This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
The document discusses challenges faced by youth aging out of foster care in the United States. It notes that foster care is meant to provide substitute care for children placed away from parents/guardians, and can include family homes and group homes. However, research shows that many youth who age out struggle with independence, education, employment and health. The document calls for occupation-based programs to help equip youth with skills for independent living, and for occupational therapists to play a greater role in foster care systems given their training in skills relevant for transition.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
This chapter reviews literature on intellectual disabilities, care ethics, and leisure. It identifies gaps and discusses how having a sibling with an intellectual disability may impact young women's leisure experiences. The review covers definitions of intellectual disability, needs of those affected, stresses on mothers of children with intellectual disabilities, and historical issues regarding institutionalization and advocacy that led to greater community inclusion and support services today.
Dr. Bill’s Notes6D 6110 Week 6 Discussion How To Complete theDustiBuckner14
Dr. Bill’s Notes:
6D 6110 Week 6 Discussion How To Complete the Discussion Requirement
Define and discuss internal and external validity.
Identify threats to internal and external validity in quantitative research.
Explain a strategy to mitigate these threats.
Identify an ethical issue in quantitative research and explain how it influences design decisions.
Explain how a quantitative research topic is amenable to scientific study.
Support your Main Issue Post and Response Post with references to Learning Resources and other scholarly sources from peer reviewed journals
The effect of positive psychology interventions on hope and well-
being of adolescents living in a child and youth care centre
Krysia Teodorczuka, Tharina Guse b and Graham A du Plessisa
aDepartment of Psychology, University of Johannesburg, Johannesburg, South Africa; bDepartment of Psychology,
University of Pretoria, Pretoria, South Africa
ABSTRACT
This study evaluated the effect of positive psychology interventions (PPIs)
on hope and well-being among adolescents living in a child and youth
care centre (CYCC) in South Africa. Adolescents (n = 29) were allocated
to either the experimental or control group through matched sampling.
The experimental group engaged in one-hour intervention sessions
weekly for six weeks. Measures of well-being and hope were recorded at
three time intervals. Independent- and paired-sample t-tests were
conducted to establish group differences. There were no statistically
significant differences in well-being and hope between the two groups
after the interventions. We discuss moderating factors and offer a
qualitative reflection to better understand these outcomes. With this
understanding, preliminary guidelines are proposed for implementing
PPIs in CYCCs.
ARTICLE HISTORY
Received 18 June 2018
Accepted 9 July 2018
KEYWORDS
Vulnerable adolescents; child
and youth care centres;
residential care; positive
psychology interventions;
well-being; hope
Adolescence is a transitional period of life involving rapid physical, biological, cognitive and psy-
chosocial development (Berger, 2011; Santrock, 2010). These substantial changes contribute
towards a notoriously tumultuous and challenging decade of life (Santrock, 2010). Adolescents
living in Child and Youth Care Centres (CYCCs) experience stressors beyond those of their
family-nurtured peers. Because of a history of complex and frequently maladaptive home, school
and social environments, these youths are vulnerable to increased developmental challenges
and psychological malady.
Research has repeatedly revealed significantly higher levels of psychopathology (Kjelsberg &
Nygren, 2004; Richardson & Lelliott, 2003) and lower levels of well-being (Leslie, Gordon, Ganger,
& Gist, 2002; Zimmer & Panko, 2006) among residents of youth care facilities when compared to
their family-nurtured peers. Moreover, these vulnerable youths are also prone to low levels of self-
worth, self-esteem and hope ...
A Literature Analysis On The Quality Of Life In Adults With AutismLori Moore
This document analyzes the quality of life of adults with autism. It finds that adults with autism face greater challenges than children in relationships, adjustments to new environments, and independence. Their deficits in social skills and executive functioning make daily life more difficult. Relationships are strained due to issues reading social cues and spontaneity. Adjusting to new situations is exhausting. Many adults with autism also struggle with independent living. Their quality of life is negatively impacted, especially in the social and psychological domains. Support is needed to help adults with autism better navigate society and improve their quality of life.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, 25% become homeless after aging out of care, and one-third rely on public assistance. Only 10% enroll in college after aging out, and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and disparities in college attainment rates between foster youth and the general population.
This document summarizes a literature review on the educational outcomes of foster youth. It finds that foster youth face many obstacles to educational success, as half drop out of high school, many are homeless after aging out of care, and about a third become dependent on public assistance. Only 10% enroll in college after aging out and just 4% earn a bachelor's degree. The literature review examines challenges foster youth face, barriers to their education, effective intervention programs, and the low rates of college attainment for this population compared to the general public.
The document discusses challenges faced by youth aging out of foster care in the United States. It notes that foster care is meant to provide substitute care for children placed away from parents/guardians, and can include family homes and group homes. However, research shows that many youth who age out struggle with independence, education, employment and health. The document calls for occupation-based programs to help equip youth with skills for independent living, and for occupational therapists to play a greater role in foster care systems given their training in skills relevant for transition.
A Child And Youth Care Approach To Professional Development And TrainingSarah Morrow
This document discusses a child and youth care approach to professional development and training. It emphasizes the importance of relationships in both child and youth care work and professional development. A developmental/ecological perspective is recommended when planning professional development to consider the context in which learning occurs. A child and youth care approach focuses on practical applications and activities. Relationships are seen as fundamental to both fields, and professional development programs should aim to create supportive learning environments that promote growth.
This chapter reviews literature on intellectual disabilities, care ethics, and leisure. It identifies gaps and discusses how having a sibling with an intellectual disability may impact young women's leisure experiences. The review covers definitions of intellectual disability, needs of those affected, stresses on mothers of children with intellectual disabilities, and historical issues regarding institutionalization and advocacy that led to greater community inclusion and support services today.
Dr. Bill’s Notes6D 6110 Week 6 Discussion How To Complete theDustiBuckner14
Dr. Bill’s Notes:
6D 6110 Week 6 Discussion How To Complete the Discussion Requirement
Define and discuss internal and external validity.
Identify threats to internal and external validity in quantitative research.
Explain a strategy to mitigate these threats.
Identify an ethical issue in quantitative research and explain how it influences design decisions.
Explain how a quantitative research topic is amenable to scientific study.
Support your Main Issue Post and Response Post with references to Learning Resources and other scholarly sources from peer reviewed journals
The effect of positive psychology interventions on hope and well-
being of adolescents living in a child and youth care centre
Krysia Teodorczuka, Tharina Guse b and Graham A du Plessisa
aDepartment of Psychology, University of Johannesburg, Johannesburg, South Africa; bDepartment of Psychology,
University of Pretoria, Pretoria, South Africa
ABSTRACT
This study evaluated the effect of positive psychology interventions (PPIs)
on hope and well-being among adolescents living in a child and youth
care centre (CYCC) in South Africa. Adolescents (n = 29) were allocated
to either the experimental or control group through matched sampling.
The experimental group engaged in one-hour intervention sessions
weekly for six weeks. Measures of well-being and hope were recorded at
three time intervals. Independent- and paired-sample t-tests were
conducted to establish group differences. There were no statistically
significant differences in well-being and hope between the two groups
after the interventions. We discuss moderating factors and offer a
qualitative reflection to better understand these outcomes. With this
understanding, preliminary guidelines are proposed for implementing
PPIs in CYCCs.
ARTICLE HISTORY
Received 18 June 2018
Accepted 9 July 2018
KEYWORDS
Vulnerable adolescents; child
and youth care centres;
residential care; positive
psychology interventions;
well-being; hope
Adolescence is a transitional period of life involving rapid physical, biological, cognitive and psy-
chosocial development (Berger, 2011; Santrock, 2010). These substantial changes contribute
towards a notoriously tumultuous and challenging decade of life (Santrock, 2010). Adolescents
living in Child and Youth Care Centres (CYCCs) experience stressors beyond those of their
family-nurtured peers. Because of a history of complex and frequently maladaptive home, school
and social environments, these youths are vulnerable to increased developmental challenges
and psychological malady.
Research has repeatedly revealed significantly higher levels of psychopathology (Kjelsberg &
Nygren, 2004; Richardson & Lelliott, 2003) and lower levels of well-being (Leslie, Gordon, Ganger,
& Gist, 2002; Zimmer & Panko, 2006) among residents of youth care facilities when compared to
their family-nurtured peers. Moreover, these vulnerable youths are also prone to low levels of self-
worth, self-esteem and hope ...
A Literature Analysis On The Quality Of Life In Adults With AutismLori Moore
This document analyzes the quality of life of adults with autism. It finds that adults with autism face greater challenges than children in relationships, adjustments to new environments, and independence. Their deficits in social skills and executive functioning make daily life more difficult. Relationships are strained due to issues reading social cues and spontaneity. Adjusting to new situations is exhausting. Many adults with autism also struggle with independent living. Their quality of life is negatively impacted, especially in the social and psychological domains. Support is needed to help adults with autism better navigate society and improve their quality of life.
BUSI 352Case Study 2Your client, Steven, age 43, has come to.docxfelicidaddinwoodie
BUSI 352
Case Study 2
Your client, Steven, age 43, has come to you for assistance with retirement planning. He provides you with the following facts.
· He earns $80,000 annually.
· His wage replacement ratio has been determined to be 80%.
· He expects inflation will average 3% for his entire life expectancy.
· He expects to work until 68, and live until 90.
· He currently has $60,000 saved, and he is averaging a 9% rate of return and expects to continue to earn the same return over time.
· He has been saving $3,000 annually in his 401(k) plan.
· Additionally, Social Security Administration has notified him that his annual retirement benefit, in today’s dollars will be $26,000.
1. Using calculations, explain to Steven why it is realistic to use a wage replacement ratio of 80%.
2. Using the annuity method, calculate how much capital Steven will need to be able to retire at age 68.
3. Given his current resources, does he have sufficient resources to achieve his retirement goal? Using calculations, show and explain your answer to Steven.
4. Provide Steven with 3 alternatives for meeting his retirement goal. In doing so, use calculations to show the impact of each alternative.
Before hiring you as his financial planner, Steven was going to another planner. He mentions that the other planner calculated this retirement needs another way, so he asks you to calculate his retirement needs using other methods.
5. Using the capital preservation method, calculate how much capital Steven needs in order to retire at 68.
6. Using the purchasing power preservation method, calculate how much capital Steven needs in order to retire at 68.
7. In your own words, provide Steven with the advantages and disadvantages of each method and explain why the amounts calculated are different with the three methods.
8. In your own words, provide Steven with the advantages and disadvantages of 2 investment instruments that are used specifically to save for retirement. Which would you recommend and why?
Your completed Case Study must contain a minimum of 700 words and 2 citations in current APA format. Acceptable sources are personal finance journals, magazines, or newspapers.
Submit Case Study 2 by 11:59 p.m. (ET) on Monday of Module/Week 7.
Running head: the relevance of Sexual identity and orientation 1
the relevance of Sexual identity and orientation 5The Relevance of Sexual Identity and Orientation
Paula King
Walden University
Diversity in Child/Adolescent Development and Learning
Dr. Virginia Salzer
March 30, 2019
\
The issues of diversity in the classrooms are prominent especially in the modern learning setting as the composition of students continues to change and diversify radically (Gruenewald, 2014; Meyer, 2010). This aspect has promoted the inclusion of various demographic groups such as the female students that were previously barred from accessing such services in the traditional societies and systems. Such trends show that gender influences hav.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Critical Review of Research Evidence Part 3 FDRobert Cope
This document discusses trauma experienced by children in foster care and the potential for EMDR (eye movement desensitization and reprocessing) therapy to help address it. Children in foster care often experience trauma from being removed from their biological homes as well as potential abuse or neglect. They also face issues from multiple placements and aging out of the system unprepared. EMDR is presented as a promising 8-step therapy that could help youth resolve memories from traumatic experiences. The document examines the scope of problems faced by the foster care population and why addressing trauma is important to help youth as they transition into adulthood.
DISSERTATION PROPOSAL PRO FORMAFORENSIC PSYCHOLOGY & CRIMINAL IN.docxelinoraudley582231
This document outlines a dissertation proposal on developing an intervention program to improve foster parents' knowledge and practices around promoting attachment with children in their care. It provides background on the foster care system and issues children often face. A literature review discusses research showing a lack of secure attachment can negatively impact children's outcomes and increase placement disruption. Previous interventions have focused on the child-parent relationship but have not sufficiently trained foster parents. The proposed study would develop and evaluate a 12-session program to enhance foster parents' attachment-related knowledge and practices.
Peer Acceptance and the Emotional Well-Being of DisabledAbigail Burmeister
This document summarizes a study about how knowing someone with a disability affects acceptance of others with disabilities and how acceptance impacts emotional well-being. The study found that people who know someone with a disability are more accepting of others. Previous research also found peer acceptance is important for emotional well-being of those with disabilities. The study measured acceptance by asking if respondents would be friends with someone who has a disability and found those who know someone with a disability were more likely to say yes.
This document discusses the benefits of childhood intervention services for children with autism spectrum disorder (ASD). It argues that early intervention and school-age intervention can help children with ASD develop social and behavioral skills that allow them to transition successfully into adulthood. Research shows that childhood interventions like applied behavior analysis therapy and video modeling can significantly improve outcomes for children with ASD in areas like language, cognitive development, and adaptive behaviors. However, many children do not receive these beneficial services due to lack of insurance coverage and high costs. The document concludes that public health policies are needed to ensure children with ASD have access to evidence-based interventions throughout childhood.
ArticleAre parents identifyingpositive aspects to parent.docxrossskuddershamus
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. These
enable parents to adapt successfully to the stressful experiences of raising their child and therefore
could be amenable to meaning-focused therapeutic interventions for parents with newly diagnosed
children or for those unable to identify any positive aspects of parenting their child.
Keywords
intellectual disabilities, caring, meaning-focused coping, positive aspects, positive reframing
Corresponding author:
Carole Beighton, Faculty of Health, Social Care and Education, Kingston & St. Georges University of London, Cranmer
Terrace, London, SW17 0RE, United Kingdom of Great Britain and Northern Ireland.
Email: [email protected]
Journal of Intellectual Disabilities
2017, Vol. 21(4) 325–345
ª The Author(s) 2016
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/1744629516656073
journals.sagepub.com/home/jid
https://uk.sagepub.com/en-gb/journals-permissions
http://journals.sagepub.com/home/jid
http://crossmark.crossref.org/dialog/?doi=10.1177%2F1744629516656073&domain=pdf&date_stamp=2017-02-07
Background
Most children with intellectual disabilities live at home with their parents, with the majority of
parents providing lifelong support for their child (Emerson and Hatton, 2008). This support can
include direct care (helping with activities of daily living, i.e. washing or dressing), emotional care
(providing support and encouragement), mediation care (negotiating with others on behalf of the
individual, i.e. services) and financial care (Horowitz, 1985). In addition, the child will often
experience long-term chronic conditions and/or complex health-care needs that will also require
ongoing daily management, time and resources.
This need for lifelong support has led historically to research on parenting a child with intel-
lectual.
Nursing students face numerous stresses and challenges that pose threat to their well-being. They require guidance in order to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. Thus, this study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant differences between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant differences in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance responsive and relevant to the needs of nursing student cohort is therefore necessary.
Coping strategies of mothers having children with special needsAlexander Decker
1. The study aimed to identify the coping strategies of mothers with children who have special needs and determine if coping strategies relate to mothers' demographics.
2. The study found relationships between age and coping strategies of reframing and passive appraisal. Birth order related to mobilizing family help acceptance.
3. The study recommended further research with larger populations and exploring coping strategies of other family members like siblings and extended family.
This document summarizes a research paper about outpatient children with cancer and their experiences with peer interaction and bullying at school. It provides background on childhood cancer rates and treatments that allow many children to spend less time hospitalized. It reviews literature finding that children with cancer face greater risks of psychosocial and social issues, including bullying. The document examines the physical, psychosocial, social and emotional effects of cancer and treatments on children and how this influences peer relationships. Studies cited found that childhood cancer patients commonly experienced bullying and social anxiety. However, more research is needed on the experiences of outpatient children with cancer specifically regarding peer interaction and bullying at school.
The document summarizes a study that examined using schoolchildren in rural western Kenya as health change agents. 40 schoolchildren were given health education training and then taught their peers and parents about malaria, diarrhea, and hygiene. Knowledge and practices were measured before and after through surveys. The schoolchildren's teaching led to significant knowledge improvements among peers and parents. Behavioral changes were more evident among the children than adults. The project impacted school and home environments. The study demonstrates schoolchildren's potential as cost-effective health educators in their communities.
This document presents a case study of an outreach program by Pure Souls Learning Foundation to provide support for families of children with special needs. A survey was conducted of 86 families that attended a 3-day outreach event. The results showed that most parents had low-income jobs and the most common disabilities were speech delays and cerebral palsy. Over 70% of families reported negative financial impacts and effects on relationships. Very few families received support or were part of support groups. The conclusion argues for a community support framework to help these families based on the needs identified in the study.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Evidence-based intervention and services for high-riskyouthBetseyCalderon89
Evidence-based intervention and services for high-risk
youth: a North American perspective on the challenges of
integration for policy, practice and research
James K. Whittaker
Charles O. Cressey Endowed Professor Emeritus, School of Social Work, University of Washington, Seattle,
Washington, USA
A B S T R AC T
This paper explores the cross-national challenges of integrating
evidence-based interventions into existing services for high-resource-
using children and youth. Using several North American model
programme exemplars that have demonstrated efficacy, the paper
explores multiple challenges confronting policy-makers, evaluation
researchers and practitioners who seek to enhance outcomes for
troubled children and youth and improve overall service effective-
ness. The paper concludes with practical implications for youth and
family professionals, researchers, service agencies and policy–makers,
with particular emphasis on possibilities for cross-national
collaboration.
Correspondence:
James K. Whittaker,
School of Social Work,
University of Washington,
4101 Fifteenth Avenue NE,
Seattle, WA 98105-6299,
USA
E-mail: [email protected]
Keywords: children in need (services
for), evidence-based practice,
research in practice, therapeutic
social work
Accepted for publication: January
2009
I N T R O D U C T I O N
Across many national boundaries and within multiple
service contexts – juvenile justice, child mental and
child welfare – there is a growing concern about a
proportionately small number of multiply challenged
children and youth who consume a disproportionate
share of service resources, professional time and public
attention. While accurate, empirically validated popu-
lation estimates and descriptions remain elusive. The
consensus of many international youth and family
researchers, including those reported by McAuley
and Davis (2009) (UK), Pecora et al. (2009a) (US)
and Egelund and Lausten (2009) (Denmark) in this
present volume seems to be that some combination of
externalizing, ‘acting-out’ behaviour, problems with
substance abuse, identified and often untreated mental
health problems, experience with trauma and challeng-
ing familial and neighbourhood factors are often, and
in various combinations, manifest in the population of
children and youth most challenging to serve. Many of
these find their way into intensive out-of-home care
services, and Thoburn (2007) provides a useful
window into the out-of-home care status of children in
14 countries and offers useful observations on
improvements in collecting administrative data for
child and family services to inform both policy and
practice. Others call for a critical re-examination of the
present status of ‘placement’ as a central fulcrum
in child and family services policy and practice
(Whittaker & Maluccio 2002).
A sense of urgency is conveyed by the fact that
many child and youth clients of ‘deep-end’, restrictive
(out-of-home) services disproportionately represent
underserved ...
McDonald 6Name Sonja McDonaldCourse Name ENG 111-2902.docxalfredacavx97
McDonald 6
Name: Sonja McDonald
Course Name: ENG 111-2902
Institution: Fayetteville Technical Community College
Instructor: Professor Stephanie High
Date: 17 July 2019
Child Abuse
Introduction
This research paper will involve the reviewing of the issue of child abuse. Child abuse is an issues that has been happening in the society since the ancient times. However, in the modern world, the categorization and the definition of child abuse has changed. Definition of child abuse will involve the inclusion of the different forms of the abuse, common modes of child abuse and the interventions that can be used for addressing of the issues of child abuse. There are different reasons as to why the research study about child abuse is important in the current world, due to the fact that the gathering of data and information about child abuse will help in the devising of strategies and ways of addressing this crisis. According to reports by different organizations such as World Health Organization(WHO), most of the cases of child abuse can be avoided or even treated. Forms of child abuse such as physical, sexual, neglect and even emotional or psychological abuse can be prevented through understanding them.
Rationale for the selection of the topic of child abuse as a research paper is to pass information to the people about the adverse effects associated with child abuse, interventions which can be used for addressing the issue of child abuse and the possible reasons for the increase in the cases of child abuse in the modern world. Consequently, researching on this topic of child abuse helps in the minimization of cots that would have been incurred fostering care, counselling in the family as well medical care. Rationally, most people still have the mentality and perception that child abuse is characterized by the old definitions of working in farms and factories as well as plantations. However, in the current world, child abuse has been revolutionized as well. Issues of sexual abuse and exploitation, such as trafficking, rape and commercial sex are emerging issues in child abuse. Adverse effects of child abuse are normally evident due to the fact that some aspects of child abuse such as emotional hardly heal (Jud, Andreas, Jörg M. Fegert, and David Finkelhor, 17). Due to the fact that issues of child abuse have been ignored in the society, analysis and research on this issue will help in the addressing and handling of this issue.
Background
Different definitions and forms of child abuse have been suggested by both scholars and researchers. Basically, child abuse or even child maltreatment involves the previously identified forms, that is sexual, emotional, neglect and physical. Most of the countries have been sensitizing on the issue of child abuse, with these four notable forms of child abuse having penalties and custody depending on the seriousness of the case. Different perceptions and ideas have been presented with regard to corporal punishmen.
Promoting Sexual Health Final PresentationLindsey Lewis
This document summarizes a research project proposal on promoting sexual health for individuals with intellectual disabilities. It finds that this population faces barriers to sexual education, risks of exploitation and health issues, and restrictions on their rights. The proposal recommends: 1) Implementing sex education programs for clients to increase knowledge and healthy behaviors. 2) Educating caregivers to reduce stigma and discuss clients' sexuality. 3) Advocating for clearer policies to prevent discrimination and support clients' sexual wellbeing through review of agency policies, rallies, and collaborative advocacy efforts. An evaluation plan includes testing clients and caregivers before and after interventions to measure changes in behaviors, attitudes, and knowledge.
Child Development - 2022 - Savopoulos - Intimate partner violence during infa...ConstanzaMeneses7
This document summarizes a study that examined the association between intimate partner violence (IPV) exposure during infancy and cognitive outcomes in middle childhood. The study used data from over 600 children and their mothers participating in an Australian longitudinal study. It tested whether IPV occurring during the first year of life and in the 10th year was associated with poorer general cognitive ability and executive functioning at age 10. Results showed that IPV exposure in infancy was linked to lower general cognitive ability and executive attention, but not working memory, at age 10. IPV in middle childhood was not associated with cognition. This provides evidence that early life IPV exposure can negatively impact long-term cognitive development.
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
Supporting Wellness in Children with Mental IllnessHouse of New Hope
The document discusses promoting social and emotional well-being for children who have experienced abuse or neglect. It outlines that ensuring safety and permanency alone is not sufficient, and the child welfare system must also address behavioral, social, and emotional impacts of maltreatment. Research shows maltreatment can negatively impact neurological development, cause traumatic stress, and increase risks of mental illness and behavioral issues. The document argues for screening children's functioning, using functional assessments, and implementing evidence-based interventions to improve outcomes.
Assessing Children At Risk Organizational And Professional Conditions Within...Katie Robinson
This document summarizes a study that assessed organizational and professional conditions related to identifying and reporting children at risk of harm within four Swedish children's hospitals. The study found that hospitals differed in the level of organizational support provided to staff. It also found that different professional groups, such as nurses and nurse assistants, had lower levels of awareness about reporting obligations and support structures compared to physicians and social workers. The study argues that all professional groups need equal access to education and the opportunity to be more involved in assessments and reporting to strengthen multidisciplinary collaboration and properly identify children at risk.
This document discusses resilience in street children in South Africa. It defines resilience as the ability to manage difficulties and bounce back from adversity by developing life skills like coping with changes, focusing on relationships, thinking positively, and self-care. Street children face hardships like family violence and poverty that force them onto the streets. Developing resilience is important for street children to survive. The document explores traits and experiences that build resilience in adolescent boys and how prevention programs can help at-risk youth develop these skills.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
More Related Content
Similar to Children and Youth Services Review 58 (2015) 227–235Conten.docx
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Critical Review of Research Evidence Part 3 FDRobert Cope
This document discusses trauma experienced by children in foster care and the potential for EMDR (eye movement desensitization and reprocessing) therapy to help address it. Children in foster care often experience trauma from being removed from their biological homes as well as potential abuse or neglect. They also face issues from multiple placements and aging out of the system unprepared. EMDR is presented as a promising 8-step therapy that could help youth resolve memories from traumatic experiences. The document examines the scope of problems faced by the foster care population and why addressing trauma is important to help youth as they transition into adulthood.
DISSERTATION PROPOSAL PRO FORMAFORENSIC PSYCHOLOGY & CRIMINAL IN.docxelinoraudley582231
This document outlines a dissertation proposal on developing an intervention program to improve foster parents' knowledge and practices around promoting attachment with children in their care. It provides background on the foster care system and issues children often face. A literature review discusses research showing a lack of secure attachment can negatively impact children's outcomes and increase placement disruption. Previous interventions have focused on the child-parent relationship but have not sufficiently trained foster parents. The proposed study would develop and evaluate a 12-session program to enhance foster parents' attachment-related knowledge and practices.
Peer Acceptance and the Emotional Well-Being of DisabledAbigail Burmeister
This document summarizes a study about how knowing someone with a disability affects acceptance of others with disabilities and how acceptance impacts emotional well-being. The study found that people who know someone with a disability are more accepting of others. Previous research also found peer acceptance is important for emotional well-being of those with disabilities. The study measured acceptance by asking if respondents would be friends with someone who has a disability and found those who know someone with a disability were more likely to say yes.
This document discusses the benefits of childhood intervention services for children with autism spectrum disorder (ASD). It argues that early intervention and school-age intervention can help children with ASD develop social and behavioral skills that allow them to transition successfully into adulthood. Research shows that childhood interventions like applied behavior analysis therapy and video modeling can significantly improve outcomes for children with ASD in areas like language, cognitive development, and adaptive behaviors. However, many children do not receive these beneficial services due to lack of insurance coverage and high costs. The document concludes that public health policies are needed to ensure children with ASD have access to evidence-based interventions throughout childhood.
ArticleAre parents identifyingpositive aspects to parent.docxrossskuddershamus
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. These
enable parents to adapt successfully to the stressful experiences of raising their child and therefore
could be amenable to meaning-focused therapeutic interventions for parents with newly diagnosed
children or for those unable to identify any positive aspects of parenting their child.
Keywords
intellectual disabilities, caring, meaning-focused coping, positive aspects, positive reframing
Corresponding author:
Carole Beighton, Faculty of Health, Social Care and Education, Kingston & St. Georges University of London, Cranmer
Terrace, London, SW17 0RE, United Kingdom of Great Britain and Northern Ireland.
Email: [email protected]
Journal of Intellectual Disabilities
2017, Vol. 21(4) 325–345
ª The Author(s) 2016
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/1744629516656073
journals.sagepub.com/home/jid
https://uk.sagepub.com/en-gb/journals-permissions
http://journals.sagepub.com/home/jid
http://crossmark.crossref.org/dialog/?doi=10.1177%2F1744629516656073&domain=pdf&date_stamp=2017-02-07
Background
Most children with intellectual disabilities live at home with their parents, with the majority of
parents providing lifelong support for their child (Emerson and Hatton, 2008). This support can
include direct care (helping with activities of daily living, i.e. washing or dressing), emotional care
(providing support and encouragement), mediation care (negotiating with others on behalf of the
individual, i.e. services) and financial care (Horowitz, 1985). In addition, the child will often
experience long-term chronic conditions and/or complex health-care needs that will also require
ongoing daily management, time and resources.
This need for lifelong support has led historically to research on parenting a child with intel-
lectual.
Nursing students face numerous stresses and challenges that pose threat to their well-being. They require guidance in order to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. Thus, this study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mean, standard deviation, and rank were used to describe the data. Independent Samples t-Test and ANOVA set at 0.05 alpha were employed to find out significant differences between variables. The study revealed that nursing students need guidance to a moderate extent. They need more guidance on the aspects of career and academic. Further, results indicated no significant differences in the guidance needs of nursing students when grouped according to sex, gender, year level, residence, type of school, living arrangement, employment status of parents, monthly family income, number of siblings, birth order and type of family. Guidance remains to be an integral part of nursing education. Continued provision of guidance responsive and relevant to the needs of nursing student cohort is therefore necessary.
Coping strategies of mothers having children with special needsAlexander Decker
1. The study aimed to identify the coping strategies of mothers with children who have special needs and determine if coping strategies relate to mothers' demographics.
2. The study found relationships between age and coping strategies of reframing and passive appraisal. Birth order related to mobilizing family help acceptance.
3. The study recommended further research with larger populations and exploring coping strategies of other family members like siblings and extended family.
This document summarizes a research paper about outpatient children with cancer and their experiences with peer interaction and bullying at school. It provides background on childhood cancer rates and treatments that allow many children to spend less time hospitalized. It reviews literature finding that children with cancer face greater risks of psychosocial and social issues, including bullying. The document examines the physical, psychosocial, social and emotional effects of cancer and treatments on children and how this influences peer relationships. Studies cited found that childhood cancer patients commonly experienced bullying and social anxiety. However, more research is needed on the experiences of outpatient children with cancer specifically regarding peer interaction and bullying at school.
The document summarizes a study that examined using schoolchildren in rural western Kenya as health change agents. 40 schoolchildren were given health education training and then taught their peers and parents about malaria, diarrhea, and hygiene. Knowledge and practices were measured before and after through surveys. The schoolchildren's teaching led to significant knowledge improvements among peers and parents. Behavioral changes were more evident among the children than adults. The project impacted school and home environments. The study demonstrates schoolchildren's potential as cost-effective health educators in their communities.
This document presents a case study of an outreach program by Pure Souls Learning Foundation to provide support for families of children with special needs. A survey was conducted of 86 families that attended a 3-day outreach event. The results showed that most parents had low-income jobs and the most common disabilities were speech delays and cerebral palsy. Over 70% of families reported negative financial impacts and effects on relationships. Very few families received support or were part of support groups. The conclusion argues for a community support framework to help these families based on the needs identified in the study.
Running Head LIFE SPAN PARENTING PROJECT1LIFE SPAN PARENTING.docxwlynn1
Running Head: LIFE SPAN PARENTING PROJECT 1
LIFE SPAN PARENTING PROJECT 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Suzi Hundemer
Class: BEHS 343
Topic: Chapter 2: Theoretical Perspectives on Parenting (trait theory) Chapter 3: Approaches to parenting research(Group counseling and psychotherapy with children and adolescents)
Institution: University of Maryland University College
Date: June 9, 2019
Life Span Parenting Project
Children ought to be evaluated when it comes to their entire environment with the inclusion of whatever negative or positive parental influences that could exist, this is according to Group counseling and psychotherapy with children and adolescents. I have learned that one of the most refreshing impacts concerning parents is because mainly we work with their kids who are reaching the adolescent stage in regions of their personal/social, academic success, career development, and realm. Their work comprises of working in intervention and prevention (Denno et al., 2015). Counselors help students like who undergo rough times, for instance, in adolescent and help them in enlightening their skills of resilience to be equipped better in case of hitting tough times in the future.
The adolescent stage is characterized by uneven and dramatic integration of changes that are developmental into the day to day lives of young persons. Simultaneously, teenagers experience growing independence from their families, mood swings, and at times, rapidly increasing sexuality. The tasks of talking to them usually start within the units of the family. Often, as guardians, we tend to view our teens as fragile thus visit our pediatricians or doctors since we see them as people whom to seek advice from regarding both behavioral and physiologic issues (Shechtman, 2017). The ongoing relationship with the pediatrician and the family gives for enough prospects to offer support and guidance that is anticipated as our kids get into and move through the stage of adolescence.
Determinants of Parenting
As we all know, the parent-child relationship has a massive influence on most aspects of the development of a child. When behaviors, parenting skills, and optimal capabilities have a positive effect on the school achievement or self-esteem of a child, there is positive behavior and development on the kids.
Fig: Family-Based Therapy
Some other treatment programs that can be used to work in families include family therapy, family-centered therapy, or family-based therapy. These programs change from one to the other. These are effective when it comes to family counseling and help in coming to terms with the stage or any disorder that could arise in the process.
As far as I am concerned, therapy is vital when looking at parenting approaches. This is because when an individual is a child, through adolescent to when they mature to being adults, they require guideline on being better per.
Evidence-based intervention and services for high-riskyouthBetseyCalderon89
Evidence-based intervention and services for high-risk
youth: a North American perspective on the challenges of
integration for policy, practice and research
James K. Whittaker
Charles O. Cressey Endowed Professor Emeritus, School of Social Work, University of Washington, Seattle,
Washington, USA
A B S T R AC T
This paper explores the cross-national challenges of integrating
evidence-based interventions into existing services for high-resource-
using children and youth. Using several North American model
programme exemplars that have demonstrated efficacy, the paper
explores multiple challenges confronting policy-makers, evaluation
researchers and practitioners who seek to enhance outcomes for
troubled children and youth and improve overall service effective-
ness. The paper concludes with practical implications for youth and
family professionals, researchers, service agencies and policy–makers,
with particular emphasis on possibilities for cross-national
collaboration.
Correspondence:
James K. Whittaker,
School of Social Work,
University of Washington,
4101 Fifteenth Avenue NE,
Seattle, WA 98105-6299,
USA
E-mail: [email protected]
Keywords: children in need (services
for), evidence-based practice,
research in practice, therapeutic
social work
Accepted for publication: January
2009
I N T R O D U C T I O N
Across many national boundaries and within multiple
service contexts – juvenile justice, child mental and
child welfare – there is a growing concern about a
proportionately small number of multiply challenged
children and youth who consume a disproportionate
share of service resources, professional time and public
attention. While accurate, empirically validated popu-
lation estimates and descriptions remain elusive. The
consensus of many international youth and family
researchers, including those reported by McAuley
and Davis (2009) (UK), Pecora et al. (2009a) (US)
and Egelund and Lausten (2009) (Denmark) in this
present volume seems to be that some combination of
externalizing, ‘acting-out’ behaviour, problems with
substance abuse, identified and often untreated mental
health problems, experience with trauma and challeng-
ing familial and neighbourhood factors are often, and
in various combinations, manifest in the population of
children and youth most challenging to serve. Many of
these find their way into intensive out-of-home care
services, and Thoburn (2007) provides a useful
window into the out-of-home care status of children in
14 countries and offers useful observations on
improvements in collecting administrative data for
child and family services to inform both policy and
practice. Others call for a critical re-examination of the
present status of ‘placement’ as a central fulcrum
in child and family services policy and practice
(Whittaker & Maluccio 2002).
A sense of urgency is conveyed by the fact that
many child and youth clients of ‘deep-end’, restrictive
(out-of-home) services disproportionately represent
underserved ...
McDonald 6Name Sonja McDonaldCourse Name ENG 111-2902.docxalfredacavx97
McDonald 6
Name: Sonja McDonald
Course Name: ENG 111-2902
Institution: Fayetteville Technical Community College
Instructor: Professor Stephanie High
Date: 17 July 2019
Child Abuse
Introduction
This research paper will involve the reviewing of the issue of child abuse. Child abuse is an issues that has been happening in the society since the ancient times. However, in the modern world, the categorization and the definition of child abuse has changed. Definition of child abuse will involve the inclusion of the different forms of the abuse, common modes of child abuse and the interventions that can be used for addressing of the issues of child abuse. There are different reasons as to why the research study about child abuse is important in the current world, due to the fact that the gathering of data and information about child abuse will help in the devising of strategies and ways of addressing this crisis. According to reports by different organizations such as World Health Organization(WHO), most of the cases of child abuse can be avoided or even treated. Forms of child abuse such as physical, sexual, neglect and even emotional or psychological abuse can be prevented through understanding them.
Rationale for the selection of the topic of child abuse as a research paper is to pass information to the people about the adverse effects associated with child abuse, interventions which can be used for addressing the issue of child abuse and the possible reasons for the increase in the cases of child abuse in the modern world. Consequently, researching on this topic of child abuse helps in the minimization of cots that would have been incurred fostering care, counselling in the family as well medical care. Rationally, most people still have the mentality and perception that child abuse is characterized by the old definitions of working in farms and factories as well as plantations. However, in the current world, child abuse has been revolutionized as well. Issues of sexual abuse and exploitation, such as trafficking, rape and commercial sex are emerging issues in child abuse. Adverse effects of child abuse are normally evident due to the fact that some aspects of child abuse such as emotional hardly heal (Jud, Andreas, Jörg M. Fegert, and David Finkelhor, 17). Due to the fact that issues of child abuse have been ignored in the society, analysis and research on this issue will help in the addressing and handling of this issue.
Background
Different definitions and forms of child abuse have been suggested by both scholars and researchers. Basically, child abuse or even child maltreatment involves the previously identified forms, that is sexual, emotional, neglect and physical. Most of the countries have been sensitizing on the issue of child abuse, with these four notable forms of child abuse having penalties and custody depending on the seriousness of the case. Different perceptions and ideas have been presented with regard to corporal punishmen.
Promoting Sexual Health Final PresentationLindsey Lewis
This document summarizes a research project proposal on promoting sexual health for individuals with intellectual disabilities. It finds that this population faces barriers to sexual education, risks of exploitation and health issues, and restrictions on their rights. The proposal recommends: 1) Implementing sex education programs for clients to increase knowledge and healthy behaviors. 2) Educating caregivers to reduce stigma and discuss clients' sexuality. 3) Advocating for clearer policies to prevent discrimination and support clients' sexual wellbeing through review of agency policies, rallies, and collaborative advocacy efforts. An evaluation plan includes testing clients and caregivers before and after interventions to measure changes in behaviors, attitudes, and knowledge.
Child Development - 2022 - Savopoulos - Intimate partner violence during infa...ConstanzaMeneses7
This document summarizes a study that examined the association between intimate partner violence (IPV) exposure during infancy and cognitive outcomes in middle childhood. The study used data from over 600 children and their mothers participating in an Australian longitudinal study. It tested whether IPV occurring during the first year of life and in the 10th year was associated with poorer general cognitive ability and executive functioning at age 10. Results showed that IPV exposure in infancy was linked to lower general cognitive ability and executive attention, but not working memory, at age 10. IPV in middle childhood was not associated with cognition. This provides evidence that early life IPV exposure can negatively impact long-term cognitive development.
Contents lists available at ScienceDirectChildren and YoutAlleneMcclendon878
Contents lists available at ScienceDirect
Children and Youth Services Review
journal homepage: www.elsevier.com/locate/childyouth
Service needs of children exposed to domestic violence: Qualitative findings
from a statewide survey of domestic violence agencies☆
Kristen A. Berg1, Anna E. Bender, Kylie E. Evans, Megan R. Holmes⁎, Alexis P. Davis2,
Alyssa L. Scaggs, Jennifer A. King
Center on Trauma and Adversity at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, Case Western Reserve University, United States
A R T I C L E I N F O
Keywords:
Intimate partner violence
Child maltreatment
Family violence
Intervention
Trauma-informed care
A B S T R A C T
Objective: Each year, more than 6% of all U.S. children are exposed to domestic violence and require inter-
vention services from agencies that serve affected families. Previous research has examined detrimental biop-
sychosocial consequences of domestic violence exposure during childhood and the importance of effective
prevention and intervention services for this population. However, less research has explored diverse inter-
vention professionals’ own perspectives on the needs of the domestic violence-exposed children they serve.
Method: This study employed an inductive approach to thematic analysis to investigate intervention profes-
sionals’ reflections and advice regarding the service, policy, and research needs as well as overall strategies to
better protect children exposed to domestic violence.
Results: Respondents articulated four primary themes of (a) building general education and awareness of the
effects of domestic violence exposure on children; (b) the need for trauma-informed care; (c) the salience of
cultural humility in serving affected families; and (d) essential collaboration across service domains.
Respondents discussed these themes in the context of four key systems of care: the clinical or therapy, family,
school, and judicial systems.
Conclusions: Future research should integrate the voices of affected children and families as well as examine
models for effectively implementing these recommendations into practice settings.
1. Introduction
More than a quarter of children are projected to witness domestic
violence (also known as intimate partner violence) in the United States
by the time they reach age 18, with an estimated 6.4% of all children
exposed each year (Finkelhor, Turner, Ormrod, Hamby, & Kracke,
2009). Domestic violence exposure induces substantial economic
burden nationwide, incurring over $55 billion in aggregate lifetime
costs, including increased healthcare spending, increased crime, and
reduced labor market productivity (Holmes, Richter, Votruba, Berg, &
Bender, 2018). Children who have been exposed to domestic violence
are at higher risk for a range of behavioral and mental health problems
compared with non-exposed children (e.g., Fong, Hawes, & Allen, 2019;
Kitzmann, Gaylord, Holt, & Kenny, 2003; Vu, Jouriles, McDonald, &
Rosenfi ...
Supporting Wellness in Children with Mental IllnessHouse of New Hope
The document discusses promoting social and emotional well-being for children who have experienced abuse or neglect. It outlines that ensuring safety and permanency alone is not sufficient, and the child welfare system must also address behavioral, social, and emotional impacts of maltreatment. Research shows maltreatment can negatively impact neurological development, cause traumatic stress, and increase risks of mental illness and behavioral issues. The document argues for screening children's functioning, using functional assessments, and implementing evidence-based interventions to improve outcomes.
Assessing Children At Risk Organizational And Professional Conditions Within...Katie Robinson
This document summarizes a study that assessed organizational and professional conditions related to identifying and reporting children at risk of harm within four Swedish children's hospitals. The study found that hospitals differed in the level of organizational support provided to staff. It also found that different professional groups, such as nurses and nurse assistants, had lower levels of awareness about reporting obligations and support structures compared to physicians and social workers. The study argues that all professional groups need equal access to education and the opportunity to be more involved in assessments and reporting to strengthen multidisciplinary collaboration and properly identify children at risk.
This document discusses resilience in street children in South Africa. It defines resilience as the ability to manage difficulties and bounce back from adversity by developing life skills like coping with changes, focusing on relationships, thinking positively, and self-care. Street children face hardships like family violence and poverty that force them onto the streets. Developing resilience is important for street children to survive. The document explores traits and experiences that build resilience in adolescent boys and how prevention programs can help at-risk youth develop these skills.
Similar to Children and Youth Services Review 58 (2015) 227–235Conten.docx (20)
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
This document provides instructions for Assignment 2.1: Stance Essay Draft in an ENG 115 course. Students are asked to write a 3-4 page stance essay arguing a position on a topic and supporting it with evidence from the required WebText sources. The document outlines the requirements for the essay, including using third person point of view and a formal tone, writing an introduction with a clear thesis statement, including supporting paragraphs for each thesis point, using effective transitions and logical organization, and concluding in a way that leaves a lasting impression. Students are evaluated based on meeting criteria in these areas as well as applying proper grammar, mechanics, punctuation, and formatting according to SWS guidelines.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
This document provides guidelines and a rubric for Milestone Three of the ENG 510 Final Project. In this milestone, students are asked to analyze both a classic and contemporary text in terms of narrative structure, character development, literary conventions, and themes. Specifically, students must analyze each text's use of conflict, crisis, resolution, and character development, relate the author's choices to literary conventions of the time period, and evaluate how each text uses these elements to create its intended theme. The submission should be 3-4 pages following specific formatting guidelines and address all critical elements outlined in the rubric.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
Plato and Aristotle were two of the most influential philosophers of Classical Greece. Plato was a student of Socrates and founded the Academy in Athens, considered the first institution of higher learning. He is known for his dialogues that explored philosophical problems through questioning. Aristotle was a student of Plato and later taught Alexander the Great. He wrote on many topics including poetry, theater, and politics. Both made major contributions to Western philosophy and how we understand concepts like knowledge, justice, and the ideal state.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
This document provides guidance for an argumentative research essay assignment on August Wilson's play Fences. Students must choose one of four conflicts - Troy vs Society, Troy vs Himself, Troy vs Family, or Troy vs Death - and argue that it is the main driver of the other elements in the story. The document outlines the requirements, including a 3-4 page essay in APA format with an introduction, thesis, evidence from the play and outside sources, and integration of course concepts. It also provides a rubric for grading and notes on developing an argument, incorporating research, and using proper in-text citations.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
3. the
United States after reaching the age of maturity (U.S.
Department of
Health and Human Services, 2014). This period comes with the
expecta-
tion that the youth are able to negotiate adult responsibilities
and be-
come self-sufficient (Keller, Cusick, & Courtney, 2007).
Mastering such
tasks, however, may be challenging for adolescents who
abruptly tran-
sition out of foster care and into young adulthood (Lemon,
Hines, &
Merdinger, 2005). Unlike counterparts in the general
population, foster
youth must negotiate this transition suddenly and with limited
or no
support from family members (Collins, Spencer & Ward, 2010;
Keller
et al., 2007; Stott, 2013). In addition, many are underprepared
for as-
suming adult roles in terms of educational completion, job
readiness
and basic skills needed for independent living (Courtney, 2009;
Keller
et al., 2007; Stott, 2013).
Given such disadvantage, it is not surprising that foster youth
tend to struggle as they transition to independence (Courtney,
2009; Stott, 2013). Nearly 50% fail to obtain a high school
diploma
piegel),
by the age of 18, only 30% enroll in higher education
institutions
and less than 10% complete a four-year degree (Brandford &
English, 2004; Stott & Gustavsson, 2010; Yates & Grey, 2012).
4. Many
experience unemployment, underemployment and homelessness,
and receive need-based government assistance (Courtney, 2009;
Dworsky & Courtney, 2009; Hughes et al., 2008; Naccarato,
Brophy,
& Courtney, 2010; Stott & Gustavsson, 2010). In addition,
foster
youth exhibit higher rates of mental illness, substance abuse,
teen
pregnancy and criminal justice involvement compared to peers
in
the general population (e.g. Hughes et al., 2008; McMillen et
al.,
2005; Narendorf & McMillen, 2010; Svoboda, Shaw, Barth, &
Bright,
2012).
Nevertheless, not all youth exhibit dysfunctional outcomes
during this vulnerable time period. Some demonstrate relatively
uncompromised, or “resilient”, functioning as they leave the
child
welfare system and begin to live on their own (e.g. Daining &
DePanfilis, 2007; Hass & Graydon, 2009; Hines, Merdinger, &
Wyatt, 2005; Jones, 2012; Samuels & Pryce, 2008). Others
function
successfully in domains such as education and employment, but
struggle with mental health difficulties, low self-esteem and
com-
promised peer relationships (e.g. Keller et al., 2007; Yates &
Grey,
2012). Overall, available evidence suggests that different
subgroups
may exist within this population, calling for a “nuanced”
approach
to research, policy and practice (Courtney, Hook, & Lee, 2012).
6. given population who share similar characteristics and
experiences in
multiple domains. Identifying subgroups of foster youth
characterized
by specific strengths and vulnerabilities offers important
implications
for practice, including better design and targeting of child
welfare
services and programs (Courtney et al., 2012).
Several existing studies employed person-oriented methods to
ex-
amine the functioning of older youth in foster care. In a study
by
Keller et al. (2007), data from 17 and 18-year-olds residing in
three
Midwestern states were used to identify four subpopulations.
The larg-
est group identified, “distressed and disconnected”, represented
about
43% of the sample and included youth with high rates of
behavioral
problems and non-optimal employment and education outcomes.
The
second largest group, “competent and connected”, represented
about
38% of the sample and included youth with positive education
and em-
ployment experiences and no significant problem behaviors. The
last
two groups, “struggling but staying” and “hindered and
homebound”,
presented variable adaptation patterns, with strengths in some
domains
and challenges in others. The authors concluded that identifying
sub-
7. groups who share similar characteristics holds promise for
improving
service delivery to this population.
In another study, Yates and Grey (2012) identified four profiles
of functioning among emancipated foster youth in California
between the ages of 17 and 21. The outcome domains included
educational and vocational competence, civic engagement,
inter-
personal relationships, self-esteem and mental health. The
largest
group identified (47%) presented a “resilient” profile, fairing
rea-
sonably well in all domains. Two other groups exhibited
“discor-
dant” patterns of adjustment, where some youth demonstrated
psychological health despite functional difficulties (“internally
resilient”, 30%), while others presented emotional problems
despite apparent functional competence (“externally resilient”,
6.5%). An additional group exhibited a “maladaptive” profile
(16.5%) characterized by problematic functioning in all
domains.
Several other studies also employed person-oriented methods to
ex-
plore the outcomes of current and former foster youth (e.g.
Courtney
et al., 2012; Yampolskya, Sharrock, Armstrong, Strozier, &
Swanke,
2014). Most identified unique subpopulations requiring
different levels
of support and supervision on the part of child welfare officials.
Taken
together, existing evidence suggests that foster youth are a
heteroge-
neous population, pointing to the need for developing
8. intervention
strategies tailored specifically to different subgroups. Utilizing
a
“nuanced” approach to service delivery may enhance youths'
motiva-
tion and engagement in services and facilitate long-term
competence
(Courtney et al., 2012).
1.2. Factors influencing group membership
Although person-oriented studies consistently identified mean-
ingful subgroups among older adolescents in foster care, they
failed
to identify a reliable set of factors differentiating between well-
functioning youth and their more challenged peers. For
instance,
Keller et al. (2007) noted that members of the least adaptive
group
in their sample reported increased child maltreatment, residence
in
non-family care arrangements and considerable placement
instabil-
ity. In contrast, Yates and Grey (2012) failed to detect similar
differ-
ences, noting that their subgroups were comparable with respect
to
child welfare experiences. The contribution of demographic
factors
was similarly inconsistent, with Keller et al. (2007) pointing to
fe-
male gender and African–American race as related to more
adaptive
profiles, but Yates and Grey (2012) finding no significant
differences.
Research is needed to understand how various subgroups differ
9. from
one another so that appropriate services can be provided to
mitigate
risks and facilitate competent functioning. Demographic factors
and
reasons for out-of-home placement need further investigation,
as
these represent pre-existing risks which may relate to variations
in youths' functioning (e.g. Lee, Courtney, & Tajima, 2014;
Stott,
2013). The contribution of post-removal factors – especially
place-
ment type and stability – should also be explored, as these are
more amenable to intervention and can increase or mitigate
existing
risks (Newton, Litrownik, & Landsverk, 2000; Ryan & Testa,
2005;
Rubin, O'Reilly, Luan, & Localio, 2007; Stott, 2013). Prior
research re-
vealed that residence in stable, family-based settings is
associated
with better functioning, regardless of youths' pre-exiting
conditions
(e.g. Barber & Delfabbro, 2003; Newton et al., 2000; Rubin et
al.,
2007).
1.3. The present study
The present study employed cluster analysis as a person-
oriented method to identify distinctive profiles of functioning in
a
large, national sample of 17-year-old foster youth. Prior studies
were based on relatively small samples confined to one or few
states; therefore, utilizing a national sample is an important
next
10. step for the field. By limiting our study to 17-year-olds, we
aimed
to assess youths' functioning while they still had several years
be-
fore formal emancipation. As most states currently allow youth
to
remain in foster care until the age of 21, examining their
function-
ing at 17 provides a period of time for intervention to remediate
risk and facilitate competent functioning.
This study included six outcome indicators relevant to youths'
prospects for a successful transition to adulthood: educational
at-
tainment, connection with a supportive adult, teen parenthood,
and a history of homelessness, substance abuse referral and
incar-
ceration. The domains selected considered the developmental
tasks most relevant to this age group. Indicators related to
employ-
ment, independent living and economic self-sufficiency were
ex-
cluded, as they did not apply to the majority of 17-year-olds
still
under the care and supervision of child welfare agencies. In
con-
trast, educational attainment, connections to adults and
avoidance
of risky behaviors were deemed developmentally appropriate as
markers of successful adaptation at this age. Following the
identifi-
cation of the clusters, we compared the obtained subgroups on
var-
ious child welfare factors which may relate to variations in
youths'
functioning.
11. The specific goals of the present study were to:
(1) Identify unique profiles of functioning in a large, national
sample
of 17-year-olds based on the outcome domains described above
(i.e. education, connection to adult, childbirth, homelessness,
substance abuse referral and incarceration).
(2) Examine whether the obtained clusters relate in meaningful
ways to youths' pre-removal factors, including gender, race/eth-
nicity, number of removal episodes, age at the most recent
removal and reasons for out-of-home placement.
(3) Examine whether the obtained clusters relate in meaningful
ways to youths' post-removal factors, including length of
the current foster care episode and placement type and
stability.
229S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
2. Methods
2.1. Dataset and procedure
This research is based on a secondary analysis of data from the
National Youth in Transition Database (NYTD). Created by the
John H. Chafee Foster Care Independence Program (CFCIP),
NYTD
is designed to (1) track various services provided through
CFCIP;
and (2) collect certain outcome measures to assess the effective-
ness of the program. All 50 states, the District of Columbia and
Puerto Rico are required to submit information to NYTD during
12. the designated reporting periods (NDACAN, 2014).
The present investigation focused solely on the outcome
component
of NYTD, which included information on all youth who were in
foster
care at age 17, examining their educational, vocational, and
general
well-being indicators during the period of transition to
adulthood.
States are required to collect three phases of outcome data for
every co-
hort of youth – a baseline survey during the year in which they
turn 17,
and two follow-up surveys when they turn 19 and 21.
The present study analyzed baseline data from the first cohort
of
youth established in federal fiscal year (FY) 2011 (N = 15,601).
All
youth who reached their 17th birthday in FY2011, and were in
foster
care within a 45-day period beginning on their birthday, were
eligible
to complete the outcome survey. States could choose to
administer
the survey in person, via the Internet or over the phone,
provided that
it was administered to the youth directly. Youth participation
was vol-
untary, with freedom to refuse without adverse consequences, or
to de-
cline to answer specific survey questions. Those youth who at
least
partially completed the survey during the designated 45-day
window
13. were included in FY2011 cohort. The national response rate for
the sur-
vey was 53%, ranging from 12% in Arizona to 100% in Rhode
Island and
Vermont. A weighting procedure was implemented to correct
potential
non-response bias. For detailed information about the NYTD
weighting
procedures, see NDACAN (2014).
To obtain information about youths' demographics and child
welfare
histories, NYTD data were combined with data from the
Adoption and
Foster Care Analysis and Reporting System (AFCARS) for
FY2011.
AFCARS is a federally mandated data collection system that
provides
case level information on all children for whom the state child
welfare
agencies have responsibility for placement and supervision, as
well as
on children who are adopted under the auspices of the state's
public
child welfare agency. Data includes demographic information
on chil-
dren and caregivers, and episode-level information, such as
removal
reasons, placement types, and number of previous placements.
All
states are required to submit information to AFCARS on a semi-
annual
basis (NDACAN, 2013a).
2.2. Sample
14. The final sample for the present study consisted of all youth in
the
NYTD FY2011 cohort for whom valid information on child
welfare
variables was available in AFCARS. Youth from all states were
represent-
ed in the final sample, with the exception of Connecticut, which
was
excluded due to incompatibilities in the format of the child's
unique
identifier, preventing the merge of NYTD and AFCARS
datasets. In addi-
tion, youth with missing information on any of the six
indicators used to
form the clusters were excluded, as the clustering method
employed
did not permit missing data. The final sample consisted of
14,402
youth (92% of the NYTD FY2011 cohort) – 6732 males and
6600 females.
The majority of the youth were White (N = 7421), followed by
African
Americans (N = 4141), American–Indians or Alaska Natives (N
= 260),
Asian (N = 118), Native Hawaiian or Other Pacific Islander (N
= 28)
and multiracial (N = 1700). In addition, 2230 youth,
irrespective of
race, identified as Hispanic or Latino.1
1 Unweighted count is presented here.
2.3. Measures
Three sets of variables were included in the analysis: (1)
outcome in-
dicators used to form clusters of functioning; (2) pre-removal
factors;
15. and (3) post-removal factors. Information about outcome
indicators
has been obtained from the NYTD dataset; information about
pre-
removal and post-removal factors has been obtained from
AFACRS. As
with other large administrative datasets, missing data were
present
for several variables, resulting in a modest decrease in sample
size for
some analyses.
2.3.1. Outcome indicators
Six outcome indicators were used to identify patterns of
functioning
among the participating youth. Each indicator was coded as (0)
absent;
or (1) present.
2.3.1.1. Current school enrollment. Current school enrollment
was de-
fined as attending high school, GED classes, post-secondary
vocational
training, or college at the time of the interview.
2.3.1.2. Connection to adult. Participants were asked if they
knew at least
one adult who they can go to for advice or guidance when there
is a
decision to make or a problem to solve, or for companionship
when
celebrating personal achievements. This could include, but was
not lim-
ited to, adult relatives, parents and foster parents; however, it
excluded
16. spouses, partners, boyfriends or girlfriends and current
caseworkers.
2.3.1.3. Childbirth. To determine childbirth status, participants
were
asked if they had ever given birth or fathered a child that was
born.
2.3.1.4. Homelessness. Homelessness was assessed by asking if
the youth
ever had no regular or adequate place to live, such as living in a
car, on
the street, or staying in a homeless or other temporary shelter.
2.3.1.5. Substance abuse referral. Youth were asked if they had
ever been
referred for an alcohol or drug abuse assessment or counseling,
includ-
ing either a self-referral or a referral by a social worker, school
staff, phy-
sician, mental health worker, foster parent or another adult.
2.3.1.6. Incarceration. Participants were asked if they had ever
been
confined in a jail, prison, a correctional facility, or juvenile or
community
detention facility in connection with allegedly committing a
crime
(a felony or a misdemeanor).
2.3.2. Pre-removal factors
These factors included youths' demographics and reasons for
out-
of-home placement. The demographic variables were gender,
race
17. and ethnicity, as well as number of removal episodes and
youths'
age at most recent removal. Youth reported their gender as
either
male or female. Ethnic identity was defined as Hispanic or non-
Hispanic, and youth reported their race as White, Black/African
American, American–Indian/Alaska Native, Asian, and Native
Hawai-
ian/Other Pacific Islander. An additional category
(“multiracial”) was
created to represent youth reporting two or more racial
categories.
Furthermore, all minority race categories (including
“multiracial”)
were combined into one category labeled “non-White” for use in
some analyses. Youths' age at most recent removal was
measured
in years, and total number of removal episodes was measured
continuously.
The AFCARS dataset includes fifteen reasons for out-of-home
place-
ment: physical abuse, sexual abuse, neglect, parental alcohol
abuse,
parental drug abuse, child's alcohol abuse, child's drug abuse,
child's
disability, child's behavioral problems, parental death, parental
incar-
ceration, inability to cope, abandonment, relinquishment and
inade-
quate housing. Each reason was coded as (0) absent, or (1)
present,
230 S. Shpiegel, K. Ocasio / Children and Youth Services
18. Review 58 (2015) 227–235
and more than one could be recorded for each youth. For a
detailed
description of each removal category, see NDACAN (2013b).
2.3.3. Post-removal factors
Post-removal factors included duration of the current foster care
ep-
isode, number of placement settings during this episode, current
place-
ment type and the duration of the current placement. Duration
of the
current foster care episode, as well as current placement, were
mea-
sured in days. Placement type was coded as: (1) relative foster
home,
(2) non-relative foster home, (3) group home or institution, and
(4) other setting (i.e. pre-adoptive home, supervised
independent
living, trial home visit or runaway). Number of placement
settings
during the current episode was measured continuously.
2.4. Analytic strategy
Data analysis was conducted in several steps. First, a two-step
cluster
analysis was performed to organize youths' outcomes (i.e.
education,
connection to adult, childbirth, homelessness, substance abuse
referral
and incarceration) into mutually exclusive groups. The two-step
cluster
method is preferred for very large datasets, and is appropriate
for cate-
19. gorical variables (Fava et al., 2012; Tsai, Edens, & Rosenheck,
2011). The
number of clusters was established by the two-step algorithm,
though
we imposed a maximum of seven clusters to optimize results'
interpret-
ability and utility in subsequent analyses. The log likelihood
distance
measure was used to determine cluster membership; Bayesian
informa-
tion criterion (BIC) as well as clusters' interpretability
considerations
were used to judge the adequacy of the final solution.
Following the identification of the clusters, descriptive
bivariate
analyses (i.e. one way ANOVA tests and chi-square tests) were
used to
examine the associations between pre-removal and post-removal
fac-
tors and youths' cluster membership. Weights were incorporated
in all
analyses to produce national estimates for the full NYTD
baseline popu-
lation (i.e. all 17-year-olds in foster care). To reduce the
likelihood of
committing a Type 1 error due to multiple comparisons, the
Bonferroni
correction was applied and p value of less than .01 was used.
Analyses
were conducted with SPSS 21 Complex Samples software.
3. Results
3.1. Cluster analysis
20. The two-step cluster analysis produced five clusters of
functioning.
The frequencies of the domains that formed the clusters are
presented
in Table 1. The largest of the obtained clusters (39%) was
labeled resil-
ience, and characterized by positive functioning in all domains.
Youths
in this cluster were enrolled in school, had a supportive adult,
and did
not have any of the risk behaviors studied (i.e. early
parenthood, home-
lessness, substance abuse referral, or incarceration). The second
cluster
(19%), labeled substance abuse, was characterized by substance
abuse
referrals for all members, as well as incarceration histories for
some.
The third cluster (15%), labeled multiple problems, was
characterized
Table 1
Functioning indicators by cluster (N = 14,402).
Variable Resilient
(N = 5778^)
Substance abuse
(N = 2604^)
In school 100% 100%
Supportive adult 100% 100%
Has children 0% 0%
Ever homeless 0% 0%
Substance abuse referral 0% 100%
Incarceration 0% 58.1%
21. Note: The number in the table represents the percentage of
cases with the targeted outcome o
^Unweighted count.
Homeless. = homelessness.
by compromised functioning in all domains. Nearly half of its
members
had children, one-third did not have a supportive adult, over
30% were
not enrolled in school, 20% had been homeless, 45% had been
incarcer-
ated and about 30% reported a substance abuse referral. The
fourth clus-
ter (14%), labeled incarceration only, included youth who had
been
incarcerated; however, all were enrolled in school, had a
supportive
adult and did not have any other risks. Lastly, the smallest
cluster
(13%), labeled homelessness, was characterized by
homelessness histo-
ries for all members, as well as substance abuse and
incarceration histo-
ries for some.
3.2. Pre-removal factors
3.2.1. Demographics
In the overall sample, 51% of youths were male, 53% were
White and
20% were Hispanic. Differences by cluster are summarized in
Table 2.
Significant gender differences emerged between the groups (χ2
=
485.51, p b .001), such that multiple problems and resilience
clusters
22. were characterized by increased number of females, whereas
incarcera-
tion only and substance abuse clusters were characterized by
increased
number of males. Significant differences by race (χ2 = 128.34,
p b .001) and ethnicity (χ2 = 32.13, p b .01) were also noted,
such
that substance abuse and homelessness clusters were
characterized by in-
creased number of Whites, whereas multiple problems cluster
was char-
acterized by increased number of non-Whites and Hispanics.
On average, participants were about 13.5 years-old during the
latest
removal episode, though differences by cluster were noted (F =
109.29,
p b .001). Youths in resilience cluster were somewhat younger
during
the latest removal (M = 12.73), while those in substance abuse
cluster
were older (M = 14.40). The average number of removal
episodes for
the overall sample was 1.49. Cluster differences were
significant (F =
5.26, p b .01), however, they were relatively small.
3.2.2. Reasons for removal
Cluster differences in removal reasons are summarized in Table
3.
The most commonly reported reason for removal in the overall
sample
was neglect (41%), followed by a child's behavioral problem
(38%), and
caretaker's inability to cope (23%). Cluster differences were
23. significant
for the majority of reasons, with the exception of parental
alcohol
abuse, imprisonment, relinquishment and death. Youths in
resilience
cluster presented higher rates of physical abuse, sexual abuse
and ne-
glect, but lower rates of most child-related factors, with the
exception
of disability. Youths in the substance abuse cluster presented an
opposite
pattern, with decreased rates of child abuse and neglect but
increased
rates of child-related factors. Youths in the homelessness
cluster were
noted for relatively high rates of inadequate housing, parental
substance
abuse and parental inability to cope, while those in the
incarceration
only cluster were noted for high rates of child disabilities and
problem
behaviors. Interestingly, youths in the multiple problems cluster
present-
ed average rates of both child-related and parent-related reasons
for
out-of-home placement.
Multiple problems
(N = 2178^)
Incarceration only
(N = 1957^)
Homeless.
(N = 1885^)
65.9% 100% 100%
24. 68.4% 100% 100%
44.6% 0% 0%
21.7% 0% 100%
31.4% 0% 38.8%
45.0% 100% 43.7%
ut of all cases in that cluster.
Table 2
Demographic characteristics by cluster^.
Demographic Resilient Substance abuse Multiple problems
Incarceration only Homeless. X2 or F
Gender 485.5**
Male 44.4% 60.2% 41.7% 69.0% 50.6%
Female 55.6% 39.8% 58.3% 31.0% 49.4%
N^^=13,332
Race 128.3**
White 52.0% 57.7% 45.4% 49.5% 61.0%
Non-white 48.0% 42.3% 54.6% 50.5% 39.0%
N^^=13,668
Ethnicity 32.1*
Non-Hispanic 81.2% 80.8% 76.4% 82.1% 77.6%
Hispanic 18.8% 19.2% 23.6% 17.9% 22.4%
N^^=12,730
Age at last removal 109.29**
M 12.7 14.4 14.1 13.8 13.9
25. (SE) (.05) (.06) (.07) (.07) (.07)
N^^=13,331
Number of removals 5.26*
M 1.45 1.51 1.53 1.53 1.52
(SE) (.01) (.02) (.02) (.02) (.02)
N^^=13,325
Notes: ^Weighted analysis.
^^ Unweighted count.
Homeless. = homelessness.
*p b .01; **p b .001.
231S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
When examining all reasons for removal, more than two-thirds
(73%) of youths in the resilience cluster were removed
exclusively
due to parent-related difficulties (i.e. physical abuse, sexual
abuse,
neglect, parental alcohol or drug use, inability to cope,
inadequate
housing, imprisonment, abandonment, relinquishment and
death),
while just 11% were removed solely due to child-related factors
(i.e. child's alcohol or drug use, disability and behavioral
problem).
In contrast, in the substance abuse and incarceration only
clusters,
42% and 35% respectively were removed exclusively due to
child-
related factors, while only about 40% were removed solely due
to
parent-related difficulties. In the multiple problems and
26. homelessness
clusters, the majority of youths (59% and 63% respectively)
were re-
moved exclusively due to parent-related difficulties, though a
sizable
portion (about 18%) was removed due to a combination of
parent-
related and child-related factors.
Table 3
Removal reasons by cluster^ (N = 13,127).
Removal reason~ Resilient Substance abuse Multip
Physical abuse 17.5% 8.2% 11.8%
Sexual abuse 10.9% 5.2% 7.2%
Neglect 48.1% 29.6% 40.8%
Parent alcohol abuse 6.1% 4.8% 4.6%
Parent drug abuse 13.7% 10.2% 12.9%
Child alcohol abuse .8% 3.9% 2.1%
Child drug abuse 1.1% 9.6% 5.1%
Child disability 4.9% 3.2% 2.9%
Child behavior 23.7% 57.5% 38.1%
Parent death 1.5% 1.1% 1.1%
Parent incarceration 4.4% 2.9% 4.2%
Caregiver coping 24.0% 17.9% 20.8%
Abandonment 8.8% 6.6% 10.7%
Relinquishment 2.2% 1.7% 1.8%
Inadequate housing 7.9% 3.4% 7.5%
Primary reason(s)
Parent only 73.2% 38.7% 58.9%
Child only 11.7% 42.0% 23.2%
Parent and child 15.1% 19.3% 17.9%
Notes: ^Weighted analysis.
27. ~More than one removal reason can be listed for each child.
Homeless. = homelessness.
**p b .001.
3.3. Post-removal factors
At the next step, youths' post-removal factors were examined,
in-
cluding placement type, time spent in current placement,
number of
placements during the current spell in foster care, and duration
of the
current foster care episode. In the overall sample, 38% of
youths resided
in non-relative foster homes, 36% resided in group homes or
institu-
tions, 10% lived with relatives and 16% were placed in other
settings.
The average time spent in current placement was 367 days,
whereas av-
erage duration of the current foster care episode was 1214 days.
Place-
ment instability was high for all participants, with an average of
5.42
placements since the latest removal.
Cluster differences in placement characteristics are summarized
in
Table 4. Significant differences emerged for current placement
type
(χ2 = 1027.26, p b .001), such that members of the resilience
cluster
le problems Incarceration only Homeless X2
10.1% 11.9% 156.6**
7.3% 7.0% 87.5**
29. N^^=13,257
Number of placements 16.5**
M 5.0 5.0 5.9 6.1 5.7
(SE) (.07) (.12) (.16) (.17) (.14)
N^^=13,321
Days in placement 109.4**
M 529.3 238.1 259.9 258.2 299.8
(SE) (12.1) (8.7) (10.4) (9.9) (10.1)
N^^=13,031
Days in care 109.7**
M 1525.7 902.4 996.4 1113.1 1092.5
(SE) (21.7) (24.2) (27.9) (29.7) (26.8)
N^^=13,331
Notes: ^Weighted analysis.
^^ Unweighted count.
Homeless. = homelessness.
Residential = group homes and/or institutions.
**p b .001.
232 S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
were likely to reside in relative or non-relative foster homes,
while
members of the substance abuse and incarceration only clusters
were
likely to reside in group homes and institutions. Youths in the
multiple
problems and homelessness clusters resided mostly in non-
30. relative foster
homes, as well as group homes and institutions.
Significant differences also emerged in the time spent in current
placement, as well as the number of placements since the latest
removal
(F = 109.47, p b 001 and F = 16.52, p b 001). Youths in
resilience cluster
spent more time in current placement (M = 529.39 days) and
had less
placement settings (M = 5.03) compared to members of the
other
groups. In contrast, youths in the substance abuse cluster spent
less
time in current placement (M = 238.16 days), and those in the
incarcer-
ation only cluster had more placement settings (M = 6.12)
compared to
others. Duration of the current foster care episode also differed
signifi-
cantly (F = 109.75, p b .001), with members of the resilience
cluster
spending more time in care (M = 1525.79 days), and members
of the
substance abuse cluster spending less time (M = 902.49 days).
The re-
maining clusters differed little in the duration and stability of
place-
ments, as well as duration of the current foster care episode.
4. Discussion
The goal of the present study was to identify patterns of
function-
ing among older adolescents in foster care, and examine the
factors
31. associated with such patterns. Findings revealed five
subpopulations
characterized by specific strengths, vulnerabilities and child
welfare
experiences. Each subpopulation may have different prospects
for a
successful transition to adulthood, requiring different levels of
sup-
port and supervision on the part of child welfare staff.
4.1. The “resilience” cluster
The largest cluster in the present sample (39%) was
characterized by
competent, or “resilient”, functioning in all domains.
Adolescents in this
cluster were enrolled in school, had supportive adults, and
avoided
problematic outcomes, such as homelessness, teen parenthood
and
incarceration. This pattern is consistent with several prior
studies indi-
cating that foster youth may function successfully as they
transition to
independence (e.g. Daining & DePanfilis, 2007; Jones, 2012;
Keller
et al., 2007; Yates & Grey, 2012). Person-oriented research
consistently
identified well-functioning subpopulations among these youth
(e.g.
Keller et al., 2007; Yates & Grey, 2012), and variable-oriented
studies
also corroborated such findings (e.g. Daining & DePanfilis,
2007; Jones,
2012). Overall, existing evidence suggests that resilient
functioning
32. may be quite common among young people leaving foster care,
supporting the view of resilience as developing “via the
operation of
normal developmental processes…rather than from exceptional
indi-
vidual capacities” (Yates & Grey, 2012, p. 476).
Members of the resilience cluster were more likely to be female,
though differences were relatively small. The observed pattern
is con-
sistent with prior studies reporting better outcomes for female
foster
youth (e.g. Daining & DePanfilis, 2007; Keller et al., 2007).
Nevertheless,
some of the indicators used in this analysis are inherently less
prevalent
among females (e.g. incarceration), which may bias the study
findings.
In fact, in studies that include internalizing, as well as
externalizing,
markers of successful adaptation, gender differences tend to be
less pro-
nounced (e.g. Yates & Grey, 2012).
Youths in the resilience cluster were younger during the latest
out-
of-home placement, and spent substantially more time in foster
care
compared to other youth. Their reasons for removal were also
some-
what different, with higher rates of caregiver-related factors
(e.g. child
maltreatment) and lower rates of child-related difficulties (e.g.
behav-
ioral problems). Many were placed in relative or non-relative
foster
33. homes and spent nearly twice as much time in current placement
com-
pared to members of the other groups.
Overall, findings suggest that young people who are removed in
ear-
lier stages of adolescence, for reasons other than severe
externalizing
problems, and who are placed in relatively stable, family-based
settings,
exhibit better functioning at age 17. Although these patterns are
strictly
correlational, prior research shows that children and adolescents
placed
in family-based settings fare better than those placed in
residential care
(e.g. Cusick, Courtney, Havlicek, & Hess, 2011). The stability
of place-
ments also promotes competent functioning (e.g. Stott, 2012),
and sta-
ble placements are easier to find for children without severe
emotional
and behavioral problems (e.g. Ryan & Testa, 2005; Stott, 2012).
4.2. The “substance abuse” cluster
The second largest cluster in the present sample (19%) was
charac-
terized by substance abuse referrals for all members, as well as
incarcer-
ation histories for some. Nevertheless, all youth were enrolled
in school,
had a supportive adult, and did not have histories of
homelessness or
adolescent parenthood. The emergence of this cluster is
supported by
34. prior research, reporting elevated rates of substance abuse
among
233S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
older adolescents in foster care (e.g. McDonald, Mariscal, Yan,
& Brook,
2014; Narendorf & McMillen, 2010). In addition, two person-
oriented
studies indicated that subgroups characterized by substance use
also
tended to include delinquent behaviors (Keller et al., 2007;
Yates &
Grey, 2012).
The substance abuse cluster was characterized by increased
number
of male and White youth, consistent with prior research
reporting sim-
ilar trends (e.g. Aarons et al., 2008; Vaughn, Ollie, McMillen,
Scott, &
Munson, 2007). Youths in this cluster were also older during
the latest
out-of-home placement and spent less time in foster care
compared to
members of the other groups. Many youth were placed in group
homes or institutions, possibly due to difficulties related to
substance
abuse behaviors. Furthermore, given that over 40% were placed
in out-
of-home care exclusively due to child-related difficulties, many
may
have entered foster care with unmet behavioral and/or emotional
needs, making it harder to find stable, family-based placements
35. (Stott,
2012).
Noteworthy, all youth in this cluster were enrolled in school and
had
a supportive adult – these are important strengths which can be
built
upon when designing intervention strategies. Timely
permanency
planning that incorporates supportive adults, as well as school-
based
programming to increase independent living preparedness, can
be par-
ticularly beneficent.
4.3. The “multiple problems” cluster
The multiple problems cluster was characterized by a
constellation of
difficulties considered “typical” for emancipating foster youth,
though it
represented merely 15% of the sample. About one-third of these
youth
were not enrolled in school, a similar proportion had no
supportive
adults, and many reported homelessness, substance abuse
referrals
and incarceration. Furthermore, nearly 50% had at least one
child.
These findings are consistent with both variable-oriented and
person-
oriented studies, reporting an array of difficulties presented by
some
foster youth (e.g. Courtney, 2009; Keller et al., 2007; Yates &
Grey,
2012). In the study by Keller et al. (2007), such youth
36. accounted for
over 40% of the sample, though in Yates and Grey's study
(2012), they
represented merely 17%. These differences may at least
partially relate
to variations in methodology, such as sample size, recruitment
strate-
gies, and the selection of specific outcomes included in the
analysis.
Members of the current cluster were somewhat more likely to be
fe-
male, non-White and Hispanic. Given their high rates of
childbirth and
the established link between minority status and teen
parenthood
(Leathers & Testa, 2006), such patterns are aligned with
existing litera-
ture. African–American and Hispanic foster youth, in particular,
were
found to have high rates of pregnancy and childbirth (e.g. King,
Putnam-Hornstein, Cederbaum, & Needell, 2014), possibly
driving the
increased representation of minorities in this cluster.
Furthermore, mi-
nority youths may have higher likelihood of placement in
residential
settings, which can impede engagement in age-appropriate tasks
(e.g.
attending school, developing supportive relationships), and
increase
the likelihood of problematic behaviors (e.g. criminal
involvement)
(Courtney, 2009; Cusick et al., 2011; Stott, 2012).
Youths were placed in out-of-home care for a variety of
37. reasons,
including both parent-related and child-related difficulties. At
the
time of data collection, nearly 40% were placed in group homes
or in-
stitutions, one-third resided in non-relative foster homes and
less
than 10% lived with relatives. The difficulties presented by
these
youth are noteworthy, especially as many of them may parent
minor children. It is unknown to what extent having children
con-
tributed to challenges presented by these youth, though prior re-
search identified teen parenthood as a risk factor for behavioral/
emotional difficulties, educational underachievement and
poverty
(Barnet, Liu, & DeVoe, 2008; Boden, Fergusson, & Horwood,
2008).
However, other research suggested that parenthood may be a
posi-
tive factor in the lives of foster youth, increasing their
motivation
for education and employment, and decreasing engagement in
vari-
ous problematic behaviors (e.g. Chase, Maxwell, Knight, &
Aggleton,
2006). Overall, some youths in the multiple problems cluster
may re-
quire extensive supports as they transition to independent adult-
hood, while others may need more targeted services designed to
support adequate parenting, as well as economic independence.
4.4. The “incarceration only” cluster
The fourth cluster, incarceration only, represented 14% of the
sample.
38. Youths in this cluster were enrolled in school, had a supportive
adult
and did not report childbirth, homelessness or substance abuse,
howev-
er, all had been incarcerated at some point in their lives.
Consistent with
existing research (e.g. Cusick, Havlicek, & Courtney, 2012),
nearly 70%
were male, with race and ethnicity resembling the overall
sample. Age
of removal also matched the overall sample; however, many
youth
were removed exclusively due to child-related difficulties.
Furthermore,
over 50% were placed in group homes or institutions and
placement in-
stability was relatively high. This may be the result of
movement in and
out of correctional facilities, or due to problem behaviors which
made it
difficult to find stable arrangements (Stott, 2012). During the
period of
transition to adulthood, this group is likely to require
interventions spe-
cifically targeting emotional and/or behavioral difficulties. The
absence
of other risk factors in this group (e.g. substance abuse,
childbirth),
and the presence of strengths, such as school enrollment and
supportive
relationships, indicate that the period between ages 17 and 21
may
present a unique opportunity to address existing challenges and
facili-
tate competent functioning.
39. 4.5. The “homelessness” cluster
The homelessness cluster made up the smallest portion of the
sample,
at 13%. All members of this cluster had been homeless at some
point in
their lives, and some also had substance abuse and incarceration
histo-
ries. Nevertheless, all were enrolled in school, had a supportive
adult
and did not have children. These youths' gender resembled the
overall
sample, but they were likely to be White. In addition, they
tended to
be slightly older during the latest removal, with reasons for
removal
predominantly parent-related. Many were placed in non-relative
foster
homes and group homes/institutions, with average rates of
placement
disruption. Prior research identified homelessness as a
significant prob-
lem among emancipating foster youth (Dworsky & Courtney,
2009),
and demonstrated that it often coincided with other risks (e.g.
Courtney et al., 2012). While it is unknown if homelessness
preceded
or followed out-of-home placement in the current sample, some
mem-
bers of this cluster may require intensive supports as they
transition to
adulthood due to other difficulties (i.e. substance abuse and
criminal in-
volvement). As with the substance abuse group, services should
build
upon existing strengths, such as school enrollment and
40. relationships
with supportive adults.
5. Recommendations for policy and practice
The heterogeneity of foster youth in this sample and in similar
stud-
ies (e.g. Courtney et al., 2012; Keller et al., 2007; Yampolskya
et al.,
2014; Yates & Grey, 2012), suggests significantly different
service
needs. Youths in the resilience cluster seem to require less
tangible
supports, though they may still exhibit internalizing problems
not
accounted for in the present investigation. This is especially
likely
given that child maltreatment rates were higher in this cluster
com-
pared to any other group. Child welfare officials should
continue to
monitor these youths' condition, including periodic, age
appropriate
assessment of needs, informed by their abuse and neglect
histories.
During this time, caseworkers should reduce their reliance on
foster
parent reports of problems, instead seeking out opportunities to
interact
directly with the youth. Evaluating and addressing difficulties
such as
234 S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
41. mental health problems, disturbed peer-relationships and low
self-
esteem is particularly important, as these could be easily
overlooked
due to apparent competence exhibited by these youth (Yates &
Grey,
2012).
In contrast, youths in the substance use, incarceration only and
home-
lessness clusters may require more intensive supports, with an
emphasis
on remediation of problem behaviors, such as substance abuse
and de-
linquency. Criminal involvement should receive special
attention, as it is
represented in all three clusters and its impact on subsequent
function-
ing may be particularly detrimental. Some studies suggest that
place-
ment in residential settings is a predictor of future delinquency
(e.g.
Cusick et al., 2011), therefore, youth should be placed in
family-based
care to the extent possible. For youth requiring residential care,
inter-
ventions to minimize externalizing problems may be beneficent.
Youths in the multiple problems cluster may have high risk of
prob-
lematic outcomes, though members are likely to vary widely in
the ex-
tent of difficulties presented. In general, these youth can benefit
from
educational supports, housing assistance and counseling
services to ad-
42. dress problem behaviors. Connecting youths with positive adult
figures
willing to serve as mentors is also important, as about one-third
report-
ed no existing connections. A potential avenue for increasing
connect-
edness may be assisting youth to reestablish relationships with
extended family members (e.g. grandparents, aunts and uncles,
sib-
lings), providing that they can serve as positive role models.
Meaningful
relationships can also be formed through participation in
educational
and vocational settings, as well as in extracurricular activities.
Although this study examined several child welfare factors
possibly
associated with the emergence of specific clusters, their
predictive value
is difficult to assess due to the cross-sectional nature of the
analysis.
Nevertheless, emerging trends suggest that youth who are
removed at
earlier age, for reasons other than severe behavioral problems,
and
who are placed in relatively stable, family-based settings fare
better as
they approach the age of emancipation. In contrast, those who
are
removed later, placed in residential settings and experience
placement
disruption may evidence more problematic functioning, such as
school
drop-out and early childbirth. This interpretation is consistent
with
existing literature indicating that stable, family-based settings
43. are opti-
mal for facilitating positive outcomes, while also noting that
such place-
ments may be difficult to achieve for older, behaviorally
disturbed youth
(Newton et al., 2000; Rubin et al., 2007; Ryan & Testa, 2005;
Stott,
2012).
There is an urgent need to address the availability of family-
based
placements for youth with emotional and behavioral difficulties.
In
some cases, residential treatment settings may be appropriate
for
these youth; however, there is also emerging research indicating
that
family-based placements for troubled children can be promoted
through specialized training – such as Multidimensional
Treatment Fos-
ter Care (Fisher, Burraston, & Pears, 2005) and Keeping Foster
and Kin-
ship Parents Trained and Supported (Price et al., 2008). Further
research
is also needed to determine why relative placements are
underutilized
among these youth. Kinship placements have been noted to be
as
much as 70% less likely to disrupt than non-kin placements
(Webster,
Barth, & Needell, 1999). Although relatives asked to provide
care may
have greater reluctance to take in a youth they know to have
emotional
and/or behavioral challenges, agencies might also be less likely
to place
44. these youth with relatives due to safety and well-being
concerns. Fur-
ther research is needed to understand these dynamics, and
examine
how placement decisions are made for youth with special needs.
Finally, the emergence of the substance abuse and incarceration
only
clusters may reflect an effort by the child protection system to
provide
services to youth for reasons other than protection from their
parents.
Both groups were more likely to be male, and be placed in
residential
settings. The substance abuse group spent less time in foster
care and
was older at the latest removal, while the incarcerated only
group exhib-
ited increased behavioral disturbance and disabilities. Most
important,
both groups had relatively high rates of child-related reasons for
removal and out-of-home placement. In combination with the
profile
characteristics described above, this may suggest that the child
protec-
tion system was providing substance abuse and mental health
treat-
ment to youth who might have been able to receive those
services
another way. It is also possible that in some cases, parents were
per-
ceived to be ineffectual or uncommitted in addressing these
youths`
challenges, and the state agency intervened on their behalf.
States
should consider developing children's behavioral health
45. systems, such
as those in place in New Jersey, where treatment services for
children
are available to the general public through a single access point
(NJ
Department of Children and Families, n.d.).
6. Limitations and direction for future research
The results of the present study should be interpreted in light of
its
limitations. First, the response rate to the NYTD survey was
slightly
over 50%, and while weighing procedures were implemented to
in-
crease generalizability, biases may still occur due to the
specific proce-
dures used. Second, both NYTD and AFCARS variables are
limited in
the amount of detail they provide. For instance, the
circumstances
under which youths were referred for a substance abuse
evaluation, as
well as reasons for incarceration and homelessness are not
assessed.
Furthermore, the wording of the NYTD variables may have
included a
wide range of behaviors, especially for substance abuse and
incarcera-
tion measures. Some youth referred for a substance abuse
evaluation
may have actually abused substances, while others could have
been re-
ferred erroneously. Similarly, some youth reporting
incarceration may
have spent a single night in jail, while others could have been
46. incarcer-
ated for long periods of time in connection with more serious
crimes.
The timing and frequency of these behaviors are also not
evaluated, as
only lifetime incidence is documented at age 17. In addition,
there is
limited detail about youths` removal circumstances, as well as
reasons
for the disruption of placements. The accuracy of large
administrative
datasets such as NYTD and AFCARS is also difficult to assess,
as states
may report partial or conflicting information in some cases.
Most impor-
tant, the findings of this study are limited by the cross-sectional
nature
of the analysis. Specifically, several indicators used to form the
clusters
(i.e. substance abuse referral, homelessness, incarceration) may
also
represent removal reasons in certain cases, as the timing of their
occur-
rence is unknown.
Future research should employ longitudinal designs to examine
the
link between child welfare factors and the functioning patterns
exhibit-
ed by the youth. Subsequent waves of NYTD data will allow
conducting
such investigations with a large, national sample. Future efforts
should
also follow youth until the age of 21 and, if possible, longer, to
assess
the stability and predictive utility of the obtained patterns, and
47. evaluate
the role of service provision in this regard. Such investigations
should
include additional indicators of successful adaptation as
applicable to
the age range studied. For instance, assessing employment
status, inde-
pendent living, earnings and dependence on public assistance
may be
appropriate for older youth who already left the child welfare
system.
Including indicators related to internalizing problems (e.g.
mental
health concerns, self-esteem) can be beneficent at any age, as
some
youth may function successfully in domains such as education
and em-
ployment, while still struggling with the aftermath of child
maltreat-
ment and years in out-of-home placement.
Acknowledgments
The data used in this publication were made available by the
Nation-
al Data Archive on Child Abuse and Neglect. Data from the
National
Youth in Transition Database were originally collected by the
states
and provided to the Children's Bureau. Funding was provided by
the
Children's Bureau, U.S. Department of Health and Human
Services. The
collector of the original data, the funder, the Archive, Cornell
University
48. 235S. Shpiegel, K. Ocasio / Children and Youth Services
Review 58 (2015) 227–235
and their agents or employees bear no responsibility for the
analyses or
interpretations presented here.
We are particularly grateful to Michael Dineen, Holly Larabee
and
Elliott Smith from the National Data Archive on Child Abuse
and Neglect
at Cornell University for their technical assistance and support.
References
Aarons, G. A., Hazen, A. L., Leslie, L. K., Hough, R. L., Monn,
A. R., Connelly, C. D., et al.
(2008). Substance involvement among youths in child welfare:
The role of common
and unique risk factors. American Journal of Orthopsychiatry,
78(3), 340–349.
Barber, J. G., & Delfabbro, P. H. (2003). Placement stability
and the psychosocial well-
being of children in foster care. Research on Social Work
Practice, 13(4), 415–431.
Barnet, B., Liu, J., & DeVoe, M. (2008). Double jeopardy:
Depressive symptoms and rapid
subsequent pregnancy in adolescent mothers. Archives of
Pediatrics & Adolescent
Medicine, 162(3), 246–252.
Boden, J. M., Fergusson, D. M., & Horwood, L. J. (2008). Early
motherhood and subsequent
49. life outcomes. Journal of Child Psychology and Psychiatry,
49(2), 151–160.
Brandford, C., & English, D. (2004). Foster youth transition to
independence study. Seattle:
WA: Office of Children's Administration Research.
Chase, E., Maxwell, C., Knight, A., & Aggleton, P. (2006).
Pregnancy and parenthood
among young people in and leaving care: What are the
influencing factors, and
what makes a difference in providing support? Journal of
Adolescence, 29, 437–451.
Collins, M. E., Spencer, R., & Ward, R. (2010). Supporting
youth in the transition from
foster care: Formal and informal connections. Child Welfare,
89(1), 125–143.
Courtney, M. E. (2009). Describing the problem: Outcomes for
older youth exiting the
foster care system in the U.S. In B. Kerman, A. B. Maluccio, &
M. M. Freundlich
(Eds.), Achieving permanence for older children and youth in
foster care. New York:
Columbia University Press.
Courtney, M. E., Hook, J. L., & Lee, J. S. (2012). Distinct
subgroups of former foster youth
during young adulthood: Implications for policy and practice.
Child Care in Practice,
18(4), 409–418.
Cusick, G. R., Courtney, M. E., Havlicek, J., & Hess, N. (2011).
Crime during the transition to
adulthood: How youth fare as they leave out-of-home care.
50. Chicago: Chapin Hall at the
University of Chicago.
Cusick, G. R., Havlicek, J. R., & Courtney, M. E. (2012). Risk
for arrest: The role of social
bonds in protecting foster youth making the transition to
adulthood. American Journal
of Orthopsychiatry, 81(1), 19–31.
Daining, C., & DePanfilis, D. (2007). Resilience of youth in
transition from out-of home
care to adulthood. Children and Youth Services Review, 29,
1158–1178.
Dworsky, A., & Courtney, M. (2009). Homelessness and the
transition from foster care to
adulthood. Child Welfare, 88(4), 23–56.
Fava, G. A., Guidi, J., Porcelli, P., Rafanelli, C., Bellomo, A.,
Grandi, S., et al. (2012). A cluster
analysis-derived classification of psychological distress and
illness behavior in the
medically ill. Psychological Medicine, 42, 401–407.
Fisher, P. A., Burraston, B., & Pears, K. (2005). The early
intervention foster care program:
Permanent placement outcomes from a randomized trial. Child
Maltreatment, 10,
61–71.
Hass, M., & Graydon, K. (2009). Sources of resiliency among
successful foster youth.
Children and Youth Services Review, 31(4), 457–463.
Hines, A. M., Merdinger, J., & Wyatt, P. (2005). Former foster
youth attending college:
51. Resilience and the transition to young adulthood. American
Journal of Orthopsychiatry,
75(3), 381–394.
Hughes, D. M., Condron, B., Jackson, N., Pitchal, E., Garton,
N., & Elliott, S. P. (2008). Prepar-
ing our kids for education, work and life: A report of the task
force on youth aging out of
DSS care. The Boston Foundation.
Jones, L. (2012). Measuring resiliency and its predictors in
recently discharged foster
youth. Child and Adolescent Social Work Journal, 29, 515–533.
Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007).
Approaching the transition to adult-
hood: Distinctive profiles of adolescents aging out of the child
welfare system.
Social Service Review, 81, 453–484.
King, B., Putnam-Hornstein, E., Cederbaum, J. A., & Needell,
B. (2014). A cross-sectional
examination of birth rates among adolescent girls in foster care.
Children and Youth
Services Review, 36, 179–186.
Leathers, S., & Testa, M. (2006). Foster youth emancipating
from care: Caseworkers'
reports on needs and services. Child Welfare, 85, 463–493.
Lee, J. S., Courtney, M. E., & Tajima, E. (2014). Extended
foster care support during the
transition to adulthood: Effect on the risk of arrest. Children
and Youth Services
Review, 42, 34–42.
Lemon, K., Hines, A. M., & Merdinger, J. (2005). From foster
52. care to young adulthood: The
role of independent living programs in supporting successful
transitions. Children and
Youth Services Review, 27(3), 251–270.
McDonald, T. P., Mariscal, S. E., Yan, Y., & Brook, J. (2014).
Substance use and abuse for
youths in foster care: Results from the communities that care
normative database.
Journal of Child & Adolescent Substance Abuse, 23(4), 262–
268.
McMillen, J. C., Zima, B., Auslander, W., Scott, L., Munson,
M. R., Ollie, M., & Spitznagel, E.
(2005). Prevalence of psychiatric disorders among older youths
in the foster care sys-
tem. Journal of the American Academy of Child and Adolescent
Psychiatry, 44(1), 88–95.
Naccarato, T., Brophy, M., & Courtney, M. E. (2010).
Employment outcomes of foster
youth: The results from the Midwest evaluation of the adult
functioning of foster
youth. Children and Youth Services Review, 32(4), 551–559.
Narendorf, S. C., & McMillen, J. C. (2010). Substance use and
substance use disorders as
foster youth transition to adulthood. Children and Youth
Services Review, 32, 113–119.
National Data Archive on Child Abuse and Neglect (2013a).
Adoption and foster care anal-
ysis and reporting system. User's guide FY 2011. Ithaca, NY:
Bronfenbrenner Center for
Translational Research, Cornell University.
53. National Data Archive on Child Abuse and Neglect (2013b).
Adoption and foster care
analysis and reporting system. Codebook FY 2011. Ithaca, NY:
Bronfenbrenner Center
for Translational Research, Cornell University.
National Data Archive on Child Abuse and Neglect (2014).
National youth in transition
database: Outcome file. User's guide FY 2011. Ithaca, NY:
Bronfenbrenner Center for
Translational Research, Cornell University.
Newton, R. R., Litrownik, A. J., & Landsverk, J. A. (2000).
Children and youth in foster care:
Disentangling the relationship between problem behaviors and
number of place-
ments. Child Abuse & Neglect, 24(10), 1363–1374.
Price, J. M., Chamberlain, P., Landsverk, J., Reid, J. B., Leve,
L. D., & Laurent, H. (2008).
Effects of a foster parent training intervention on placement
changes of children in
foster care. Child Maltreatment, 13(1), 64–75.
Rubin, D. M., O'Reilly, L. A., Luan, X., & Localio, A. R.
(2007). The impact of placement sta-
bility on behavioral wellbeing for children in foster care.
Pediatrics, 119(2), 336–344.
Ryan, J. P., & Testa, M. F. (2005). Child maltreatment and
juvenile delinquency: Investigat-
ing the role of placement and placement instability. Children
and Youth Services
Review, 27(3), 227–249.
Samuels, G. M., & Pryce, J. M. (2008). ‘What doesn't kill you
54. makes you stronger’: Surviv-
alist self-reliance as resilience and risk among young adults
aging out of foster care.
Children and Youth Services Review, 30(10), 1198–1210.
Stott, T. (2012). Placement instability and risky behaviors of
youth aging-out of foster
care. Child and Adolescent Social Work Journal, 29, 61–83.
Stott, T. (2013). Transitioning youth: Policies and outcomes.
Children and Youth Services
Review, 35, 118–227.
Stott, T., & Gustavsson, N. (2010). Balancing permanency and
stability for youth in foster
care. Children and Youth Services Review, 32, 619–625.
Svoboda, D. V., Shaw, T. V., Barth, R. P., & Bright, C. L.
(2012). Pregnancy and parenting
among youth in foster care: A review. Children and Youth
Services Review, 34,
867–875.
Tsai, J., Edens, E. L., & Rosenheck, R. A. (2011). A typology
of childhood problems among
chronically homeless adults and its association with housing
and clinical outcomes.
Journal of Health Care for the Poor and Underserved, 22(3),
853–870.
U.S. Department of Health and Human Services (2014). The
AFCARS report: Preliminary
estimate for FY 2013. (Washington: D.C. Retrieved May 1,
2015 from https://www.
acf.hhs.gov/sites/default/files/cb/afcarsreport21.pdf).
55. Vaughn, M. G., Ollie, M. T., McMillen, C., Scott, L., &
Munson, M. (2007). Substance use and
abuse among older youth in foster care. Addictive Behaviors,
32, 1929–1935.
Webster, D., Barth, R. P., & Needell, B. (1999). Placement
stability for children in out-of-
home care: A longitudinal analysis. Child Welfare, 79(5), 614–
632.
Yampolskya, S., Sharrock, P., Armstrong, M. I., Strozier, A., &
Swanke, J. (2014). Profiles of
children placed in out-of-home care: Association with
permanency outcomes.
Children and Youth Services Review, 36, 195–200.
Yates, T. M., & Grey, I. K. (2012). Adapting to aging-out:
Profiles of risk and resilience
among emancipated foster youth. Development and
Psychopathology, 24, 475–492.
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0005
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0005
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0010
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0010
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0015
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0015
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0015
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0020
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0020
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0025
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0025
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0030
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0030
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0030
http://refhub.elsevier.com/S0190-7409(15)30070-0/rf0035
59. foster youth1.2. Factors influencing group membership1.3. The
present study2. Methods2.1. Dataset and procedure2.2.
Sample2.3. Measures2.3.1. Outcome indicators2.3.1.1. Current
school enrollment2.3.1.2. Connection to adult2.3.1.3.
Childbirth2.3.1.4. Homelessness2.3.1.5. Substance abuse
referral2.3.1.6. Incarceration2.3.2. Pre-removal factors2.3.3.
Post-removal factors2.4. Analytic strategy3. Results3.1. Cluster
analysis3.2. Pre-removal factors3.2.1. Demographics3.2.2.
Reasons for removal3.3. Post-removal factors4. Discussion4.1.
The “resilience” cluster4.2. The “substance abuse” cluster4.3.
The “multiple problems” cluster4.4. The “incarceration only”
cluster4.5. The “homelessness” cluster5. Recommendations for
policy and practice6. Limitations and direction for future
researchAcknowledgmentsReferences