Download or read book Predictors of Foster Parents Home based Academic Involvement with Their Foster Youth written by Jonelle Alicia Reynolds and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parental involvement in children's education has been associated with children's academic success; however, little is known about the academic involvement of foster parents with their foster youth or their understanding of their roles and responsibilities related to education. The primary purpose of this study was to explore associations between and among factors that have been relevant in the general literature around academic success and foster parents' academic involvement. This study explored the relationship between these factors of parental self-efficacy, knowledge and skills, time and energy, and the foster child's invitation, and home-based academic involvement practices of foster parents. A secondary goal was to examine foster parents' understanding of their educational roles and responsibilities related to education, as well as the areas of confusion regarding those roles. A self-reported, online questionnaire was provided to 140 current or past foster parents of middle and high school aged foster youth. Ordinal regression analyses were conducted to examine the associations between the foster parents' self-efficacy, knowledge and skills, time and energy, the foster child's invitation, and the foster parents' home-based academic involvement practices. In addition, descriptive and bivariate analyses tested for associations between the motivators of home-based involvement and the foster parents' understanding of their roles and responsibilities. Results demonstrated that foster parents' self-efficacy, perception of their knowledge and skills, and the receipt of invitations from their foster child for assistance, were predictive of their level of home-based academic involvement. However, time and energy were not associated with involvement. Results also showed that foster parents generally lacked clarity on who had the authority to initially access services or to execute those services. Even for common services such as time management and study skills, approximately half of the foster parents thought it was their responsibility and the other half thought it was the professional staff (case managers and educational specialists). Findings are discussed in the context of study limitations and implications for practice and research.

Download or read book An Exploration of Foster Youth Academic Performance Trajectories and Predictors of Group Membership written by Kristine Frerer and published by . This book was released on 2011 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many maltreated youth between the ages of eight and fourteen, challenges associated with the family environment and entry into foster care placement compromises their ability to function and learn. Though prior research indicates that the educational attainment of foster youth is poor, negative performance is reported as though it is a unitary phenomenon among foster students, overlooking population heterogeneity. While collectively foster youth may have increased risk due to maltreatment and removal from home, correlates including educational risks prior to entry, child welfare case characteristics, and residential and school changes may be associated with differences in foster youth academic performance trajectories. Performance levels on the California Standards Test in English language arts and math are followed longitudinally for four years for first-time entries to foster care from two California counties between school years 2003 and 2006. In addition to an all foster youth sample, foster youth are matched closely to students in the general population by Propensity Score Matching on key educational risks and performance level the year prior to foster care entry. Covariates include achievement gap variables such as ethnicity, disability, and English language learner status in addition to six child welfare case characteristics and five time sensitive residential and school change factors. Group-based analysis and multinomial logistic regression are used to determine the number and type of distinct academic performance trajectories and to examine whether group membership is associated with out of home placement, education risk factors, and child welfare case characteristics. As variance within academic performance is indicated by six distinct English language arts and five math academic performance trajectories, findings support the current research approach to explore heterogeneity with educationally vulnerable populations. Analyses indicate that foster youth and comparison student academic performance trajectories in English and math are similar which suggests that educational vulnerability for foster youth is related to characteristics that exist prior to placement in out of home care. These findings are echoed in the foster youth sample, where pre-placement educational risks are more salient predictors of negative trajectories than experiences associated with foster care placement. For some foster youth, residential and school changes lead to decreased adjustment and academic performance. In particular, poor English academic trajectories are associated with same year normative school transitions and entrance into foster care. Overall, lower performing trajectory groups are defined by an increased number of education risks present at entry and residential and school changes in the first year of placement. Group-based analysis can be an important statistical method for both child welfare and education personnel. Youth entering out of home placement or those identified as at-risk are not homogenous groups. Rather, there are meaningful subgroups within these populations that follow distinctive educational trajectories. By identifying clusters or groups of student trajectories, profiles of characteristics within and among groups can aid in uncovering educational strengths and challenges and lead to policies and practices which support improved academic trajectories for vulnerable youth.

Download or read book Handbook of School Family Partnerships written by Sandra L. Christenson and published by Routledge. This book was released on 2010-06-10 with total page 738 pages. Available in PDF, EPUB and Kindle. Book excerpt: Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better understanding of the complexities impinging on children’s development; and pooling of family and school resources to find and implement solutions to shared goals. This is the first comprehensive review of what is known about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy. Key features include: provides comprehensive, cross-disciplinary coverage of theoretical issues and research concerning family-school partnerships. describes those aspects of school-family partnerships that have been adequately researched and promotes their implementation as evidence-based interventions. charts cutting-edge research agendas & methods for exploring school-family partnerships. charts the implications such research has for training, policy and practice especially regarding educational disparities. This book is appropriate for researchers, instructors, and graduate students in the following areas: school counseling, school psychology, educational psychology, school leadership, special education, and school social work. It is also appropriate for the academic libraries serving these audiences.

Download or read book Predictors of Running Away from Foster Care written by Andrea A. Nesmith and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Decision in Child Care written by R. A. Parker and published by Routledge. This book was released on 2021-11-07 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Responsible decisions are continually being made in social work. In particular the decision to place a child in a foster home can have far-reaching consequences for their welfare and it is vital that we make the best possible choice on their behalf. Although in the 1960s thousands of children were boarded out every year no systematic attempt had yet been made to summarize this experience as a guide for practice. Thus important decisions lacked the help which past experience could provide. Originally published in 1966, this study assembled the past experience of foster care in one area, analysed it and presented it in such a way that predictions could be made of the outcome of a potential placement. At the time it offered an important contribution to the task of providing the best possible care for children separated from their own families. Today it can be read in its historical context.

Download or read book A Study of Predictors of Success in Foster Care written by Patricia W. Cautley and published by . This book was released on 1970 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Road Map for Learning written by Casey Family Programs and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A Road Map for Learning is a guide for everyone working towards successful educational outcomes for youth in foster care or out-of-home care. The book provides a modular framework for achieving collaboration across the federal, state, and local legal, educational, and child welfare systems. Emphasizing the needs of K-12 students, it contains resources for parents, caregivers, teachers, and child welfare professionals. A Road Map for Learning shows how to integrate the predictors of academic success into an educational plan and encourages letting youth in out-of-home care be the primary voice in their own decision-making ..."--Publisher website.

Download or read book Foster Parenting Practices as Predictors of Foster Child Outcomes written by Julie N. Perkins and published by . This book was released on 2008 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Road Map for Learning written by Casey Family Programs and published by . This book was released on 2004 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A Road Map for Learning is a guide for everyone working towards successful educational outcomes for youth in foster care or out-of-home care. The book provides a modular framework for achieving collaboration across the federal, state, and local legal, educational, and child welfare systems. Emphasizing the needs of K-12 students, it contains resources for parents, caregivers, teachers, and child welfare professionals. A Road Map for Learning shows how to integrate the predictors of academic success into an educational plan and encourages letting youth in out-of-home care be the primary voice in their own decision-making ..."--Publisher website.

Download or read book Predictors of Favorable Outcomes Among Children in Foster Care written by Cynthia Valentine Heywood and published by . This book was released on 2009 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community Treatment for Youth written by Barbara J. Burns and published by Oxford University Press. This book was released on 2002-01-30 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence. Featuring community-based and state-of-the-art services for youth with severe emotional and behavioral disorders and their families, this volume describes each intervention in depth, along with the supporting evidence for its utility. Most chapters present a single intervention as an alternative to institutional care. Shared characteristics of these interventions include delivery of services in the community (homes, schools, and neighborhoods) provided largely by parents and paraprofessional staff. The interventions are appropriate to use in any of the child human services sectors and have been developed in the field with real-world child and family clients. In addition, they offer a reduced cost in comparison to institutional care. Several chapters address diagnostic-specific psychosocial and psychopharmacological treatments, which are likely to be provided as adjunctive treatment in a clinical setting. Designed to update professionals in the field about effective services, Community Treatment for Youth will serve as a resource for academics, policymakers, practitioners, consumers, and researchers.

Download or read book Contextual and Child History Predictors of Internalizing and Externalizing Behavior Problems in Foster Children written by and published by . This book was released on 2015 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster children experience behavior problems at a much greater rate than their community counterparts. These increased behavior problems lead to undesirable outcomes, such as a greater number of placements, less academic success, and a lower likelihood of reunification with the biological parents. Research on internalizing and externalizing behavior problems in foster children has yet to produce any definitive conclusions on what predicts high levels of child behavior problems. This study aims to contribute to current research on foster children's behavior problems by analyzing a more comprehensive set of predictors comprising child history and contextual variables. Child history predictors include the reason for removal from the child's primary caregivers, the number of prior placements, and the type of prior placements. Contextual predictors include the child's placement in kinship vs. non- kinship care, the number of other children in the home, the length of time in the present placement, the foster parent's stress level, presence of a sibling, and the behavior problems of the other children in the home. The Child Behavior Checklist was used to assess internalizing and externalizing behavior problems using raw scores. A linear hierarchical regression was used to assess each set of predictor's effect on behavior problems as well as each individual predictor's effect. Participants were 354 foster children from San Diego County whose foster or kinship parents are participants in KEEP, a foster parent training intervention. Data were collected at the baseline of the intervention program prior to any intervention services using parent phone interviews. Results indicate that as a set, the contextual variables predicted a significant and unique amount of variability in the child's internalizing and externalizing behavior scores. Specifically, greater externalizing behavior scores were associated with the child's placement in a non-kinship home, a non-ethnically matched child-parent pair, higher parent stress scores, and higher internalizing behavior scores for the child. Greater internalizing behavior scores were associated with higher parent stress scores, higher sibling externalizing behavior scores, and higher externalizing behavior scores for the child. Implications for intervention services are discussed, particularly the importance of assessing the child's foster home environment when addressing the child's behavior problems.

Download or read book Predictors of Placement Outcomes in Treatment Foster Care written by Richard E. Redding and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Treatment foster care (TFC) is a normalizing environment in which to treat those children whose particular needs are not addressed in traditional foster care and for whom an institutional setting is a restrictive and unnecessary alternative. However, when the foster care placements of these emotionally and behaviorally disturbed children fail, as they often do, the children are shifted from one home to another without the opportunity to experience permanence or emotional attachment, resulting in poor adjustment to foster care. Placement stability, which depends in part upon effective matching of foster children with potential foster families, is critical for achieving positive outcomes in TFC. Yet, there is a dearth of information to guide placement agencies in making decisions about matching foster children with families. Moreover, once a successful match has been made, it is equally vital that service delivery be of high quality so that permanence is maintained. We review research on the predictors of positive outcomes in foster care, focusing on studies involving emotionally or behaviorally disturbed children, and provide recommendations for selecting foster parents and for ensuring high quality foster care services and placement stability.

Download or read book Investigating the Predictors of Postsecondary Education Success and Post college Life Circumstances of Foster Care Alumni written by Amy Michele Salazar and published by . This book was released on 2011 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a group, youth who have spent time in foster care are far behind the general population in postsecondary educational attainment. Nevertheless, most do hold aspirations for higher education. For those who make it to college, foster care alumni face a variety of obstacles related to successful postsecondary completion. However, it is unclear whether the factors that affect postsecondary success in this population are similar to those identified for other college students or more unique to the distinctive experience of being in foster care. Furthermore, while there is general consensus that higher education is beneficial to foster care alumni in overcoming adversity, no study has examined how foster care alumni who graduate from college actually fare in their adult lives compared with the general population of college graduates, or with those in the general population who did not graduate college. The study aims first to identify the predictors of postsecondary retention and success using survey data from a cross-sectional sample of foster care alumni who received Casey Family Scholarship Program or Orphan Foundation of America Foster Care to Success postsecondary scholarships. Second, the study compares adult outcomes of foster care alumni graduates with general population graduates and general population non-graduates to explore the role higher education plays in these youths' lives. Results are interpreted in relation to Bronfenbrenner's Ecological Systems Theory, theories of educational persistence and motivation, trauma theory, and theories related to other difficulties of being in foster care. Analyses include bivariate examinations of postsecondary factors and their relation to college disengagement; discrete-time survival analysis of general college retention factors and factors more unique to the foster care population in predicting college graduation; and multivariate comparisons (ANOVA's, ANCOVA's, and chi-squares) of foster youth graduates and non-foster youth graduates and non-graduates in relation to their post-college life circumstances. In bivariate comparisons of general population factors related to retention, five of the nine factors (academic-related skills, institutional commitment, social support, social involvement, and institutional financial support) had at least one indicator with a significant or trend-level relationship with college disengagement. In bivariate comparisons of foster care-specific factors related to retention, four out of the seven factors (maltreatment/ trauma/PTSD, other mental health problems, independent living stability, tangible support) had at least one item with a significant or trend-level relationship with college disengagement. Comparing the two separate factor models, the general population factor group modeled the data slightly better in predicting college graduation than the foster care-specific factor model. No model improvement was found when foster care-specific factors were added into the general population factor model. Both general population and foster care alumni graduates fared more positively than general population non-graduates for three post-college factors: individual income, financial satisfaction, and happiness. Only the general population graduates were found to be faring better than general population non-graduates on a variety of other factors. Foster youth graduates fared less positively than general population graduates on a variety of post-college outcomes. Results have implications for policy and practice regarding the most effective means of supporting postsecondary aspirations of youth with foster care experience.

Download or read book Removing Children from Home written by Valeria Fajardo and published by . This book was released on 2013 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The foster care system is intended as a temporary safety net to protect children and youth at risk of harm. Difficult decisions are made every day to place victims of child abuse or neglect in foster care. The focus of this study is to identify what characteristics, at either the individual or state level, increase the likelihood of placement and assess changes over time in factors that impact likelihood of placement. Secondary data from the National Child Abuse and Neglect Data System are used in a multilevel logistic regression model. Results show that infants, neglect, and prior victimizations all increase the likelihood of foster care placement. Foster care placement has decreased over time, despite tremendous variation between states. This thesis contributes to the existing literature in the field on indicators of increased likelihood of foster care placement, as well as provides a pedagogical example of how multilevel models can address important structural issues within the social sciences.

Download or read book What Works in Foster Care written by Peter J. Pecora and published by OUP USA. This book was released on 2010 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Northwest Foster Care Alumni Study found that quality foster care services for children pay big dividends when they grow up. Key investments in highly trained staff, low caseloads and robust complementary services can dramatically reduce rates of mental disorders and substance abuse. This book offers a model foster care programme.

Download or read book Foster Parenting Stress Length of Child Time in Foster Care and Presence of Other Children as Predictors of the Attachment and Behavior Problems of Children in Foster Care written by Sara Moorhead Phillips and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: