Parent, Teacher, and School Stakeholder Perspectives on Adolescent Pregnancy Prevention Programming for Latino Youth.

Teen pregnancy remains a public health concern particularly among Latinos, whose pregnancy rate of 83.5 per 1000 girls constitutes one of the highest rates of teen pregnancy among all ethnic and racial groups in the United States. To enhance the effectiveness of interventions for diverse Latino populations in the US, it is crucial to assess the community's understanding of the etiology of the problem of adolescent pregnancy and to implement programs that reflect the local community's beliefs and preferences. We present findings from six focus groups held with parents (n = 18), teachers (n = 23) and school stakeholders (n = 8) regarding teen pregnancy prevention among Latino youth at a high school located in a large, Midwestern city. Two investigators analyzed data iteratively using a template organizing approach. A consensus emerged across the groups regarding content that emphasized respect for oneself and one's family, a focus on personal and shared responsibility in reproductive health behavior, information about the "realities" or consequences associated with engaging in sexual activity, and information about contraceptives. The strong request from participants to include a parental education component reflects the community's belief that parents play a crucial, protective role in the socialization and development of adolescent sexual behavior, a view that is supported by empirical research. Findings highlight the importance of involving local school communities in identifying adolescent pregnancy prevention strategies that are responsive to the community's cultural values, beliefs, and preferences, as well as the school's capacity and teacher preferences.

A study in contrasts: Supports and barriers to successful implementation of two evidence-based parenting interventions in child welfare.

Although evidence-based interventions (EBIs) are spreading to child welfare, research on real-world dynamics of implementation within this setting is scarce. Using a six-factor implementation framework to examine implementation of two evidence-based parenting interventions, we sought to build greater understanding of key facilitators and barriers by comparing successful versus failed EBI implementation in a child welfare setting. Semi-structured interviews were conducted with a purposive sample of 15 frontline practitioners and state-level managers. Interviews were transcribed verbatim and data analysis used a modified analytic approach. Our results showed the successful EBI was viewed more positively on all six factors; however, implementation was multidimensional, multilevel, and mixed with accomplishments and challenges. An accumulation of strengths across implementation factors proved beneficial. Implementation frameworks may be advantageous in organizing and explaining the numerous factors that may influence successful versus failed implementation. While encountering obstacles is largely inevitable, understanding which factors have shaped the success or failure of EBI implementations in child welfare settings may optimize future implementations in this context.

Development, CAPTA Part C Referral and Services Among Young Children in the U.S. Child Welfare System: Implications for Latino Children.

Amendments made to the Child Abuse Prevention and Treatment Act in 2003 and the Individuals with Disabilities Education Improvement Act in 2004 opened the door to a promising partnership between child welfare services and early intervention (EI) agencies by requiring a referral to EI services for all children under age 3 involved in a substantiated case of child abuse, neglect, or illegal drug exposure. However, little research has been conducted to assess the implications of these policies. Using data drawn from a nationally representative study conducted in 2008-2009, we observed less than a fifth of all children in substantiated cases to receive a referral to developmental services (18.2%) approximately 5 years after the passage of the amendments. Of children in contact with the U.S. child welfare system, Hispanic children of immigrants demonstrated the greatest developmental need yet were among the least likely to receive EI services by the end of the study period. Implications for policy and practice are discussed.