Foster Care Independent Living Services: Youth Perspectives

©2008 Alliance for Children and FamiliesEmerging adulthood is a phase in the life course recently identified by developmental theorists. For youth in foster care, recent federal legislation in the United States has engendered new programs, typically called independent living programs, to help them become successful adults. This qualitative study reports the findings of interviews with a diverse sample of 27 current and former foster youths in a Midwestern state, focusing on the quantity and quality of independent living services received. The youths reported hopeful expectations and plans for their futures, widespread support for postcustody benefit programs, mixed opinions about the utilization and effectiveness of existing independent living programs, significant educational delays associated with frequent placements while in out-of-home custody, and strong attachments to families of origin

Crises That Threaten Out-of-Home Placement of Children with Emotional and Behavioral Disorders

This is the publisher's version. It can also be found at http://dx.doi.org/10.1606/1044-3894.1350. Copyright 1994 Families International, Inc.Children with serious emotional and behavioral disorders present strong challenges to families and professionals who attempt to care for them at home. This longitudinal, exploratory study examines the placementthreatening crises experienced by nine Minnesota families during an 18-month period. The findings encourage critical reevaluation of placement-prevention programs, highlighting the importance of informal support systems, hngstanding family supports, attitudes of professionals, and the role of medications

Adultcentrism in Practice with Children

Families in Society: The Journal of Contemporary Human Services. Copyright 1992 Families International, Inc.Adultcentrism is the tendency of adults to view children and their problems from a biased, adult perspective, thus creating barriers to effective practice with children. The author (1) examines the roots of social work’s adultcentrism in history and developmental theory, (2) discusses how adultcentrism influences practice, and (3) considers ways in which practitioners can combat adultcentrism in practice

Service System Barriers to Reunification

Copyright 1995 Families International, Inc.Programs to reunite children in state custody with their families and communities have not proliferated to the same extent as have programs designed to prevent placement. Although reunification is generally recognized as a more complex and formidable undertaking, the nature and extent of the obstacles to reunification are not fully understood. The authors report on five major systems barriers to reunification that were identified through a pilot case management project in a midwestern state. Knowledge of these obstacles can help officials create a context in which reunification programs have optimal opportunity to succeed

Adventure Based Therapy and Outdoor Behavioral Healthcare

Treatment approaches that are based on experiential learning and incorporate adventure or challenge components have recently received increasing attention and interest from behavioral healthcare providers. This treatment modality knows many names: Adventure-Based Therapy, Therapeutic Camping, Wilderness Therapy, and Adventure Based Counseling, to name a few. These psychotherapeutic interventions can move beyond the traditional office setting and utilize the inherent value of personal challenge and environments unfamiliar to the client. An implicit, though yet undocumented, proposition is that these experimental interventions are also more effective than traditional approaches are at achieving client outcomes. The report discusses the two promising treatment modalities written about most extensively in the literature, Adventure-Based Therapy (ABT) and Outdoor Behavioral Healthcare (OBH). A survey was conducted of the community-based children's (CBS) program directors in the Kansas community mental health center (CMHC) system to assess their desire for the development and enhancement of this type of programming. An overwhelming majority of the CBS directors expressed a desire for knowledge, equipment, and training to provide ABT at their own centers. The author cites one program at Area Mental Health Center in Ulysses, Kansas, that illustrates a combination of Structural Family Therapy and ABT. St. Francis Academy located in Salina and Atchison has ABT programs that may be utilized to train CMHC service providers to replicate the program across the state. Two CMHCs are currently utilizing facilities and programming at St. Francis Academy to serve children who experience Serious Emotional Disturbance. The author cites Internet and email contacts for promising ABT and OBH programs. A survey summary of Kansas CMHC ABT/OBH programs is provided.c. 2003 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original form Prepared under grant No. KAN23373; and contract No. 0702-HCP-0603-07

Outcome Studies of Children and Adolescents with Autism

This report seeks to answer two questions about services for individuals with autism: Question 1: What are effective treatments for autism? Effective treatments for autism include early assessments, collaboration of services across child serving systems, duration of treatment (at least 2 years) and intensity of treatment (during waking hours and parents as therapists), and structure interventions (20-40 hours of community based individualized interventions). Empirically-based models include Lovaas (Lovaas, 1987) and Self-Management Treatment (Koegal & Koegal, 1990). Promising practices include Positive Behavioral Support (Horner, 2000) and TEACCH (Campbell, Shopler, Cueva, & Hallin,1996). Promising techniques across models include "Floor Time" (Greenspan cited by Whiteford, 2000) and Discrete Trial Training (Smith, 2001). A few interventions with limited or questionable effectiveness include Auditory Integration (Rimland & Edelson, 1995), Facilitated Communication (Mostert, 2001), and Psychopharmacology (J Am Acad Child & Adol Psychiatry, 1999). Question 2: What is the role of the mental health system in the provision of services for individuals with autism? The author describes the ways in which the mental health system may intervene with a child who experiences autism. They may take on a lead role - hiring one or more workers to specialize in the provision of services and work collaboratively with all systems in the child's environment. The community mental health system may also take on a supportive role - supplementing services provided by other agencies and treating comorbid conditions. The author notes recent literature that indicates almost 1/5 or 17% of children and adolescents with Autism and Aspergers may have a comorbid (depressive) disorder (Kim, 2000). Finally, the mental health system would be useful in providing emotional support to families adjusting to their family members' disability. References: 1. Campbell M., Shopler E., Cueva J., & Hallin A. (1996). Treatment of Autistic Disorder. Journal of the American Academy of Child and Adolescent Psychiatry (35) 134-144. 2. Horner, R. H. (2000). Positive Behavior Supports. Focus on Autism and Other Developmental Disabilities 15, 2; 97(15). 3. Journal of American Academy of Child & Adolescent Psychiatry, (1999). Practice parameters for the assessment and treatment of children, adolescents and adults with autism and other pervasive developmental disorders. 38, p32S. 4. Kim J., Szatmari P., Bryson S., Steiner D., & Wilson F. (2000). The prevalence of anxiety and mood problems among children with autism and asperger syndrome. Autism 4(2) 117-132. 5. Koegal R., & Koegel L. (1990). Extended Reductions in stereotypic behavior of students with autism through a self-management treatment package. Journal of Applied Behavioral Analysis. (23) 119-127. 6. Lovaas, O. (1987). Behavioral Treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology. (55) 3-9. 7. Mostert, M. ( 2001). Facilitated Communication Since 1995: A Review of Published Studies. Journal of Autism and Developmental Disorders (31) 287-313. 8. Rimland B., & Edelson, S. (1995). Brief Report: A Pilot Study of Auditory Integration Training in Autism and Developmental Disabilities. Journal of Autism and Developmental Disorders (25) 61-70. 9. Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental Disabilities. (16) 86-106. 10. Whiteford, H. (2000). Early Intervention Programs for Children with Autism: Conceptual Frameworks for Implementation. American Journal of Orthopsychiatry (70) 82-95.c.2002 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original for

Family Centered Home-Based Models for Placement Prevention

Since the 1970's, interest in enabling children at risk for out-of home placement to remain living safely in their families and communities has increased. As a result of this, several family centered home-based models with the goal of preventing removal of the child have developed. This report examines four of these models: Multisystemic Therapy, Homebuilders, Wraparound, and Case Management. Theoretical foundations, provider credentials, caseload size, duration and frequency of service, and research base of the four approaches are examined and compared. These models share the paramount goal of maintaining children in the family home. They also avoid pathologizing the client, family, and surrounding systems.c.2003 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original for

Best Practices to Engage Parents of Children Receiving Mental Health Services

This best practices report examines consumer, professional, and research perspectives regarding ways to engage parents in the provision of children’s mental health services. Each of the three perspectives is considered; practices identified by each perspective are compared and contrasted with the other two perspectives, and current best practices are identified. Finally, recommendations for potential improvements are made.© 2008 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original form Prepared under grant No. KAN23373 and contract No. 0702-HCP-0603-07

Suicide Prevention for Children and Youth: A Review of the National Literature

Each year, about 1,600 youth in the U.S. die by their own hands making suicide the third leading cause of death for children and adolescents. This report summarizes current findings about epidemiology, current trends, risk and protective factors, as well as findings about strategies and programs for suicide prevention and intervention. Specifically highlighted are strategies such as awareness and education, gatekeeper training, screening and assessment, hotlines, means restriction, media education, pharmacological treatment, and cognitive-behavioral treatment and skills training.© 2007 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original form. Prepared under grant No. KAN23373; and contract No. 0702-HCP-0603-07

Group Care of Children and Adolescents

This literature review sought the answers to three questions regarding group care for children and adolescents: Question 1: Is there empirical literature that supports the "best practices" idea that family foster care is better than group home care? According to the review, the answer to this question is a "strong yes." The empirical base found family foster care significantly more effective on a number of outcomes with a variety of groups of children. Question 2: Is there empirical literature that says certain types of children do better in group homes than in family foster homes? No well-designed studies were located to answer this question conclusively. However, the author discussed studies conducted with high risk chronic juvenile offenders and reasoned that if chronic juvenile offenders can be better served in family foster care than in group care, it stands to reason that the same is true of other high-risk children with similar problems. Question 3: If group homes might be better for some children, or if we are always going to have group homes due to "nowhere else to go," which types of group homes programs (treatment models) have shown to be effective for which types of children? Few outcome studies were found that used a rigorous research method to show program curriculums that were effective. The author cites 5 models of group home programming; 4 models show promise and include the Teaching Family Model (Kirigan, 2001); Father Flanagan's Boy's Home Model (Thompson, Smith, Oswood Dowd, Friman, & Daly, 1996); The REPARE model (Landsman, Groza, Tyler, & Molone, 2001); and "Schema" (Bass, Dosser, & Powerll, 2000). "Positive Peer Culture" was identified as an ineffective approach by former recipients in the juvenile correctional system (Kapp, 2000). References: 1.Bass, L., Dosser, D., Powerll, J. (2000). Celebrating change: A schema for family-centered practice in residential settings. Residential Treatment for Children & Youth, 17, 123-137. 2. Landsman, M., Groza, V., Tyler, M., and Malone, K. (2001). Outcomes of family centered residential treatment. Child Welfare League of America, 50, 351-378. 3. Kapp, S. (2000). Positive Peer Culture: The viewpoint of former clients. Journal of Adolescent Group Therapy, 10, 175-189. 4.Kirigin, K. (2001). The teaching family model: A replicable system of care. Residential Treatment for Children & Youth, 18, 99-110. 5.Thompson, R., Smith G., Oswood D., Dowd T., Friman P., & Daly D. (1996). Residential care: A study of short and long-term educational effects. Children and Youth Services, 18, 221-241.c. 2002 State of Kansas Department of Social and Rehabilitation Services May be reproduced in original for