Maintaining the Legal Status of People with Intellectual Disabilities as Parents: The ADA and the CRPD

People with intellectual disabilities face proceedings to terminate their parental rights with disturbing regularity, with protecting the interests of offspring the primary justification. Although protecting children from harm is surely critical, these termination proceedings involve problematic assumptions about how fitness to parent is understood, how parenting is legally constructed, and what nondiscrimination requires for parents with intellectual disabilities. Using Article 12 of the Convention on the Rights of Persons with Disabilities as a model, it suggests two alternatives to the all‐or‐nothing termination processes in place today that might better realize the enjoyment of legal capacity as parents on an equal basis with others for people with intellectual disabilities: limited terminations analogous to limited guardianships and supported parenting along the lines of supported decision making proposed in the CRPD.     

Tippins and Wittman Revisited: Law,Social Science,and the Role of the Child Custody Expert 14 Years Later

It has been 14 years since Tippins and Wittmann ( 2005 ) voiced concern for the overreaching role the expert may play in matters of family law. This article sets their levels of inference within the context of the culture of both law and social science. We examine how inferences are impacted by the relative emphasis child custody experts give to the five stakeholders involved in child custody evaluations (CCEs): courts, lawyers, parents, children, and professional governing bodies. Acculturation of the assessor to law contributes to more egregious inferences, versus the more modest ones Tippins and Wittmann advocated. How evaluators prioritize stakeholders shapes their opinion and methodology. We offer an expanded perspective that views how their levels of inference are manifest in reports, methodology, and recommendations and the influence of the culture of law and the mindset of the clinician. We hope to encourage clinicians to find ways to operationalize clinical humility, assume their proper role, and remain true to their master identity as licensed mental health professionals and their proper sphere of authority.     

Innovative Family Mediation Research Initiative Embedded in the Community In Ireland

The Family Mediation Project is a not‐for‐profit means‐tested research initiative at Waterford Institute of Technology, based on an innovative family mediation model developed by Dr Roisin O’ Shea, following her Irish Research Council funded doctoral research. The project, led by W.I.T.’s Dr Sinéad Conneely (coordinator) and Dr Roisin O’ Shea (principal investigator), is test‐running the next iteration in family mediation, embedded in the community, comprising of the most effective elements sourced globally, with a particular focus on innovations in Canada, and is gathering empirical data to evidence outcomes. The final “real world” phase of the project commenced in May 2018, an exciting collaboration between voluntary, statutory agencies and a research institution to further test the effectiveness of this innovative approach on a larger scale at community level in the south Dublin area. This paper will discuss the project innovations and efficacy of the projects objectives, to provide effective mediation as quickly as possible for families and their children, within their community, by experienced family mediators, with hook‐ups and sign‐posting to trusted existing resources, such as the support services offered by the Family Resource Centres, and on‐line and face‐to‐face resources, with the court‐room as an end of pipe‐line solution or emergency forum only.     

Addressing the mental healthcare needs of foster children: perspectives of stakeholders from the child welfare system

A qualitative study was conducted to better understand the factors that contribute to psychotropic medication (PM) overuse among children in the child welfare system in Kentucky, including barriers to providing psychosocial interventions that potentially minimize the need for PM. Semi-structured interviews were conducted with personnel in the Department of Community-Based Services (DCBS). Participants identified important areas to target for system-wide quality improvement efforts, which included improved exchange of health information, training, and communications on the use of PM, and measures to improve access to non-pharmacological psychosocial interventions to address the mental healthcare needs of children in the child welfare system.     

Long-Term Behavioral Outcomes in Sexually Abused Boys: The Influence of Family and Peer Context

Sexual abuse of males is common. While a wide body of literature examines the behavioral, emotional, and social consequences associated with being sexually abused, comparatively few studies have focused on males. This study addresses this gap by examining the influence of family and peer context on long-term behavioral outcomes in a nationally representative, longitudinal, multi-informant sample of sexually abused boys 5 years after initial involvement in the child welfare system (N = 171). Cumulative family risk conferred greater risk for internalizing and externalizing problems over time while social skills had a buffering effect. Peer rejection had a more prominent role in influencing internalizing outcomes; however, this influence did not extend to externalizing problems. These findings lend support to the growing body of research underscoring the dynamic and complex relationship between behavioral problems across development. As prevention and intervention efforts for males are developed, it is critical to consider sexual abuse victimization and the multi-systemic risk and resilience processes.     

Preparing Child Welfare Practitioners: Implications for Title IV-E Education and Training Partnerships

ABSTRACT

High rates of child welfare practitioner turnover remain a national problem with significant consequences. Title IV-E education and training programs prepare child welfare practitioners for this line of work with the intent that they will create long term careers. This study analyzed qualitative data from a 2016 statewide electronic survey launched to obtain frontline child welfare practitioner feedback about workforce turnover and assist the agency in retention efforts.

Practitioner insight resulted in 189 responses specifically related to improving the state’s Title IV-E supported education and training program–the “Academy.” A qualitative thematic analysis identified three main themes: making it more realistic and hands on (n = 104), needing additional training and specific content (n = 45), and feeling overwhelmed with the experience (n = 40). Practitioner feedback illustrated the existing tensions with using a blended model to educate and train the workforce. Implications for Title IV-E education and training partnerships are discussed.     

IV-E or not IV-E,that is the question: comparisons of BSW Child Welfare Scholars and matched trainee confidence and retention

ABSTRACT

Our longitudinal study examined the effectiveness of BSW IVE Scholar training (n = 52) compared with a matched cohort (n = 57) of traditionally trained employees. The BSW IV-E Scholars felt significantly more prepared than their traditionally-trained coworkers. BSW IV-E Scholars were significantly more likely to be retained in the first five years of employment than the matched cohort trainees. The study lends strong support for the retention and preparation advantages of BSW Title IV-E training over traditional employee training. This is important given the significant investment of training dollars for IV-E at the Federal, state, and local levels.     

Does caregiver abuse history relate to caregiver focus,support, and attendance at follow-up sessions in a child advocacy setting?

Utilizing quantitative and qualitative clinical service data collected at a Child Advocacy Center, the present study investigated whether caregiver history (history of childhood abuse or adult victimization, mental health treatment history) was associated with caregiver focus and attendance at a scheduled follow-up appointment. Results of mixed method analyses indicated that caregiver history of abuse was positively associated with caregivers being supportive/protective. Other than a history of prior service-related problems, our study did not identify any predictors of attendance at follow-up sessions. This and other findings are discussed in the context of engaging caregivers in child welfare services.     

The Trump Effect,Children, and the Value of Human Rights Education

Since launching his presidential campaign, Donald Trump's rhetoric has often been divisive as well as demeaning of selected groups. This article examines the impact of Trump's rhetoric on children and their communities and explores the role that human rights education can play in responding to Trump and forging broader support for human rights. The article reviews the research on human rights education and considers how human rights education can be embedded in broader efforts to educate children. Using children's literature as a case study, the article argues for the importance of mainstreaming human rights education and meeting children where they are, in order to foster greater recognition of and respect for the rights of all individuals.