foster family care to permanency planning, and identifying possible future directions including more extensive use of this type of service for adults.     

Chapter 9: School Programs:

No abstract available for this article.     

Chapter VII: Influence Techniques

No abstract available for this article.     

Chapter 5: Family Preservation in Foster Care:

Treatment foster care is described in repect to the permanency continuum, particularly the importance of family connectedness for children placed out of home. The placement of specialist foster care in the treatment continuum is identified along with the associated advantages and challenges to be met.     

Chapter 6: Behavioral Family Contracting:

No abstract available for this article.     

Chapter IV: Child Welfare Education:

No abstract available for this article.     

Chapter 4: Social Learning Principals:

No abstract available for this article.     

Chapter 10: Clinical Behavior Therapy:

No abstract available for this article.     

Chapter 11: Therapeutic Foster Parent:

Training can help foster parents manage reactions to the foster child, avoid stress and burnout, and cope with the difficult times so that placement is sustained. Training is necessary so foster parents will not take the child's aggressive behavior personally, will avoid becoming embroiled in power struggles, and will be less likely to become hurt or embarrassed by the child's behavior. Training will involve individual consultation by the social worker as well as participation in a foster parent group. Staff will assistn foster parents to develop behavioral management and communication skills as well as their own coping and self-control skills. Foster parents are given permission to take care of their own needs, are assisted in developing stress management skills, learn how to increase their own self-esteem, and learn to use cognitive approaches to handle their own emotions. Foster parents develop an understanding that they cannot change the child's behavior but can only change the way which they respond to the child, which may provide the child opportunities to change his or her own behavior.     

Chapter 11: Occupational Skills Training:

No abstract available for this article.     

Chapter II: Child Welfare Policy:

No abstract available for this article.