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• 171. [Article] Review of Three Recent Randomized Trials of School-Based Mentoring: Making Sense of Mixed Findings

  Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated ...

  Citation × Citation Citation Abstract Copy Title: Review of Three Recent Randomized Trials of School-Based Mentoring: Making Sense of Mixed Findings Author: Wheeler, Marc E., Keller, Thomas E., DuBois, David L. Year: 2010 Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates (Herrera et al., 2007), Communities in Schools of San Antonio, Texas (Karcher, 2008), and grantees of the U.S. Department of Education's Student Mentoring Program (Bernstein et al., 2009). Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. The results of the BBBSA trial led the organization to undertake an initiative to pilot and evaluate an enhanced school-based mentoring model. Findings of the Student Mentoring Program evaluation were cited as a reason for eliminating support for the program in the FY 2010 federal budget (Office of Management and Budget, 2009). In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies. Title: Review of Three Recent Randomized Trials of School-Based Mentoring: Making Sense of Mixed Findings Author: Wheeler, Marc E., Keller, Thomas E., DuBois, David L. Year: 2010 Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates (Herrera et al., 2007), Communities in Schools of San Antonio, Texas (Karcher, 2008), and grantees of the U.S. Department of Education's Student Mentoring Program (Bernstein et al., 2009). Differences in the findings and conclusions of the studies have led to varying responses by those in practice and policy roles. The results of the BBBSA trial led the organization to undertake an initiative to pilot and evaluate an enhanced school-based mentoring model. Findings of the Student Mentoring Program evaluation were cited as a reason for eliminating support for the program in the FY 2010 federal budget (Office of Management and Budget, 2009). In this report, we present a comparative analysis of the three studies. We identify important differences across the studies in several areas, including agency inclusion criteria, program models, implementation fidelity and support, and criteria utilized in tests of statistical significance. When aggregating results across the studies using meta-analytic techniques, we find evidence that school-based mentoring can be modestly effective for improving selected outcomes (i.e., support from non-familial adults, peer support, perceptions of scholastic efficacy, school-related misconduct, absenteeism, and truancy). Program effects are not apparent, however, for academic achievement or other outcomes. Our analysis underscores that evidence-based decision-making as applied to youth interventions should take into account multiple programmatic and methodological influences on findings and endeavor to take stock of results from the full landscape of available studies. Close

• 172. [Article] Early Childhood Mental Health Consultation: A Developing Profession

  As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the ...

  Citation × Citation Citation Abstract Copy Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Title: Early Childhood Mental Health Consultation: A Developing Profession Author: Allen, Mary Dallas, Brennan, Eileen M., Green, Beth L., Hepburn, Kathy S., Kaufmann, Roxane K. Year: 2008 As a career path, early childhood mental health consultation MHC is an emerging and growing work force opportunity. In keeping with the vision of an effective transformed service system expressed in the final report of the Presidents' New Freedom Commission, and communities are expanding capacity to meet the mental health needs of young children and caregivers through mental health sultation. ECMHC supports children in naturalistic community and avoids the excessively "expert" tude9 and works through collaboration with families and other providers who care for them. In addition, is growing experience and research evidence to suggest that ECMHC an effective service that, from a license health perspective, promotes and emotional development and vents or reduces the impact of mental health problems in young children. The early childhood mental health consultation workforce is in transition from one of broad diversity in terms of training, experience, roles, responsibilities, and work expectations to one that has specific expertise in early childhood mental health and the specific skills required to take on the role of consultant. The purpose of this article is to support the development of a transformed workforce with the attitudes, knowledge, skills, and behaviors to work as early childhood mental health consultants in a changing children's mental health field. Close

• 173. [Article] The 2009 Portland National Youth Summit Report

  The following report outlines the planning process, the agenda, and the outcomes of the 2009 Portland National Youth Summit. The purpose of the Youth Summit was to invite systems-experienced youth (e.g., ...

  Citation × Citation Citation Abstract Copy Title: The 2009 Portland National Youth Summit Report Author: Strachan, Rebecca, Gowen, L. Kris, Walker, Janet S. Year: 2009 The following report outlines the planning process, the agenda, and the outcomes of the 2009 Portland National Youth Summit. The purpose of the Youth Summit was to invite systems-experienced youth (e.g., those who have been involved with the services such as mental health, child welfare, and/or juvenile justice systems) together to create a “Call to Action” that outlines positive solutions to improve the mental health services they receive. This Summit took place in conjunction with the Research and Training Center’s (RTC) Building on Family Strengths Conference, Monday, June 22, 2009. A Youth Summit Advisory Board comprised of four young members partnered with a Youth Summit Coordinator, RTC staff and support allies to identify the goals of the event, create an application for participation, recruit applicants, create an event agenda, and facilitate activities during the event. Thirty youth and young adults, ages 16-25, were invited to attend the Summit and contribute based on their activities as leaders and advocates within their own communities, and on their experiences with mental health services, foster care, homelessness, residential treatment, hospitalization, and/or the juvenile justice system. During the Youth Summit these participants, led by the Summit Advisory Board, identified five priority areas of change within youth services. They presented these outcomes in a Call to Action Plan. (See section six of this report.) Title: The 2009 Portland National Youth Summit Report Author: Strachan, Rebecca, Gowen, L. Kris, Walker, Janet S. Year: 2009 The following report outlines the planning process, the agenda, and the outcomes of the 2009 Portland National Youth Summit. The purpose of the Youth Summit was to invite systems-experienced youth (e.g., those who have been involved with the services such as mental health, child welfare, and/or juvenile justice systems) together to create a “Call to Action” that outlines positive solutions to improve the mental health services they receive. This Summit took place in conjunction with the Research and Training Center’s (RTC) Building on Family Strengths Conference, Monday, June 22, 2009. A Youth Summit Advisory Board comprised of four young members partnered with a Youth Summit Coordinator, RTC staff and support allies to identify the goals of the event, create an application for participation, recruit applicants, create an event agenda, and facilitate activities during the event. Thirty youth and young adults, ages 16-25, were invited to attend the Summit and contribute based on their activities as leaders and advocates within their own communities, and on their experiences with mental health services, foster care, homelessness, residential treatment, hospitalization, and/or the juvenile justice system. During the Youth Summit these participants, led by the Summit Advisory Board, identified five priority areas of change within youth services. They presented these outcomes in a Call to Action Plan. (See section six of this report.) Close

• 174. [Article] Patterns of Risk and Trajectories of Preschool Problem Behaviors: a Person-Oriented Analysis of Attachment in Context

  A small proportion of children exhibit extreme and persistent conduct problems through childhood. The present study employed the multiple-domain model of Greenberg and colleagues as the framework for person-oriented ...

  Citation × Citation Citation Abstract Copy Title: Patterns of Risk and Trajectories of Preschool Problem Behaviors: a Person-Oriented Analysis of Attachment in Context Author: Keller, Thomas E., Spieker, Susan J., Gilchrist, Lewayne D. Year: 2005 A small proportion of children exhibit extreme and persistent conduct problems through childhood. The present study employed the multiple-domain model of Greenberg and colleagues as the framework for person-oriented analyses examining whether parents' child attachment combines with parenting, family ecology, and child characteristics in particular configurations of risk that are linked to this problematic developmental pathway. Using prospective data from a community sample of adolescent mothers and their children, latent variable growth mixture modeling identified a normative trajectory with declining problem behaviors during the preschool period. Consistent with research on early-starter pathways, a distinct group of children featured a higher intercept and a positive slope, indicating an escalation in disruptive behaviors. Attachment security played a role in defining specific risk profiles associated with the probability of exhibiting this problem trajectory. Given particular patterns of risk exposure, secure attachment served a protective function. Avoidant, but not disorganized, attachment was associated with significantly higher likelihood of the disruptive problem trajectory. The results also indicated the general accumulation of risk was detrimental, but the particular configuration of risk made a difference. Overall, the findings suggest early attachment operates in conjunction with personal and contextual risk to distinguish the development of later problem behaviors. Title: Patterns of Risk and Trajectories of Preschool Problem Behaviors: a Person-Oriented Analysis of Attachment in Context Author: Keller, Thomas E., Spieker, Susan J., Gilchrist, Lewayne D. Year: 2005 A small proportion of children exhibit extreme and persistent conduct problems through childhood. The present study employed the multiple-domain model of Greenberg and colleagues as the framework for person-oriented analyses examining whether parents' child attachment combines with parenting, family ecology, and child characteristics in particular configurations of risk that are linked to this problematic developmental pathway. Using prospective data from a community sample of adolescent mothers and their children, latent variable growth mixture modeling identified a normative trajectory with declining problem behaviors during the preschool period. Consistent with research on early-starter pathways, a distinct group of children featured a higher intercept and a positive slope, indicating an escalation in disruptive behaviors. Attachment security played a role in defining specific risk profiles associated with the probability of exhibiting this problem trajectory. Given particular patterns of risk exposure, secure attachment served a protective function. Avoidant, but not disorganized, attachment was associated with significantly higher likelihood of the disruptive problem trajectory. The results also indicated the general accumulation of risk was detrimental, but the particular configuration of risk made a difference. Overall, the findings suggest early attachment operates in conjunction with personal and contextual risk to distinguish the development of later problem behaviors. Close

• 175. [Article] An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975

  This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates ...

  Citation × Citation Citation Abstract Copy Title: An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975 Author: Des Camp, B. Michael, Marshack, Howard H. Year: 1975 This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates presently perform in their jobs, (3) tasks graduates felt are necessary for students to learn in a school of Social Work, and (4) graduates' continuing education needs and experiences. It was hoped that this information would prove valuable in curriculum design, both in the School of Social Work and in the Division of Continuing Education. I A stratified random sample of sixty-one graduates, totaling 15.4% of the ten-year population of 396 graduates, was surveyed by mailed questionnaire. Fifty-two of these responded for a return rate of 85.3%. Results from the questionnaire were transferred to punch cards and frequencies, means, standard deviations, and a factor analysis of data were performed by computer. Forty-five of the fifty-two respondents considered themselves to be presently practicing social work. Twenty-four of these respondents worked primarily in direct treatment, and all but one of these reported having collateral duties in administration or facilitative services. Respondents showed almost no interest in pursuing further graduate study in social services or any other'field, and indicated only moderate interest· in continuing education seminars or classes. Of all continuing education offerings, family therapy received the highest interest score and research received the lowest. Respondents felt that the most important tasks to be taught in graduate school were direct service tasks. A factor analysis was performed to reduce these tasks to more easily reportable shared factors, and the tasks seen as most crucial for learning were those concerned with direct treatment, resource assistance, and client contact. Although respondents believed that direct service tasks -should be stressed in the School curriculum, most of the respondents also were performing non-direct service tasks such as leadership and consultation in group process. Title: An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975 Author: Des Camp, B. Michael, Marshack, Howard H. Year: 1975 This was a follow-up study of graduates of Portland State University's School of Social Work from 1964 to 1973. The study gathered information in four areas: (1) graduates' career patterns, (2) tasks graduates presently perform in their jobs, (3) tasks graduates felt are necessary for students to learn in a school of Social Work, and (4) graduates' continuing education needs and experiences. It was hoped that this information would prove valuable in curriculum design, both in the School of Social Work and in the Division of Continuing Education. I A stratified random sample of sixty-one graduates, totaling 15.4% of the ten-year population of 396 graduates, was surveyed by mailed questionnaire. Fifty-two of these responded for a return rate of 85.3%. Results from the questionnaire were transferred to punch cards and frequencies, means, standard deviations, and a factor analysis of data were performed by computer. Forty-five of the fifty-two respondents considered themselves to be presently practicing social work. Twenty-four of these respondents worked primarily in direct treatment, and all but one of these reported having collateral duties in administration or facilitative services. Respondents showed almost no interest in pursuing further graduate study in social services or any other'field, and indicated only moderate interest· in continuing education seminars or classes. Of all continuing education offerings, family therapy received the highest interest score and research received the lowest. Respondents felt that the most important tasks to be taught in graduate school were direct service tasks. A factor analysis was performed to reduce these tasks to more easily reportable shared factors, and the tasks seen as most crucial for learning were those concerned with direct treatment, resource assistance, and client contact. Although respondents believed that direct service tasks -should be stressed in the School curriculum, most of the respondents also were performing non-direct service tasks such as leadership and consultation in group process. Close

• 176. [Article] Evaluation of the Start Making a Reader Today (SMART)

  The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm ...

  Citation × Citation Citation Abstract Copy Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Title: Evaluation of the Start Making a Reader Today (SMART) Author: Green, Beth L., Cross-Hemmer, Amanda, Mitchell, Lorelei Year: 2014 The goal of the Start Making a Reader Today (SMART) program is to support young children to develop early reading and literacy skills, as well as to increase their interest, confidence, and enthusiasm about reading. SMART pairs trained adult volunteers with PreK-3 rd grade children, primarily in schools serving significant proportions of low-income families. Thus, SMART augments the one-on-one reading support available in typical elementary schools. Volunteers read to children for 30 minutes, either once or twice a week, and provide books that children can take home and keep for themselves. Prior evaluation research (Baker, Gersten, & Keating, 2000) found that children who participated in SMART had better word identification and comprehension skills compared to similar children randomly assigned to a control group. However, since this study was conducted, the SMART model has evolved; in particular, the recognition that many children start kindergarten lacking basic early literacy skills led the SMART program to develop and implement two “early” SMART models: PreK SMART, implemented in prekindergarten programs with 3-5 year olds, and KSMART, implemented in kindergarten classrooms. The PreK and KSMART models differ somewhat from SMART services provided to older children. One key difference is the use of a universal model in which all children in a classroom receive support from a SMART reader. This is in contrast to a targeted model in which only children with identified literacy concerns are selected to participate in SMART services. Universal provision of SMART services helps both reduce any stigma associated with participation in SMART, as well as ensuring that all children have the potential to benefit from reading support in the critical early years. PreK and KSMART reading sessions are also somewhat shorter than sessions for older children, as these children are not developmentally ready to be read to for long periods of time. PreK and K SMART sessions are approximately 15- 20 minutes long. Finally, providing books for young children to bring home is a key part of PreK and KSMART service models, with all participating children receiving 2 books per month to keep for themselves. The purpose of this evaluation was to begin to understand the effectiveness of these early SMART models in building young children’s interest and confidence in reading. In Year 1, several major tasks were accomplished: identification of measureable outcomes appropriate for PreK and KSMART; development of a tool for measuring such outcomes; and implementation of a streamlined, user-friendly data collection process that would not create undue burden on project partners. To assess preliminary outcomes and prepare for a larger roll-out of the evaluation in Year 2, the data collection tool and process was piloted with an initial group of PreK and kindergarten classrooms. Early results suggested that the tool was indeed capturing the dimensions of interest, but the relatively small sample size also limited interpretation of the initial findings. Thus, a major goal for Year 2 was to recruit additional classrooms and increase sample size. Unfortunately, some challenges were encountered in Year 2 in recruiting school sites (kindergarten classrooms) for participation, particularly in recruiting control classrooms. Likewise, unavoidable factors such as teacher turnover ultimately reduced the number of classrooms reporting complete data. As a result, the decision was made to combine the data from Year 1 and Year 2, in order maximize sample size for the purposes of analysis. This report summarizes the combined findings from Year 1 and Year 2 (2012-2014) of the evaluation. Close

• 177. [Article] Sharing information about the child with adoptive parents

  The study examined differences in the adoption process between successful and unsuccessful adoptions. The focus of the study was on how much information the parents received about the child prior to placement ...

  Citation × Citation Citation Abstract Copy Title: Sharing information about the child with adoptive parents Author: Ashmun, Barbara, Erickson, Beverly McKinney, Parker, Bente Roberts Year: 1974 The study examined differences in the adoption process between successful and unsuccessful adoptions. The focus of the study was on how much information the parents received about the child prior to placement and on related aspects of the process by which a child is placed in an adoptive home. All information for this study was gathered from the records kept on each child who is placed. The procedure used was to examine the records of successful and unsuccessful adoptions in three stages. First, an assessment was made of amount and type of information available in the records. It was found that only a scanty amount of information-about the actual placement process, concerning the period just prior to the child actually staying in the home of the adoptive couple, was recorded. Second, a pretest of the data collection on key variables was undertaken. It was found that it was possible to separate positive and negative types of information in both recorded and conveyed information. Third, seven successful and seven unsuccessful cases from the year 1971-72 were examined for the variables chosen, namely negative and positive information in the record and negative and positive information conveyed. Each record was searched, the variables rated, and ratings were coded. Results showed no difference between successful and unsuccessful adoptions, in the amounts of either positive or negative information in the record. However, there was more positive information conveyed in successful cases than in unsuccessful cases; despite the small sample this was statistically significant at the 1 percent level by Fisher exact probability. There was also a tendency toward greater conveyance of negative information in successful cases than in unsuccessful ones. One hypothesis formulated as a result of this study is that the identity formation of the older adoptive child is closely related to the adoptive parents knowledge of the child's background. If an adequate amount of information about the child and his background is conveyed to the adoptive parents, they are then able to help the child become part of a new family. Thus, the more information about the child and his background is conveyed, the more likely the adoption is to succeed. A review of the literature covered two areas, comparative practices regarding conveyance of information in the adoption process and the role played by information in the developmental tasks of the adopted child, particularly in identity formation. Title: Sharing information about the child with adoptive parents Author: Ashmun, Barbara, Erickson, Beverly McKinney, Parker, Bente Roberts Year: 1974 The study examined differences in the adoption process between successful and unsuccessful adoptions. The focus of the study was on how much information the parents received about the child prior to placement and on related aspects of the process by which a child is placed in an adoptive home. All information for this study was gathered from the records kept on each child who is placed. The procedure used was to examine the records of successful and unsuccessful adoptions in three stages. First, an assessment was made of amount and type of information available in the records. It was found that only a scanty amount of information-about the actual placement process, concerning the period just prior to the child actually staying in the home of the adoptive couple, was recorded. Second, a pretest of the data collection on key variables was undertaken. It was found that it was possible to separate positive and negative types of information in both recorded and conveyed information. Third, seven successful and seven unsuccessful cases from the year 1971-72 were examined for the variables chosen, namely negative and positive information in the record and negative and positive information conveyed. Each record was searched, the variables rated, and ratings were coded. Results showed no difference between successful and unsuccessful adoptions, in the amounts of either positive or negative information in the record. However, there was more positive information conveyed in successful cases than in unsuccessful cases; despite the small sample this was statistically significant at the 1 percent level by Fisher exact probability. There was also a tendency toward greater conveyance of negative information in successful cases than in unsuccessful ones. One hypothesis formulated as a result of this study is that the identity formation of the older adoptive child is closely related to the adoptive parents knowledge of the child's background. If an adequate amount of information about the child and his background is conveyed to the adoptive parents, they are then able to help the child become part of a new family. Thus, the more information about the child and his background is conveyed, the more likely the adoption is to succeed. A review of the literature covered two areas, comparative practices regarding conveyance of information in the adoption process and the role played by information in the developmental tasks of the adopted child, particularly in identity formation. Close

• 178. [Article] An Evaluation of a Graduate Social Work Training Program at John Adams High School

  This research study is an evaluation of a graduate social work training program funded by NIMH of the Department of Health, Education, and Welfare entitled "Teaching-Trainingship Grant in School Social ...

  Citation × Citation Citation Abstract Copy Title: An Evaluation of a Graduate Social Work Training Program at John Adams High School Author: Hall, George E., Lutz, Guy H. Year: 1973 This research study is an evaluation of a graduate social work training program funded by NIMH of the Department of Health, Education, and Welfare entitled "Teaching-Trainingship Grant in School Social Work." This grant provides training opportunities in a field placement at John Adams High School in Portland, Oregon, for Portland State University School of Social Work Masters degree candidates. Originally approved in June 1969, the grant became operational for the school year 1970-71. In addition to faculty salaries, supplies, professional consu1tation, fees, etc. the grant provides trainee stipends for selected students participating in the program. Both first and second year students in the graduate program are eligible for field placement at John Adams High School where they spend two days per week as school social work trainees. The unit is currently instucted by an MSW social worker who is a faculty member of the School of Social Work at Portland State University. The instructor provides a variety of training experiences for students including direct services to clients and families, supervision, consultation, program development, teaching and research. The primary focus of this study is to evaluate the effectiveness of the training program. at Adams High School. Secondarily, this study will attempt to answer three basic questions: Can a graduate school social work field instruction program in public school social work on the elementary and secondary levels be evaluated? Can an ongoing instrument be developed allowing for evaluation of program and individual instruction? Can the study provide analytical data for the program director's evaluation of the effectiveness of his training? This study was undertaken by the authors because of an interest in program evaluation as an integral function of professional social work practice. We feel agencies, particularly those financed through public funds are increasingly being pressured to not only quantify, but to qualify program effectiveness. Funding bodies now require evaluative research documenting direction and effectiveness of social programs. Findings of this study should be of value not only to the funding source and the program director, but also to other students who in the future may wish to conduct similar studies in evaluation of graduate social work field instruction. The following chapter discusses the background and development of John Adams High School and the educational climate that made possible the inclusion of this training program as a part of the learning experiences offered. Chapter III deals with the objectives of the training program. Chapter IV examines evaluative research. Chapter V develops the methodology of the research. The charts and statistics used are examined in Chapter VI. The data are presented and analyzed in Chapter VII. Summary, conclusions and recommendations are then set forth in the final chapter. Title: An Evaluation of a Graduate Social Work Training Program at John Adams High School Author: Hall, George E., Lutz, Guy H. Year: 1973 This research study is an evaluation of a graduate social work training program funded by NIMH of the Department of Health, Education, and Welfare entitled "Teaching-Trainingship Grant in School Social Work." This grant provides training opportunities in a field placement at John Adams High School in Portland, Oregon, for Portland State University School of Social Work Masters degree candidates. Originally approved in June 1969, the grant became operational for the school year 1970-71. In addition to faculty salaries, supplies, professional consu1tation, fees, etc. the grant provides trainee stipends for selected students participating in the program. Both first and second year students in the graduate program are eligible for field placement at John Adams High School where they spend two days per week as school social work trainees. The unit is currently instucted by an MSW social worker who is a faculty member of the School of Social Work at Portland State University. The instructor provides a variety of training experiences for students including direct services to clients and families, supervision, consultation, program development, teaching and research. The primary focus of this study is to evaluate the effectiveness of the training program. at Adams High School. Secondarily, this study will attempt to answer three basic questions: Can a graduate school social work field instruction program in public school social work on the elementary and secondary levels be evaluated? Can an ongoing instrument be developed allowing for evaluation of program and individual instruction? Can the study provide analytical data for the program director's evaluation of the effectiveness of his training? This study was undertaken by the authors because of an interest in program evaluation as an integral function of professional social work practice. We feel agencies, particularly those financed through public funds are increasingly being pressured to not only quantify, but to qualify program effectiveness. Funding bodies now require evaluative research documenting direction and effectiveness of social programs. Findings of this study should be of value not only to the funding source and the program director, but also to other students who in the future may wish to conduct similar studies in evaluation of graduate social work field instruction. The following chapter discusses the background and development of John Adams High School and the educational climate that made possible the inclusion of this training program as a part of the learning experiences offered. Chapter III deals with the objectives of the training program. Chapter IV examines evaluative research. Chapter V develops the methodology of the research. The charts and statistics used are examined in Chapter VI. The data are presented and analyzed in Chapter VII. Summary, conclusions and recommendations are then set forth in the final chapter. Close

• 179. [Article] Engaging Our Workforce: How Job Demands and Resources Contribute to Social Worker Burnout, Engagement and Intent to Leave

  Social worker stress and burnout are pervasive problems that harm workers, organizations, and clients. Past research has identified burnout, a psychological response to work stress, as an important predictor ...

  Citation × Citation Citation Abstract Copy Title: Engaging Our Workforce: How Job Demands and Resources Contribute to Social Worker Burnout, Engagement and Intent to Leave Author: Schwartz, Sara Laura Year: 2007 Social worker stress and burnout are pervasive problems that harm workers, organizations, and clients. Past research has identified burnout, a psychological response to work stress, as an important predictor of intent to leave and ultimate turnover. An emerging body of research has examined work engagement, considered to be the opposite of burnout, as a predictor of retention. The problem of burnout and turnover within organizations employing social workers has been addressed in the literature for many years. This dissertation responded to a call in the literature for a greater emphasis on burnout prevention and enhancement of workforce engagement and retention. The three goals of the study were: (1) to measure levels of work engagement; (2) to examine the psychometric properties of two new instruments that measure burnout and engagement; and (3) to use the Job Demands-Resources model to test a hypothesized model of the unique relationships between job demands, resources, burnout, engagement and intent to leave. Survey data were collected from 243 public child welfare workers employed with Oregon's Department of Human Services, Children, Adult and Families Division, Service Delivery Area 2 serving Multnomah County. Findings revealed that half of the workers were highly engaged and that engagement explained 18% of the variance of intent to remain employed. An alternative measure of burnout, the Oldenburg Burnout Inventory, demonstrated good internal consistency, convergent validity with the MBI, and explained 26% of the variance of intent to leave. A series of path analyses indicated support for a partially-mediated model. The findings demonstrate that burnout and engagement mediate the effects that demands and resources have on intent to leave. Supervisor support exerted both direct and indirect effects on intent to leave. The results support the inclusion of work engagement in burnout research, demonstrate the psychometric soundness of two new instruments to measure engagement and burnout, and support the applicability of the Job Demands Resources Model to a sample of social service workers employed in public child welfare. The findings indicate that job demands and resources play an important role in worker intent to leave. Research, education, policy, and practice implications are addressed. Title: Engaging Our Workforce: How Job Demands and Resources Contribute to Social Worker Burnout, Engagement and Intent to Leave Author: Schwartz, Sara Laura Year: 2007 Social worker stress and burnout are pervasive problems that harm workers, organizations, and clients. Past research has identified burnout, a psychological response to work stress, as an important predictor of intent to leave and ultimate turnover. An emerging body of research has examined work engagement, considered to be the opposite of burnout, as a predictor of retention. The problem of burnout and turnover within organizations employing social workers has been addressed in the literature for many years. This dissertation responded to a call in the literature for a greater emphasis on burnout prevention and enhancement of workforce engagement and retention. The three goals of the study were: (1) to measure levels of work engagement; (2) to examine the psychometric properties of two new instruments that measure burnout and engagement; and (3) to use the Job Demands-Resources model to test a hypothesized model of the unique relationships between job demands, resources, burnout, engagement and intent to leave. Survey data were collected from 243 public child welfare workers employed with Oregon's Department of Human Services, Children, Adult and Families Division, Service Delivery Area 2 serving Multnomah County. Findings revealed that half of the workers were highly engaged and that engagement explained 18% of the variance of intent to remain employed. An alternative measure of burnout, the Oldenburg Burnout Inventory, demonstrated good internal consistency, convergent validity with the MBI, and explained 26% of the variance of intent to leave. A series of path analyses indicated support for a partially-mediated model. The findings demonstrate that burnout and engagement mediate the effects that demands and resources have on intent to leave. Supervisor support exerted both direct and indirect effects on intent to leave. The results support the inclusion of work engagement in burnout research, demonstrate the psychometric soundness of two new instruments to measure engagement and burnout, and support the applicability of the Job Demands Resources Model to a sample of social service workers employed in public child welfare. The findings indicate that job demands and resources play an important role in worker intent to leave. Research, education, policy, and practice implications are addressed. Close

• 180. [Article] Association of Childhood Physical and Sexual Abuse with Intimate Partner Violence, Poor General Health and Depressive Symptoms among Pregnant Women

  Objective We examined associations of childhood physical and sexual abuse with risk of intimate partner violence (IPV). We also evaluated the extent to which childhood abuse was associated with self-reported ...

  Citation × Citation Citation Abstract Copy Title: Association of Childhood Physical and Sexual Abuse with Intimate Partner Violence, Poor General Health and Depressive Symptoms among Pregnant Women Author: Barrios, Yasmin V., Gelaye, Bizu, Zhong, Qiuyue, Nicolaidis, Christina, Rondon, Marta B., Garcia, Pedro J., Mascaro Sanchez, Pedro A., Sanchez, Sixto E., Williams, Michelle A. Year: 2015 Objective We examined associations of childhood physical and sexual abuse with risk of intimate partner violence (IPV). We also evaluated the extent to which childhood abuse was associated with self-reported general health status and symptoms of antepartum depression in a cohort of pregnant Peruvian women. Methods In-person interviews were conducted to collect information regarding history of childhood abuse and IPV from 1,521 women during early pregnancy. Antepartum depressive symptomatology was evaluated using the Patient Health Questionnaire-9. Multivariable logistic regression procedures were used to estimate adjusted odds ratios (aOR) and 95% confidence intervals (95%CI). Results Any childhood abuse was associated with 2.2-fold increased odds of lifetime IPV (95%CI: 1.72–2.83). Compared with women who reported no childhood abuse, those who reported both, childhood physical and sexual abuse had a 7.14-fold lifetime risk of physical and sexual IPV (95%CI: 4.15–12.26). The odds of experiencing physical and sexual abuse by an intimate partner in the past year was 3.33-fold higher among women with a history of childhood physical and sexual abuse as compared to women who were not abused as children (95%CI 1.60–6.89). Childhood abuse was associated with higher odds of self-reported poor health status during early pregnancy (aOR = 1.32, 95%CI: 1.04–1.68) and with symptoms of antepartum depression (aOR = 2.07, 95%CI: 1.58–2.71). Conclusion These data indicate that childhood sexual and physical abuse is associated with IPV, poor general health and depressive symptoms in early pregnancy. The high prevalence of childhood trauma and its enduring effects of on women’s health warrant concerted global health efforts in preventing violence. Title: Association of Childhood Physical and Sexual Abuse with Intimate Partner Violence, Poor General Health and Depressive Symptoms among Pregnant Women Author: Barrios, Yasmin V., Gelaye, Bizu, Zhong, Qiuyue, Nicolaidis, Christina, Rondon, Marta B., Garcia, Pedro J., Mascaro Sanchez, Pedro A., Sanchez, Sixto E., Williams, Michelle A. Year: 2015 Objective We examined associations of childhood physical and sexual abuse with risk of intimate partner violence (IPV). We also evaluated the extent to which childhood abuse was associated with self-reported general health status and symptoms of antepartum depression in a cohort of pregnant Peruvian women. Methods In-person interviews were conducted to collect information regarding history of childhood abuse and IPV from 1,521 women during early pregnancy. Antepartum depressive symptomatology was evaluated using the Patient Health Questionnaire-9. Multivariable logistic regression procedures were used to estimate adjusted odds ratios (aOR) and 95% confidence intervals (95%CI). Results Any childhood abuse was associated with 2.2-fold increased odds of lifetime IPV (95%CI: 1.72–2.83). Compared with women who reported no childhood abuse, those who reported both, childhood physical and sexual abuse had a 7.14-fold lifetime risk of physical and sexual IPV (95%CI: 4.15–12.26). The odds of experiencing physical and sexual abuse by an intimate partner in the past year was 3.33-fold higher among women with a history of childhood physical and sexual abuse as compared to women who were not abused as children (95%CI 1.60–6.89). Childhood abuse was associated with higher odds of self-reported poor health status during early pregnancy (aOR = 1.32, 95%CI: 1.04–1.68) and with symptoms of antepartum depression (aOR = 2.07, 95%CI: 1.58–2.71). Conclusion These data indicate that childhood sexual and physical abuse is associated with IPV, poor general health and depressive symptoms in early pregnancy. The high prevalence of childhood trauma and its enduring effects of on women’s health warrant concerted global health efforts in preventing violence. Close