Parents\u27 and caregivers\u27 experiences with their children\u27s residential treatment centers : a project based upon an independent investigation

This study explored the experiences of parents and caregivers at their child\u27s Residential Treatment Centers (RTCs). Family involvement has been widely accepted as a factor that benefits children in RTCs and family centered practice encourages parent participation in all aspects of a child\u27s care, yet there is limited research on parents and caregivers\u27 participation in two key areas at RTCs: the day-to-day care of their child and the treatment planning/implementation for their child. Thirty-four parents and caregivers of children in RTCs completed a mixed method survey which asked respondents to identify how they are or are not involved in the day-to-day activities and treatment planning/implementation of their children and their level of satisfaction with aspects of their involvement, including amount of involvement, decision making opportunities and interactions with daily care and clinical staff. Respondents also shared barriers and supports to their involvement, the impact their involvement in RTCs has had on their child and their families as well as advice they would give families and RTCs about involving families. The findings indicate that parents and caregivers have a range of involvement at RTCs and that they are more satisfied with higher levels of involvement, increased opportunities for decision making and when they have collaborative, supportive relationships with staff. Recommendations for enhancing family involvement practices at RTCs as well as suggestions for future research are discussed

Examining Generational Differences in the Workplace: Work Centrality, Narcissism, and Their Relation to Employee Work Engagement

In the workplace of today, an unprecedented four generations of workers work side by side. While this blend of generations adds valuable diversity to the workforce, it also adds complexity. Despite popular interest in the subject of generations in the workplace, systematic research of the specific generational differences of work centrality, narcissism, and their relation to employee engagement is limited. It is vital to examine the possibility of significant generational differences in order for HRD practitioners and scholars to understand the focus and direction of strategies intended to improve individual and organizational performance. Using a quantitative research methodology, an online survey was conducted with of Baby Boomer, Generation X and Millennial generation employees ages 18 - 69 in small to mid-size organizations from fourteen different industry sectors in Midwestern United States (N=405) . The study did not find statistically significant generational differences regarding work centrality and narcissism among the Baby Boomer, Generation X, and Millennial generations, yet did determine significant generational differences regarding employee engagement among the Baby Boomer and Millennial cohorts. Two noteworthy findings of the study have the most significant implications for HRD: decreasing employee engagement for the Millennial generation and, that work centrality can predict employee engagement. These findings extend the current knowledge regarding work centrality and employee engagement and suggest HRD practitioners and scholars can best manage the different generations by developing and implementing strategies that increase and sustain high levels of work centrality and foster employee engagement to ensure optimum workforce performance

Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools

Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Result show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed

Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools

The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career successes, of male graduates of two of these schools, one for African American, or Black, students and one for Mexican American students in different parts of the country. Analyses of interviews with 37 graduates showed that they benefitted from the schools’ approach to academic skill development and the building of resilience, leadership, and a commitment to service in the context of a community that continued to support the development of resilience after middle school graduation. Differences in aspects of the two programs are examined along with the implications for making use of the schools’ initiatives on a larger scale

The Impact of Volunteer Experience on Adolescent Social Development: Evidence of Program Effects

The Social and Personal Responsibility Scale was employed in a study of the Youth Volunteers program, involving 44 adolescents in 12 projects, equally divided between child care and community service. Participants showed statistically significant gains on the Social Responsibility sub-scale. Girls gained more than boys and volunteers in community improvement projects gained more than those in child care. However, as in previous studies, gains were quite modest. Testimony from adolescents and adult participants was more strongly positive, volunteers citing improvement in their knowledge of themselves and others and the acquisition of new skills, adults seeing greater willingness to make decisions. Child care volunteers and their adult advisers said they gained competence in working with young children. The generalized impact of volunteer experience on enduring attitudes appears to be positive but small. Future studies should attend as well to differences in the nature of the experiences adolescent volunteers have and to effects that vary among participants