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• 51. [Article] Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration

  PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008.

  Citation × Citation Citation Abstract Copy Title: Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration Author: Brennan, Eileen M., Rosenzweig, Julie M., Stewart, Lisa Maureen Year: 2008 PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008. Title: Supporting Families including Children with Disabilities: A Curriculum Module on Community Integration Author: Brennan, Eileen M., Rosenzweig, Julie M., Stewart, Lisa Maureen Year: 2008 PDF version of a presentation given at the Annual Program Meeting of the Council on Social Work Education, Philadelphia, PA, Oct. 2008. Close

• 52. [Article] Kids in Transition to School (KITS)

  During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes ...

  Citation × Citation Citation Abstract Copy Title: Kids in Transition to School (KITS) Author: Green, Beth L., Mitchell, Lorelei, Patterson, Lindsey Brianna Year: 2017 During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes and 12 weeks of parenting workshops, using an evidence-based curriculum designed to improve school readiness skills and parenting. To learn more about the KITS program from the perspective of participating families, four focus groups were held with parents who participated in KITS. A total of 44 parents participated in the groups, which were located in four different schools (two small, rural locations and two larger more urban school districts). Focus groups were conducted in English, and 3 Spanish-speaking parents participated in 2 of the groups. Translation was provided for Spanish speaking parents who participated. Groups were facilitated by members of the KITS evaluation team from the Center for Improvement of Child and Family Services at Portland State University. Participants reported mixed experiences prior to KITS in terms of children’s experience with preschool, with about half reporting that their child had been to preschool and about half indicating no prior group-based experiences. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group discussions were transcribed and analyzed by the senior researcher to identify key themes. These themes and findings were then reviewed by the other team members and by the focus group facilitators to confirm and clarify findings. Title: Kids in Transition to School (KITS) Author: Green, Beth L., Mitchell, Lorelei, Patterson, Lindsey Brianna Year: 2017 During the summer and fall of 2016, children and families in 16 schools in Lane County participated in the Kids in Transition to School (KITS) Program. KITS includes 16 weeks of group-based child classes and 12 weeks of parenting workshops, using an evidence-based curriculum designed to improve school readiness skills and parenting. To learn more about the KITS program from the perspective of participating families, four focus groups were held with parents who participated in KITS. A total of 44 parents participated in the groups, which were located in four different schools (two small, rural locations and two larger more urban school districts). Focus groups were conducted in English, and 3 Spanish-speaking parents participated in 2 of the groups. Translation was provided for Spanish speaking parents who participated. Groups were facilitated by members of the KITS evaluation team from the Center for Improvement of Child and Family Services at Portland State University. Participants reported mixed experiences prior to KITS in terms of children’s experience with preschool, with about half reporting that their child had been to preschool and about half indicating no prior group-based experiences. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group questions were designed to learn more about families’ experience with the KITS program (e.g., the enrollment process, attendance supports, etc.), about the benefits of the program for parents and children, and about any challenges encountered with the program. Focus group discussions were transcribed and analyzed by the senior researcher to identify key themes. These themes and findings were then reviewed by the other team members and by the focus group facilitators to confirm and clarify findings. Close

• 53. [Article] Foster Care Placement Change: The Role of Family Dynamics andHousehold Composition

  Sibling co-placement and kinship care have each been shown to protect against the occurrence of placement change for youth in substitute care. However, little is known about the effects of different combinations ...

  Citation × Citation Citation Abstract Copy Title: Foster Care Placement Change: The Role of Family Dynamics andHousehold Composition Author: Waid, Jeffrey, Kothari, Brianne H., Bank, Lew, McBeath, Bowen Year: 2016 Sibling co-placement and kinship care have each been shown to protect against the occurrence of placement change for youth in substitute care. However, little is known about the effects of different combinations of sibling placement and relative caregiver status on placement change. Nor does the field fully understand how family dynamics may differ in these households. Utilizing data from the Supporting Siblings in Foster Care study, this paper examines family dynamics across four typologies of living composition, and tests the effects of living composition membership on the odds of experiencing a placement change over an 18-month period of time. Findings suggest that across living composition typologies, children who were placed separately from their siblings in non-relative care were more likely to be older, have more extensive placement histories, and experience more placement changes both prior to and during the study than were children in other living composition groups. Family living composition was found to influence the occurrence of placement change. Specifically, children co-placed in kinship care were least likely to experience movement; however, sibling co-placement in non-relative care was also protective. Results reveal the need to conduct additional research into the experiences of children in different family living arrangements, and tailor case management services and supports to children in substitute care accordingly. Implications and future directions are discussed. Title: Foster Care Placement Change: The Role of Family Dynamics andHousehold Composition Author: Waid, Jeffrey, Kothari, Brianne H., Bank, Lew, McBeath, Bowen Year: 2016 Sibling co-placement and kinship care have each been shown to protect against the occurrence of placement change for youth in substitute care. However, little is known about the effects of different combinations of sibling placement and relative caregiver status on placement change. Nor does the field fully understand how family dynamics may differ in these households. Utilizing data from the Supporting Siblings in Foster Care study, this paper examines family dynamics across four typologies of living composition, and tests the effects of living composition membership on the odds of experiencing a placement change over an 18-month period of time. Findings suggest that across living composition typologies, children who were placed separately from their siblings in non-relative care were more likely to be older, have more extensive placement histories, and experience more placement changes both prior to and during the study than were children in other living composition groups. Family living composition was found to influence the occurrence of placement change. Specifically, children co-placed in kinship care were least likely to experience movement; however, sibling co-placement in non-relative care was also protective. Results reveal the need to conduct additional research into the experiences of children in different family living arrangements, and tailor case management services and supports to children in substitute care accordingly. Implications and future directions are discussed. Close

• 54. [Article] Conceptualization of Autism in the Latino Community and its Relationship with Early Diagnosis

  Objective—Early identification of autism spectrum disorders (ASD) has been linked to improved long-term developmental outcomes. However, Latino children are diagnosed later than white non- Latino children. ...

  Citation × Citation Citation Abstract Copy Title: Conceptualization of Autism in the Latino Community and its Relationship with Early Diagnosis Author: Zuckerman, Katharine E., Sinche, Brianna, Cobian, Martiza, Cervantes, Marlene, Mejia, Angie, Becker, Thomas, Nicolaidis, Christina Year: 2014 Objective—Early identification of autism spectrum disorders (ASD) has been linked to improved long-term developmental outcomes. However, Latino children are diagnosed later than white non- Latino children. We aimed to qualitatively assess the understanding and conceptualization of ASD in the Latino community in order to understand potential community barriers to early diagnosis. Method—We conducted 5 focus groups and 4 qualitative interviews with 30 parents of typicallydeveloping Latino children in Oregon. Participants were asked structured questions concerning video vignettes that follow a Latina mother from the time she begins to worry about her 3-year-old son's behaviors to the time he receives an ASD diagnosis. Focus groups and interviews were audio-recorded, transcribed and independently coded. Coded data were analyzed using thematic analysis. Results—Many Latino families in the study had not heard of ASD or had little information about it. Families sometimes assumed ASD red flags were normal or could be attributed to family dysfunction. Families also had concerns about provider communication and access to language services. Having a child with a developmental delay was associated with embarrassment, rejection, and family burden, making it difficult for parents to raise developmental concerns with providers. Conclusion—Pediatric providers should not assume that Latino parents have heard of ASD or know its symptoms. Providers should be aware that parents may be reluctant to mention concerns due to cultural factors. The health care system needs to improve resources for Latino parents with limited English proficiency. Policies should encourage the use of developmental screening in primary care Title: Conceptualization of Autism in the Latino Community and its Relationship with Early Diagnosis Author: Zuckerman, Katharine E., Sinche, Brianna, Cobian, Martiza, Cervantes, Marlene, Mejia, Angie, Becker, Thomas, Nicolaidis, Christina Year: 2014 Objective—Early identification of autism spectrum disorders (ASD) has been linked to improved long-term developmental outcomes. However, Latino children are diagnosed later than white non- Latino children. We aimed to qualitatively assess the understanding and conceptualization of ASD in the Latino community in order to understand potential community barriers to early diagnosis. Method—We conducted 5 focus groups and 4 qualitative interviews with 30 parents of typicallydeveloping Latino children in Oregon. Participants were asked structured questions concerning video vignettes that follow a Latina mother from the time she begins to worry about her 3-year-old son's behaviors to the time he receives an ASD diagnosis. Focus groups and interviews were audio-recorded, transcribed and independently coded. Coded data were analyzed using thematic analysis. Results—Many Latino families in the study had not heard of ASD or had little information about it. Families sometimes assumed ASD red flags were normal or could be attributed to family dysfunction. Families also had concerns about provider communication and access to language services. Having a child with a developmental delay was associated with embarrassment, rejection, and family burden, making it difficult for parents to raise developmental concerns with providers. Conclusion—Pediatric providers should not assume that Latino parents have heard of ASD or know its symptoms. Providers should be aware that parents may be reluctant to mention concerns due to cultural factors. The health care system needs to improve resources for Latino parents with limited English proficiency. Policies should encourage the use of developmental screening in primary care Close

• 55. [Article] Inclusive Child Care: Challenges and Strategies

  Responding to the need for research regarding models of inclusion in child care, the Research and Training Center on Family Support and Children's Mental Health is in the process of conducting a series ...

  Citation × Citation Citation Abstract Copy Title: Inclusive Child Care: Challenges and Strategies Author: Brennan, Eileen M., Caplan, Elizabeth Haran, Ama, Shane, Bradley, Jennifer R., Warfield, Olivia Year: 2002 Responding to the need for research regarding models of inclusion in child care, the Research and Training Center on Family Support and Children's Mental Health is in the process of conducting a series of studies aimed at guiding the design and implementation of inclusive child care policies and programs. In the course of previous research studies, our research team found that there did exist quality programs and family care arrangements that successfully included children with emotional or behavioral challenges in child care settings (Brennan, Rosenzweig, Ogilvie, Wuest, & Ward, 2001). Our goal was to learn more about the provider and setting characteristics associated with these successful programs. As a first step in the current research, state child care administrators, child care resource and referral agencies, and family organizations were sent a request to nominate programs that successfully included children with emotional or behavioral challenges in child care; this resulted in nominations of 104 programs across the United States. Personnel at thirty-four of the nominated programs participated in a survey designed to learn more about their challenges and strategies for inclusion. We were particularly interested in five key areas: (1) the types of services these programs offered, (2) the needs of the families they served, (3) the inclusion strategies they employed, (4) the barriers staff reported facing, and (5) their view of the role of families in their programs. Title: Inclusive Child Care: Challenges and Strategies Author: Brennan, Eileen M., Caplan, Elizabeth Haran, Ama, Shane, Bradley, Jennifer R., Warfield, Olivia Year: 2002 Responding to the need for research regarding models of inclusion in child care, the Research and Training Center on Family Support and Children's Mental Health is in the process of conducting a series of studies aimed at guiding the design and implementation of inclusive child care policies and programs. In the course of previous research studies, our research team found that there did exist quality programs and family care arrangements that successfully included children with emotional or behavioral challenges in child care settings (Brennan, Rosenzweig, Ogilvie, Wuest, & Ward, 2001). Our goal was to learn more about the provider and setting characteristics associated with these successful programs. As a first step in the current research, state child care administrators, child care resource and referral agencies, and family organizations were sent a request to nominate programs that successfully included children with emotional or behavioral challenges in child care; this resulted in nominations of 104 programs across the United States. Personnel at thirty-four of the nominated programs participated in a survey designed to learn more about their challenges and strategies for inclusion. We were particularly interested in five key areas: (1) the types of services these programs offered, (2) the needs of the families they served, (3) the inclusion strategies they employed, (4) the barriers staff reported facing, and (5) their view of the role of families in their programs. Close

• 56. [Article] North Douglas County Community Needs Health Assessment (Phase 2)

  Beginning in August 2016, Phase 2 of the North Douglas County (NDC) Community Health Needs Assessment (CHNA) built on work completed in the Phase 1 planning process, and engaged the communities of Drain, ...

  Citation × Citation Citation Abstract Copy Title: North Douglas County Community Needs Health Assessment (Phase 2) Author: Lambarth, Callie H., Reid, Diane, Green, Beth L. Year: 2017 Beginning in August 2016, Phase 2 of the North Douglas County (NDC) Community Health Needs Assessment (CHNA) built on work completed in the Phase 1 planning process, and engaged the communities of Drain, Elkton, and Yoncalla, Oregon in the development and administration of a regional health services survey. The purpose of the survey was to learn from families with children ages 0-8 in the NDC region in order to: • Identify service needs across a range of health service types, e.g., dental care, immunizations, prenatal care, well-child care, primary care, and mental health; • Identify barriers to access; • Prioritize the programs and resources families most need to be able to support their and their children’s health; • Learn about preferred ways families would like to access these services; and • Recommend strategies to address the prioritized issues, needs, and barriers that emerge from the survey findings. Title: North Douglas County Community Needs Health Assessment (Phase 2) Author: Lambarth, Callie H., Reid, Diane, Green, Beth L. Year: 2017 Beginning in August 2016, Phase 2 of the North Douglas County (NDC) Community Health Needs Assessment (CHNA) built on work completed in the Phase 1 planning process, and engaged the communities of Drain, Elkton, and Yoncalla, Oregon in the development and administration of a regional health services survey. The purpose of the survey was to learn from families with children ages 0-8 in the NDC region in order to: • Identify service needs across a range of health service types, e.g., dental care, immunizations, prenatal care, well-child care, primary care, and mental health; • Identify barriers to access; • Prioritize the programs and resources families most need to be able to support their and their children’s health; • Learn about preferred ways families would like to access these services; and • Recommend strategies to address the prioritized issues, needs, and barriers that emerge from the survey findings. Close

• 57. [Article] Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds

  The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based ...

  Citation × Citation Citation Abstract Copy Title: Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds Author: Brennan, Eileen M., Ama, Shane, Caplan, Elizabeth Haran, Warfield, Olivia, Archer, Sherry Year: 2002 The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based child care settings (Whitney, Grozinsky, & Poppe, 1999). But even a legal mandate is not sufficient to guarantee access to realistic and suitable child care options for every family, particularly those having children with emotional or behavioral disorders (National Child Care Information Center [NCCIC], 1997). The presentation addressed governmental policy and planning efforts to include children with emotional or behavioral challenges in settings with typically developing children. Particularly, presenters discussed the policy and planning context that resulted in current Child Care Development Fund plans, reported preliminary results of a content analysis of the plans, discussed a family member’s perspective on child care arrangements, and outlined some strategies for and barriers to inclusion gathered from directors of model programs. Title: Models of Inclusion: Standing at the Cross Roads. Building Inclusive Child Care Through Child Care Development Funds Author: Brennan, Eileen M., Ama, Shane, Caplan, Elizabeth Haran, Warfield, Olivia, Archer, Sherry Year: 2002 The passage of the Americans with Disabilities Act (ADA) in 1990 has produced a growing recognition that children with disabilities have the same rights as other children to participate in community-based child care settings (Whitney, Grozinsky, & Poppe, 1999). But even a legal mandate is not sufficient to guarantee access to realistic and suitable child care options for every family, particularly those having children with emotional or behavioral disorders (National Child Care Information Center [NCCIC], 1997). The presentation addressed governmental policy and planning efforts to include children with emotional or behavioral challenges in settings with typically developing children. Particularly, presenters discussed the policy and planning context that resulted in current Child Care Development Fund plans, reported preliminary results of a content analysis of the plans, discussed a family member’s perspective on child care arrangements, and outlined some strategies for and barriers to inclusion gathered from directors of model programs. Close

• 58. [Article] Accessing Substance Abuse Treatment: Issues for Parents Involved with Child Welfare Services

  The complex issues associated with barriers to treatment entry for parents who are involved with child welfare has not been well explored. Accessing timely treatment is now critical for these parents since ...

  Citation × Citation Citation Abstract Copy Title: Accessing Substance Abuse Treatment: Issues for Parents Involved with Child Welfare Services Author: Rockhill, Anna, Green, Beth L., Newton-Curtis, Linda Year: 2008 The complex issues associated with barriers to treatment entry for parents who are involved with child welfare has not been well explored. Accessing timely treatment is now critical for these parents since the introduction of the Adoption and Safe Families Act of 1997, limiting the time until a permanency decision is made. Using a longitudinal, qualitative approach, substance-abusing parents from 15 families, their relevant family members, and service providers were interviewed approximately every 3 months over an 18-month period. The experiences of these parents add to our knowledge of the unique barriers this population faces, and expands our understanding of the mechanisms by which certain barriers may delay treatment. Title: Accessing Substance Abuse Treatment: Issues for Parents Involved with Child Welfare Services Author: Rockhill, Anna, Green, Beth L., Newton-Curtis, Linda Year: 2008 The complex issues associated with barriers to treatment entry for parents who are involved with child welfare has not been well explored. Accessing timely treatment is now critical for these parents since the introduction of the Adoption and Safe Families Act of 1997, limiting the time until a permanency decision is made. Using a longitudinal, qualitative approach, substance-abusing parents from 15 families, their relevant family members, and service providers were interviewed approximately every 3 months over an 18-month period. The experiences of these parents add to our knowledge of the unique barriers this population faces, and expands our understanding of the mechanisms by which certain barriers may delay treatment. Close

• 59. [Article] "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges

  Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. ...

  Citation × Citation Citation Abstract Copy Title: "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges Author: Brennan, Eileen M., Brannan, Ana Maria, Kendall, Judy, Bradley, Jennifer R., Huffstutter, Katherine J. Year: 2006 Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. We controlled for factors that affect participation in the paid workforce for parents in general: (a) child age, (b) level of caregiver education, and (c) the number of children in the household. We also introduced factors that pertain specifically to families that have children with emotional or behavioral disorders: the level of the child's internalizing and externalizing symptoms, and the number of child absences from school. Our research was guided by specific hypotheses: 1. The more severe the child's symptoms, the more days of school the child will miss. 2. The greater the number of child absences, the greater the disruption in the caregiver's employment. 3. Some caregivers will have to stop working outside the home because of frequent disruptions. Title: "Come pick up your child!" Integrating Work and Family Life for Parents of School-Aged Children with Mental Health Challenges Author: Brennan, Eileen M., Brannan, Ana Maria, Kendall, Judy, Bradley, Jennifer R., Huffstutter, Katherine J. Year: 2006 Our research team sought to discover the factors that lead to the unemployment of parents of children with mental health disorders. Our preliminary analyses and findings are reported in this presentation. We controlled for factors that affect participation in the paid workforce for parents in general: (a) child age, (b) level of caregiver education, and (c) the number of children in the household. We also introduced factors that pertain specifically to families that have children with emotional or behavioral disorders: the level of the child's internalizing and externalizing symptoms, and the number of child absences from school. Our research was guided by specific hypotheses: 1. The more severe the child's symptoms, the more days of school the child will miss. 2. The greater the number of child absences, the greater the disruption in the caregiver's employment. 3. Some caregivers will have to stop working outside the home because of frequent disruptions. Close

• 60. [Article] Waiver III: Parent Mentor & Relationship Based Visitation

  The Center for the Improvement of Child and Family Services at Portland State University was contracted by the Oregon Department of Human Services (DHS), Child Welfare Division to conduct the evaluation ...

  Citation × Citation Citation Abstract Copy Title: Waiver III: Parent Mentor & Relationship Based Visitation Author: Green, Beth L., Rockhill, Anna, Furrer, Carrie Jeanne, Rodgers, Angela, Duong, Thuan, Cross-Hemmer, Amanda, Cooper, Christine, Cherry, Kevin Year: 2015 The Center for the Improvement of Child and Family Services at Portland State University was contracted by the Oregon Department of Human Services (DHS), Child Welfare Division to conduct the evaluation of the Title IV-E Waiver Demonstration Project. The project was funded by the U.S. Department of Health and Human Services, through the Children’s Bureau. Oregon’s IV-E Waiver Demonstration involved the implementation and evaluation of two innovative service models for families involved in the child welfare system: (1) RelationshipBased Visitation (RBV); and (2) Parent Mentoring (PM). Relationship-Based Visitation (RBV) was provided in 13 Districts and 29 counties; Parent Mentoring was provided in 4 Districts and 7 counties. RBV services were offered to families with children ages 0-12 who were in an out-ofhome placement. The model provided an intensive parent coaching model, based on the evidence-based Nurturing Parenting Program (NPP, Bavolek, McLaughlin, & Comstock, 1983; See also: www.nurturingparenting.com) and was delivered during parent-child visitation by contracted providers. Parent Mentoring employed peer recovery coaches to support parents with substance abuse issues whose children are either receiving in-home or out-of-home services through child welfare. Parent Mentors, who were typically parents who were in their own recovery and who had experience with the child welfare system, utilized a relationship-based, parent-directed, outcome-oriented approach to working with DHS clients to help them sustain their own recovery and successfully retain or regain custody of their children. Title: Waiver III: Parent Mentor & Relationship Based Visitation Author: Green, Beth L., Rockhill, Anna, Furrer, Carrie Jeanne, Rodgers, Angela, Duong, Thuan, Cross-Hemmer, Amanda, Cooper, Christine, Cherry, Kevin Year: 2015 The Center for the Improvement of Child and Family Services at Portland State University was contracted by the Oregon Department of Human Services (DHS), Child Welfare Division to conduct the evaluation of the Title IV-E Waiver Demonstration Project. The project was funded by the U.S. Department of Health and Human Services, through the Children’s Bureau. Oregon’s IV-E Waiver Demonstration involved the implementation and evaluation of two innovative service models for families involved in the child welfare system: (1) RelationshipBased Visitation (RBV); and (2) Parent Mentoring (PM). Relationship-Based Visitation (RBV) was provided in 13 Districts and 29 counties; Parent Mentoring was provided in 4 Districts and 7 counties. RBV services were offered to families with children ages 0-12 who were in an out-ofhome placement. The model provided an intensive parent coaching model, based on the evidence-based Nurturing Parenting Program (NPP, Bavolek, McLaughlin, & Comstock, 1983; See also: www.nurturingparenting.com) and was delivered during parent-child visitation by contracted providers. Parent Mentoring employed peer recovery coaches to support parents with substance abuse issues whose children are either receiving in-home or out-of-home services through child welfare. Parent Mentors, who were typically parents who were in their own recovery and who had experience with the child welfare system, utilized a relationship-based, parent-directed, outcome-oriented approach to working with DHS clients to help them sustain their own recovery and successfully retain or regain custody of their children. Close