The quality of the relationship between custodial grandparents or kin caregivers and the biological parent may have an affect on the ability of kin care or, "grandfamilies," to obtain help from social and educational services, including child welfare, and to provide a safe living arrangement for the child.
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JOURNAL OF INTERGENERATIONAL RELATIONSHIPSbiological parent, custodial grandparent(s), friends, other relatives, educational institutions, and social service organizations. The authors of this paper present a theoretical framework for assessing and addressing the ability of the custodial care network to help children in custodial care homes. Using questions that have been posed by custodial grandparents in a statewide, "relatives as parents program," in West Virginia, as evidence of need for information and assistance, the framework addresses four custodial care situations and makes suggestions for family preparation as well as resource development by social service and educational personnel. The underlying assumption is that the stronger the relationship between the biological parent/adult child and the custodial grandparent, the more likely it is that other members of the custodial care network can assist the family in raising the child without the child entering the formal child welfare system.
The impact of residential camp participation is needed for camps focused on a variety of outcomes including education, summer fun, prevention, and youth development. One system, the Cooperative Extension Service, conducts 4-H residential camps in most states nationwide every year. These camps, though offering educational enhancement and fun activities, are focused on youth development, incorporating a framework called the essential elements of positive youth development. The National 4-H Camping Research Consortium (NCRC), a group of Extension specialists and county-level educators, designed and piloted assessment tools for 4-H camps that can be used at any camp that focuses on youth development. The camp context questionnaire measures three essential elements of youth development: relationship with a caring adult, self-determination and mastery, and safe and inclusive environments. The life skill questionnaire measures three life skills: accepting self and others, accomplishing goals, and taking responsibility. Logic models and evaluation guidelines help camp directors plan camps that work for youth.
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