Transforming Lives of Former Foster Youths: A Campus-Based Support Program Grounded in Social Work Values.

Support programs to improve higher education outcomes for former foster youths have emerged in the past 20 years, but literature to guide their development and implementation is limited. This conceptual article presents the program logic model for ACE [Achieving College Excellence] Scholars Services, the comprehensive, campus-based program supporting former foster youths grounded in social work values at California State University San Marcos (CSUSM). ACE has a noncompetitive application process that accepts an unrestricted number of students, known as ACE Scholars. To focus on the unique needs of former foster youths, students who are on probation, experiencing homeless, and unaccompanied minors are included if they have also experienced foster care. Funded by private donors, the Center for ACE Scholars on CSUSM's campus provides an inviting, welcoming space that reflects the inclusive support ACE Scholars receive. By increasing educational attainment and opportunities for this vulnerable population, ACE aims to improve outcomes for former foster youths and their next generation. Articulating this program logic model provides implications for developing and implementing support programs for former foster youths on college campuses and sets the foundation for evaluating the impact of ACE Scholars Services.

A National Perspective on Exploring Correlates of Accreditation in Children's Mental Health Care.

This study is the first to explore national accreditation rates and the relationship between accreditation status and organizational characteristics and quality indicators in children's mental health. Data from the Substance Abuse and Mental Health Services Administration's (SAMHSA's) National Survey of Mental Health Treatment Facilities (NSMHTF) were used from 8,247 facilities that serve children and/or adolescents. Nearly 60% (n=4,925) of the facilities were accredited by the Council on Accreditation (COA), the Commission on Accreditation of Rehabilitation Facilities (CARF), or The Joint Commission (TJC). Chi-square analyses were conducted to explore relationships. Compared to non-accredited facilities, more accredited facilities reported greater number of admissions, acceptance of government funding and client funds, and implementation of several quality indicators. Policies with incentives for accreditation could influence accreditation rates, and accreditation could influence quality indicators. These results set the foundation for future research about the drivers of the accreditation phenomenon and its impact on children's mental health outcomes.

Challenges to quality assurance and improvement efforts in behavioral health organizations: a qualitative assessment.

Behavioral health organizations have been increasingly required to implement plans to monitor and improve service quality. This qualitative study explores challenges that quality assurance and improvement (QA/I) personnel experience in performing their job in those practice settings. Sixteen QA/I personnel from different agencies in St. Louis, Missouri, U.S.A., were interviewed face-to-face using a semi-structured instrument to capture challenges and a questionnaire to capture participant and agency characteristics. Data analysis followed a grounded theory approach. Challenges involved agency resources, agency buy-in, personnel training, competing demands, shifting standards, authority, and research capacity. Further research is needed to assess these challenges given expected outcomes.

Needs and outcomes for low income youth in special education: Variations by emotional disturbance diagnosis and child welfare contact.

Despite the high rates of service for emotional disturbance among child welfare involved youth, much remains to be understood about this population. This study is the first to use longitudinal data to examine the needs and outcomes of children in special education (comparing those with emotional disturbance (ED) and those without) according to child welfare involvement (none, child abuse and neglect report but no services, in-home child welfare services, and foster care). Administrative data linked with special education case file data on 471 youth found that those involved with child welfare were most likely to have an ED diagnosis. Special education assessments revealed that children with in-home services or reports of maltreatment without services generally had equal or greater levels of needs indicated than those placed in foster care. Youth with an ED diagnosis were more likely to experience a negative outcome, such as emergency room treatment for mental health, school problems, or juvenile delinquency. Almost all of the ED youth had child welfare contact by the end of the study period. These findings underline the unmet needs of this population and the need for system coordination to improve their outcomes.