Contact,welfare and children in care: revisiting the significance of birth family relationships after finding significant harm

The focus of this paper is the issue of continuing birth family involvement in the child’s life once the child is living in care. Drawing on a psychosocial study and free association narrative interviews with care leavers it focuses on the harm to a young woman called Frances, caused by direct contact with her birth family and the cessation of such contact. The paper addresses the tension between these two types of harm, in particular the role of contact in safeguarding and promoting the welfare of children in care. It presents an argument for the child’s care plan to emphasise the need for ongoing review of the role and impact of the child’s close relationships and contact with their birth family once the child is in care. This includes ongoing consideration of the child’s changing relationship with the birth mother and siblings with a view to reconciliation in young adulthood.     

From clients to citizens: Asset-based Community Development as a strategy for community-driven development

In this paper, Asset-based Community Development (ABCD) is presented as an alternative to needs-based approaches to development. Following an overview of the principles and practice of ABCD, four major elements of ABCD are examined in light of the current literature on relevant research and practice. This involves exploring the theory and practice of appreciative inquiry; the concept of social capital as an asset for community development; the theory of community economic development; and lessons learned from the links between participatory development, citizenship, and civil society. The paper outlines how ABCD both reflects and integrates trends in these areas, and stands to benefit from the insights generated from this work.     

The effect of attending full‐day kindergarten on English learner students

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.     

Intergenerational Transmission: Physical Abuse and Violent vs. Nonviolent Criminal Outcomes

In this paper we test several specific hypotheses derived from the intergenerational transmission of violence thesis to see if exposure to physical abuse has a special role in the etiology of violence. We employ a systematic statistical approach using data from the National Longitudinal Study of Adolescent Health (Add Health). Our findings suggest that a history of physical abuse is strongly associated with frequency of violence, but the association is not specific to violence and is mediated by their common association with nonviolent offending. Further, the association between physical abuse and violence is not significantly larger than the association between neglect or sexual abuse and violence. In summary, the data suggest that the association between abuse and violence is not unique to physical abuse and that the impact of physical abuse is not specific to violent behavior.