A Comparison of Professional Views on Research-Supported Parenting Interventions in A Community-Based System of Care.

PURPOSE: This qualitative study examined views of research-supported parenting interventions across three stakeholder groups that have critical roles in child welfare-case managers, clinicians, and judicial representatives in one rural community. METHOD: Semi-structured interviews were conducted with members in each stakeholder group. Two analytic approaches were used. First, views on the selection of research-supported interventions, strengths and weaknesses, and professional collaboration in implementation were examined. Second, several factors in the literature impacting research-supported interventions were used to compare views. RESULTS: All stakeholder groups supported the use of research-supported therapies while agreeing that the overriding importance in selecting any therapy was to ensure the best "fit" with a client. Professional collaboration was considered essential in a variety of forms and combinations by all groups. DISCUSSION AND CONCLUSION: The results highlight important considerations in selecting and implementing research-supported parent therapies. Recommendations to continue and expand this line of research are articulated.

Predictors of Early Departure among Recently Hired Child Welfare Workers.

Child welfare workforce turnover has been well studied, although there is limited understanding of factors related to the timing of departure. This study examines predictors of early job departure among newly hired child welfare workers. Data come from the first two waves of a longitudinal study. The sample for this analysis included 1,257 respondents. Hierarchical logistical regression was used to investigate worker characteristics and organizational influences on early departure. Early leavers, or those who left within the first six months, were 14.8 percent (n = 186) of the sample. Regression results indicated that two worker characteristics-years of previous work experience and major of college degree-predicted early departure. Two measures of organizational influences during the transition from training to casework were significant predictors of early departure: (1) caseload size the first week after training and (2) role ambiguity. These findings suggest that organizational attention to the orientation and socialization of newly hired child welfare professionals are likely to be instrumental to preventing early turnover.

Systems theory as a framework for examining a college campus-based support program for the former foster youth.

Increased attention to former foster youth pursuing post-secondary education has resulted in the creation of college campus based support programs to address their need. However, limited empirical evidence and theoretical knowledge exist about these programs. This study seeks to describe the application of systems theory as a framework for examining a college campus based support program for former foster youth. In-depth semi-structured interviews were conducted with 32 program stakeholders including students, mentors, collaborative members, and independent living program staff. Using qualitative data analysis software, holistic coding techniques were employed to analyze interview transcripts. Then applying principles of extended case method using systems theory, data were analyzed. Findings suggest systems theory serves as a framework for understanding the functioning of a college campus based support program. The theory's concepts help delineate program components and roles of stakeholders; outline boundaries between and interactions among stakeholders; and identify program strengths and weakness. Systems theory plays an important role in identifying intervention components and providing a structure through which to identify and understand program elements as a part of the planning process. This study highlights the utility of systems theory as a framework for program planning and evaluation.

The unique effects of environmental strategies in health promotion campaigns: a review.

Various strategies are used as tools in health promotion campaigns to increase health-related outcomes among target populations. Evaluations of these campaigns examine effects on changing people's knowledge, attitudes, and/or behaviors. Most evaluations examine the combined impact of multiple strategies. Less is known about the unique effects of particular strategies. To address this gap, we used highly systematic methods to identify and review scientifically rigorous evaluations of 18 campaigns that examined the unique effects of three sets of intervention strategies (entertainment education, law enforcement, and mass media) on changes in knowledge, attitudes, and practice with regard to various health behaviors. Results showed differences in evaluation processes based on the type of strategy used to promote campaign messages. For instance, evaluations of mass-media based campaigns were more likely to examine changes in knowledge, relative to evaluations of campaigns that used law enforcement strategies. In addition, campaign effects varied by particular strategies. Mass media-based campaigns were more likely to affect knowledge, relative to behaviors. Law enforcement and entertainment education-based campaigns showed positive effects on behaviors. The implications for planning and evaluating health promotion campaigns are described.

Educational resilience among youth at risk.

Educational experts and others recognize the importance of early school experiences on later educational outcomes. Following a sample of youth based on 692 files from low-income, single parent families over time, from one urban school district in the Southeastern United States, 1989-1990 to 1996-1997, we apply event history analytic techniques to examine the relationship between first grade retention and completing high school. The findings indicate that being retained in the first grade increases the risk of dropping out of high school years later. The results also show a link between retention, extracurricular activity participation, and high school completion. The risk of dropping out is lower for those youth who were retained and were involved in activities during high school. The implication is that educational trajectories can be redirected such that positive educational outcomes can occur.