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• 1. [Article] Economic Coping Patterns of Chinese Foreign Students in Portland State University

  The nature of this study is exploratory. It aims to explore the financial situation and the resources which students can use to cope with their problems. The primary purpose is to obtain a clearer picture ...

  Citation × Citation Citation Abstract Copy Title: Economic Coping Patterns of Chinese Foreign Students in Portland State University Author: Au, Kim Bik Year: 1976 The nature of this study is exploratory. It aims to explore the financial situation and the resources which students can use to cope with their problems. The primary purpose is to obtain a clearer picture of the situations of certain Chinese foreign students, to help those who intend to study abroad with their budgeting and planning. A secondary aim is to draw the attention of authorities concerned to improve or expand services to foreign students who already have overwhelming adjustment problems and who still have to carry the additional burden of pressure from restrictive regulations. Title: Economic Coping Patterns of Chinese Foreign Students in Portland State University Author: Au, Kim Bik Year: 1976 The nature of this study is exploratory. It aims to explore the financial situation and the resources which students can use to cope with their problems. The primary purpose is to obtain a clearer picture of the situations of certain Chinese foreign students, to help those who intend to study abroad with their budgeting and planning. A secondary aim is to draw the attention of authorities concerned to improve or expand services to foreign students who already have overwhelming adjustment problems and who still have to carry the additional burden of pressure from restrictive regulations. Close

• 2. [Article] Maturity of adolescent unwed mothers

  Adolescence traditionally has been recognized and accepted as a period of exploration of an occasional rebellion against the adult world. Explorations are viewed by behavioral scientists as a quest for ...

  Citation × Citation Citation Abstract Copy Title: Maturity of adolescent unwed mothers Author: Claiborne, Sarah L. Year: 1974 Adolescence traditionally has been recognized and accepted as a period of exploration of an occasional rebellion against the adult world. Explorations are viewed by behavioral scientists as a quest for identity expansion, and as such, a necessary phase for attaining maturity. Several tasks have been identified which each adolescent must complete if he is to reach maturity. For the present these tasks can be summarized as character formation, attainment of sexual identity, establishment of mature relationships and emancipation from parental control. Society's attitude towards the rebellion and exploitation of youth is mixed. This confusion seems related to a general breakdown in custom, dispensation of child-adolescent labor, and restriction on sexual activity. Perhaps the confusion is particularly noted in relation to the adolescent unwed mother who may be viewed as having violated moral standards. While America has been from its inception relatively free of entrenched social groups, traditions and values, there were customs and values which served to regulate behavior: curfew, chaperones, maiden aunts in the parlor and mothers in the kitchen. Title: Maturity of adolescent unwed mothers Author: Claiborne, Sarah L. Year: 1974 Adolescence traditionally has been recognized and accepted as a period of exploration of an occasional rebellion against the adult world. Explorations are viewed by behavioral scientists as a quest for identity expansion, and as such, a necessary phase for attaining maturity. Several tasks have been identified which each adolescent must complete if he is to reach maturity. For the present these tasks can be summarized as character formation, attainment of sexual identity, establishment of mature relationships and emancipation from parental control. Society's attitude towards the rebellion and exploitation of youth is mixed. This confusion seems related to a general breakdown in custom, dispensation of child-adolescent labor, and restriction on sexual activity. Perhaps the confusion is particularly noted in relation to the adolescent unwed mother who may be viewed as having violated moral standards. While America has been from its inception relatively free of entrenched social groups, traditions and values, there were customs and values which served to regulate behavior: curfew, chaperones, maiden aunts in the parlor and mothers in the kitchen. Close

• 3. [Article] Personal incidental fund: a study in policy making

  Originally, the focus of this project was to be a policy analysis and survey of the new procedures and regulations established by the state of Oregon for the protection and management of nursing home residents' ...

  Citation × Citation Citation Abstract Copy Title: Personal incidental fund: a study in policy making Author: Rackner, Shirley Year: 1977 Originally, the focus of this project was to be a policy analysis and survey of the new procedures and regulations established by the state of Oregon for the protection and management of nursing home residents' Personal Incidental Funds (PIF). The analysis was to be divided into four phases, according to a pre-planned timetable. The last phase was to be a field survey of the policy's impact upon nursing homes and adult service workers. The timetable was synchronized with that of the Congregate Care Consultant from the Public Welfare Division's (PWD) Adult Services Unit, whose responsibility it was to develop and write a new policy for the state. Although the PIF is a miniscule segment of the total policy which the state of Oregon has developed for nursing facilities, it is submitted here as representative of public policy formulation in that area. Title: Personal incidental fund: a study in policy making Author: Rackner, Shirley Year: 1977 Originally, the focus of this project was to be a policy analysis and survey of the new procedures and regulations established by the state of Oregon for the protection and management of nursing home residents' Personal Incidental Funds (PIF). The analysis was to be divided into four phases, according to a pre-planned timetable. The last phase was to be a field survey of the policy's impact upon nursing homes and adult service workers. The timetable was synchronized with that of the Congregate Care Consultant from the Public Welfare Division's (PWD) Adult Services Unit, whose responsibility it was to develop and write a new policy for the state. Although the PIF is a miniscule segment of the total policy which the state of Oregon has developed for nursing facilities, it is submitted here as representative of public policy formulation in that area. Close

• 4. [Article] Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities

  Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. ...

  Citation × Citation Citation Abstract Copy Title: Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities Author: Raymaker, Dora M., McDonald, Katherine E., Ashkenazy, Elesia, Gerrity, Martha, Baggs, Amelia, Kripke, Clarissa, Hourston, Sarah, Nicolaidis, Christina Year: 2016 Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. To do so, we developed a Long- and Short-Form instrument to assess barriers in clinical and research settings. Using the Barriers to Healthcare Checklist–Long Form, we surveyed 437 participants (209 autistic, 55 non-autistic with disabilities, and 173 non-autistic without disabilities). Autistic participants selected different and greater barriers to healthcare, particularly in areas related to emotional regulation, patient-provider communication, sensory sensitivity, and healthcare navigation. Top barriers were fear or anxiety (35% (n = 74)), not being able to process information fast enough to participate in real-time discussions about healthcare (32% (n = 67)), concern about cost (30% (n = 62)), facilities causing sensory issues 30% ((n = 62)), and difficulty communicating with providers (29% (n = 61)). The Long Form instrument exhibited good content and construct validity. The items combined to create the Short Form had predominantly high levels of correlation (range 0.2–0.8, p < 0.001) and showed responsiveness to change. We recommend healthcare providers, clinics, and others working in healthcare settings to be aware of these barriers, and urge more intervention research to explore means for removing them. Title: Barriers to Healthcare: Instrument Development and Comparison Between Autistic Adults and Adults With and Without Other Disabilities Author: Raymaker, Dora M., McDonald, Katherine E., Ashkenazy, Elesia, Gerrity, Martha, Baggs, Amelia, Kripke, Clarissa, Hourston, Sarah, Nicolaidis, Christina Year: 2016 Our objective was to use a community-based participatory research approach to identify and compare barriers to healthcare experienced by autistic adults and adults with and without other disabilities. To do so, we developed a Long- and Short-Form instrument to assess barriers in clinical and research settings. Using the Barriers to Healthcare Checklist–Long Form, we surveyed 437 participants (209 autistic, 55 non-autistic with disabilities, and 173 non-autistic without disabilities). Autistic participants selected different and greater barriers to healthcare, particularly in areas related to emotional regulation, patient-provider communication, sensory sensitivity, and healthcare navigation. Top barriers were fear or anxiety (35% (n = 74)), not being able to process information fast enough to participate in real-time discussions about healthcare (32% (n = 67)), concern about cost (30% (n = 62)), facilities causing sensory issues 30% ((n = 62)), and difficulty communicating with providers (29% (n = 61)). The Long Form instrument exhibited good content and construct validity. The items combined to create the Short Form had predominantly high levels of correlation (range 0.2–0.8, p < 0.001) and showed responsiveness to change. We recommend healthcare providers, clinics, and others working in healthcare settings to be aware of these barriers, and urge more intervention research to explore means for removing them. Close

• 5. [Article] Developmental Trajectories of Disruptive Behavior Problems in Preschool Children of Adolescent Mothers

  Using hierarchical linear (HLM), we analyzed individual developmental trajectories of disruptive behavior problems between ages 3.5 to 6.0 years for 183 children of adolescent mothers. We examined how ...

  Citation × Citation Citation Abstract Copy Title: Developmental Trajectories of Disruptive Behavior Problems in Preschool Children of Adolescent Mothers Author: Spieker, Susan J., Larson, Nancy C., Lewis, Steven M., Keller, Thomas E., Gilchrist, Lewayne D. Year: 1999 Using hierarchical linear (HLM), we analyzed individual developmental trajectories of disruptive behavior problems between ages 3.5 to 6.0 years for 183 children of adolescent mothers. We examined how the level of problem behavior (intercept) and the rate of change over time (slope) are influenced by child's sex, mother's depression/anxiety symptoms, and mother's use of negative control for regulating child behavior. On average, disruptive behavior decreased from age 3.5 to 6.0. Child sex and maternal depression/anxiety related to the level of behavior problems but not to the rate of change. Boys and children of more depressed/ anxious mothers exhibited higher levels of disruptive behavior. Maternal negative control was associated with both level of disruptive behavior and rate of change, and negative control mediated the effects of maternal depression/anxiety. Greater negative control corresponded to higher levels of behavior problems and no reduction in their display over time. Child race moderated effects of negative control. Title: Developmental Trajectories of Disruptive Behavior Problems in Preschool Children of Adolescent Mothers Author: Spieker, Susan J., Larson, Nancy C., Lewis, Steven M., Keller, Thomas E., Gilchrist, Lewayne D. Year: 1999 Using hierarchical linear (HLM), we analyzed individual developmental trajectories of disruptive behavior problems between ages 3.5 to 6.0 years for 183 children of adolescent mothers. We examined how the level of problem behavior (intercept) and the rate of change over time (slope) are influenced by child's sex, mother's depression/anxiety symptoms, and mother's use of negative control for regulating child behavior. On average, disruptive behavior decreased from age 3.5 to 6.0. Child sex and maternal depression/anxiety related to the level of behavior problems but not to the rate of change. Boys and children of more depressed/ anxious mothers exhibited higher levels of disruptive behavior. Maternal negative control was associated with both level of disruptive behavior and rate of change, and negative control mediated the effects of maternal depression/anxiety. Greater negative control corresponded to higher levels of behavior problems and no reduction in their display over time. Child race moderated effects of negative control. Close

• 6. [Article] What are Effective Strategies for Implementing Trauma-Informed Care in Youth Inpatient Psychiatric and Residential Treatment Settings? A Realist Systematic Review

  Background: Many young people who receive psychiatric care in inpatient or residential settings in North America have experienced various forms of emotional trauma. Moreover, these settings can exacerbate ...

  Citation × Citation Citation Abstract Copy Title: What are Effective Strategies for Implementing Trauma-Informed Care in Youth Inpatient Psychiatric and Residential Treatment Settings? A Realist Systematic Review Author: Bryson, Stephanie A., Gauvin, Emma, Jamieson, Ally, Rathgeber, Melanie, Faulkner-Gibson, Lorelei, Bell, Sarah, Russel, Jennifer, Burke, Sharlynne Year: 2017 Background: Many young people who receive psychiatric care in inpatient or residential settings in North America have experienced various forms of emotional trauma. Moreover, these settings can exacerbate trauma sequelae. Common practices, such as seclusion and restraint, put young people at risk of retraumatization, development of comorbid psychopathology, injury, and even death. In response, psychiatric and residential facilities have embraced trauma-informed care (TIC), an organizational change strategy which aligns service delivery with treatment principles and discrete interventions designed to reduce rates of retraumatization through responsive and non-coercive staff-client interactions. After more than two decades, a number of TIC frameworks and approaches have shown favorable results. Largely unexamined, however, are the features that lead to successful implementation of TIC, especially in child and adolescent inpatient psychiatric and residential settings. Methods: Using methods proposed by Pawson et al. (J Health Serv Res Policy 10:21–34, 2005), we conducted a modified five-stage realist systematic review of peer-reviewed TIC literature. We rigorously searched ten electronic databases for peer reviewed publications appearing between 2000 and 2015 linking terms “trauma-informed” and “child*” or “youth,” plus “inpatient” or “residential” plus “psych*” or “mental.” After screening 693 unique abstracts, we selected 13 articles which described TIC interventions in youth psychiatric or residential settings. We designed a theoretically-based evaluative framework using the active implementation cycles of the National Implementation Research Network (NIRN) to discern which foci were associated with effective TIC implementation. Excluded were statewide mental health initiatives and TIC implementations in outpatient mental health, child welfare, and education settings. Interventions examined included: Attachment, Self-Regulation, and Competency Framework; Six Core Strategies; Collaborative Problem Solving; Sanctuary Model; Risking Connection; and the Fairy Tale Model. Results: Five factors were instrumental in implementing trauma informed care across a spectrum of initiatives: senior leadership commitment, sufficient staff support, amplifying the voices of patients and families, aligning policy and programming with trauma informed principles, and using data to help motivate change. Conclusions: Reduction or elimination of coercive measures may be achieved by explicitly targeting specific coercive measures or by implementing broader therapeutic models. Additional research is needed to evaluate the efficacy of both approaches. Title: What are Effective Strategies for Implementing Trauma-Informed Care in Youth Inpatient Psychiatric and Residential Treatment Settings? A Realist Systematic Review Author: Bryson, Stephanie A., Gauvin, Emma, Jamieson, Ally, Rathgeber, Melanie, Faulkner-Gibson, Lorelei, Bell, Sarah, Russel, Jennifer, Burke, Sharlynne Year: 2017 Background: Many young people who receive psychiatric care in inpatient or residential settings in North America have experienced various forms of emotional trauma. Moreover, these settings can exacerbate trauma sequelae. Common practices, such as seclusion and restraint, put young people at risk of retraumatization, development of comorbid psychopathology, injury, and even death. In response, psychiatric and residential facilities have embraced trauma-informed care (TIC), an organizational change strategy which aligns service delivery with treatment principles and discrete interventions designed to reduce rates of retraumatization through responsive and non-coercive staff-client interactions. After more than two decades, a number of TIC frameworks and approaches have shown favorable results. Largely unexamined, however, are the features that lead to successful implementation of TIC, especially in child and adolescent inpatient psychiatric and residential settings. Methods: Using methods proposed by Pawson et al. (J Health Serv Res Policy 10:21–34, 2005), we conducted a modified five-stage realist systematic review of peer-reviewed TIC literature. We rigorously searched ten electronic databases for peer reviewed publications appearing between 2000 and 2015 linking terms “trauma-informed” and “child*” or “youth,” plus “inpatient” or “residential” plus “psych*” or “mental.” After screening 693 unique abstracts, we selected 13 articles which described TIC interventions in youth psychiatric or residential settings. We designed a theoretically-based evaluative framework using the active implementation cycles of the National Implementation Research Network (NIRN) to discern which foci were associated with effective TIC implementation. Excluded were statewide mental health initiatives and TIC implementations in outpatient mental health, child welfare, and education settings. Interventions examined included: Attachment, Self-Regulation, and Competency Framework; Six Core Strategies; Collaborative Problem Solving; Sanctuary Model; Risking Connection; and the Fairy Tale Model. Results: Five factors were instrumental in implementing trauma informed care across a spectrum of initiatives: senior leadership commitment, sufficient staff support, amplifying the voices of patients and families, aligning policy and programming with trauma informed principles, and using data to help motivate change. Conclusions: Reduction or elimination of coercive measures may be achieved by explicitly targeting specific coercive measures or by implementing broader therapeutic models. Additional research is needed to evaluate the efficacy of both approaches. Close

• 7. [Article] Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care

  Nearly 23,000 youth age out of the foster care system between the ages of 18 and 21 each year in a transition fraught with challenges and barriers. These young people often lack developmentally appropriate ...

  Citation × Citation Citation Abstract Copy Title: Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care Author: Schmidt, Jessica Danielle Year: 2015 Nearly 23,000 youth age out of the foster care system between the ages of 18 and 21 each year in a transition fraught with challenges and barriers. These young people often lack developmentally appropriate experiences and exposure to necessary knowledge, role modeling, skill building, and long-term social support to promote positive transitions to adulthood while in foster care. As a result, young people who exit care face an array of poor adult outcomes. Nearly 60% of transition-aged foster youth experience a disability, and as such, face compounded challenges exiting foster care. While the examination of young adult outcomes for youth with disabilities has been largely missing from the literature, available research documents that young adults with disabilities who had exited foster care were significantly behind their peers without disabilities in several key areas. Literature examining the experiences of transition-aged youth with disabilities in the general population also highlights gaps in young adult outcomes for young people with disabilities compared to their peers. Compounding the issue for youth in foster care, those who experience disabilities often reside in restrictive placement settings such as developmental disability (DD) certified homes, group homes, or residential treatment centers. Though limited, there is some evidence to suggest that these types of placements negatively impact young adult outcomes for those aging out of foster care. The rules and regulations in place to promote safety in these types of placements could further restrict youth from engaging in meaningful transition preparation engagement while in foster care. Therefore, youth with disabilities, whose needs necessitate a higher level of support towards transition preparation engagement, may actually receive fewer opportunities than their peers in non-relative foster care and kinship care as they prepare to exit care into adulthood. The work in this dissertation provides knowledge to address gaps in the literature around transition preparation engagement during foster care for youth with disabilities, youth residing in restrictive foster care placements, and youth who report high levels of perceived restrictiveness as they prepare to enter into adulthood. This dissertation is a secondary analysis of transition preparation engagement data collected at baseline for 294 transition-aged youth in foster care who participated in an evaluation of an intervention to promote self-determination and enhance young adult outcomes, called My Life. Transition preparation engagement in this study was represented by eight domains: youth perceptions of preparedness for adult life, post-secondary education preparation engagement, career preparation engagement, employment, daily life preparation engagement, Independent Living Program (ILP) participation, transition planning engagement, and self-determination. Transition preparation engagement domains were examined using hierarchical multiple regression analysis to explore differences by disability status, placement setting, and youth self-report of perceptions of restrictiveness. In alignment with the literature, 58.8% of youth in this sample experienced a disability. Additional key demographics, including age, gender, and race, and foster care experiences, including length of time in care and placement instability, were entered into the regression models as covariates. Results indicated significantly less transition preparation engagement for 1) youth with disabilities compared to youth without disabilities, 2) youth residing in restrictive placements compared to youth in non-relative foster care and kinship care, and 3) youth who reported higher levels of perceived restrictiveness compared to youth who reported lower levels of perceived restrictiveness. Program, policy, and research recommendations are discussed that highlight the need to promote transition preparation engagement for this particularly vulnerable group of young people in foster care who experience disabilities, are residing in restrictive placement settings and who report high levels of perceived restrictiveness. Title: Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care Author: Schmidt, Jessica Danielle Year: 2015 Nearly 23,000 youth age out of the foster care system between the ages of 18 and 21 each year in a transition fraught with challenges and barriers. These young people often lack developmentally appropriate experiences and exposure to necessary knowledge, role modeling, skill building, and long-term social support to promote positive transitions to adulthood while in foster care. As a result, young people who exit care face an array of poor adult outcomes. Nearly 60% of transition-aged foster youth experience a disability, and as such, face compounded challenges exiting foster care. While the examination of young adult outcomes for youth with disabilities has been largely missing from the literature, available research documents that young adults with disabilities who had exited foster care were significantly behind their peers without disabilities in several key areas. Literature examining the experiences of transition-aged youth with disabilities in the general population also highlights gaps in young adult outcomes for young people with disabilities compared to their peers. Compounding the issue for youth in foster care, those who experience disabilities often reside in restrictive placement settings such as developmental disability (DD) certified homes, group homes, or residential treatment centers. Though limited, there is some evidence to suggest that these types of placements negatively impact young adult outcomes for those aging out of foster care. The rules and regulations in place to promote safety in these types of placements could further restrict youth from engaging in meaningful transition preparation engagement while in foster care. Therefore, youth with disabilities, whose needs necessitate a higher level of support towards transition preparation engagement, may actually receive fewer opportunities than their peers in non-relative foster care and kinship care as they prepare to exit care into adulthood. The work in this dissertation provides knowledge to address gaps in the literature around transition preparation engagement during foster care for youth with disabilities, youth residing in restrictive foster care placements, and youth who report high levels of perceived restrictiveness as they prepare to enter into adulthood. This dissertation is a secondary analysis of transition preparation engagement data collected at baseline for 294 transition-aged youth in foster care who participated in an evaluation of an intervention to promote self-determination and enhance young adult outcomes, called My Life. Transition preparation engagement in this study was represented by eight domains: youth perceptions of preparedness for adult life, post-secondary education preparation engagement, career preparation engagement, employment, daily life preparation engagement, Independent Living Program (ILP) participation, transition planning engagement, and self-determination. Transition preparation engagement domains were examined using hierarchical multiple regression analysis to explore differences by disability status, placement setting, and youth self-report of perceptions of restrictiveness. In alignment with the literature, 58.8% of youth in this sample experienced a disability. Additional key demographics, including age, gender, and race, and foster care experiences, including length of time in care and placement instability, were entered into the regression models as covariates. Results indicated significantly less transition preparation engagement for 1) youth with disabilities compared to youth without disabilities, 2) youth residing in restrictive placements compared to youth in non-relative foster care and kinship care, and 3) youth who reported higher levels of perceived restrictiveness compared to youth who reported lower levels of perceived restrictiveness. Program, policy, and research recommendations are discussed that highlight the need to promote transition preparation engagement for this particularly vulnerable group of young people in foster care who experience disabilities, are residing in restrictive placement settings and who report high levels of perceived restrictiveness. Close