A Reveille for School Social Workers: Children in Foster Care Need Our Help!

Altshuler, Sandra J.

doi:10.1093/cs/19.2.121

Cited by 21 publications

(25 citation statements)

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“…Both institutions have different foci and have difficulty working collaboratively with each other, and children who are being served by either system often receive inadequate services from both systems (Altshuler, 1997;Goren, 1996). As suggested by Altshuler (2003), administrators in both child welfare and school settings can help facilitate collaborative efforts through commitment to joint planning and goal setting.…”

Section: Child Welfarementioning

confidence: 99%

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

et al. 2011

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A growing body of literature is demonstrating associations between childhood maltreatment and bullying involvement at school. In this literature review, five potential mediators (explanatory) and three potential moderators (mitigates or exacerbates) of the association between childhood maltreatment and school bullying are proposed. Mediators include emotional dysregulation, depression, anger, and social skills deficits. Moderators reviewed include quality of parent-child relationships, peer relationships, and teacher relationships. Although there might be insurmountable challenges to addressing child maltreatment in primary or universal school-based prevention programs, it is possible to intervene to improve these potentially mediating and moderating factors.

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Section: Child Welfarementioning

confidence: 99%

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

et al. 2011

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“…Numerosos estudios han puesto de manifiesto las dificultades que afrontan los jóvenes en protección para obtener buenos resultados en el contexto escolar (Altshuler, 1997;Biehal et al, 1995;Blome, 1997;Casas y Montserrat, 2009;Casas, Montserrat y Malo, 2010;Cheung y Heath, 1994;Cook, 1994;Courtney et al, 2001;Dixon y Stein, 2005;Inglés, 2005;Jackson, 1994;Stein, 1994). En nuestro país Moreno, García-Baamonde y Blázquez (2010) han constatado el fracaso escolar en acogimiento residencial, relacionándolo con problemas del desarrollo del lenguaje.…”

Section: Logros Educativosunclassified

El proceso de transición a la vida adulta de jóvenes acogidos en el sistema de protección infantil. Revisión de la investigación y respuestas.

et al. 2013

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Resumen: En este artículo se revisan diversas investigaciones de carácter nacional e internacional sobre los adolescentes que egresan del sistema de protección. Se trata de jóvenes que al cumplir los 18 años estando acogidos en hogares de protección o con familias se ven inmersos en un proceso de transición a la vida adulta muy diferente al del resto de sus iguales. La investigación pone de manifiesto cómo la transición de estos menores es más breve, comprimida y acelerada que la de sus pares, presentando mayores dificultades en diferentes aspectos tales como el empleo, el alojamiento, los logros educativos, la salud física y mental, etc. Esta problemática está recabando cada día más interés a nivel internacional llevándose a cabo diversas reformas legales que en la práctica se traducen en la ampliación de la estancia en los recursos de protección, la implementación de programas de entrenamiento en habilidades para la vida independiente, la introducción de las figuras de consejeros y mentores, un mayor énfasis en la educación y el empleo, así como la creación de planes individuales de emancipación, entre otros. En nuestro país los egresados comienzan a ser tenidos en cuenta en algunas leyes autonómicas de reciente creación que hacen referencia a la necesidad de invertir esfuerzos en la transición a la vida adulta de los jóve-nes en protección. Palabras clave: Transición a la vida adulta; emancipación; independencia; protección a la infancia; acogimiento residencial; acogimiento familiar. Title:The process of transition to adulthood for youth in the child care system. Abstract: This paper reviews international and national research on young people leaving care. Research has shown that the journey to adulthood from public care is shorter, more compressed and accelerated that that of their peers. This process presents higher difficulties in different areas such as employment, accommodation, educational opportunities, physical and mental health, etc. The situation of care leavers has gained more attention internationally leading to the development of different legal advances which mean the extension of care, the implementation of independent living skills programs, the introduction of mentoring programs, the emphasis on educational and employment services and the creation of personal transition plans, among other changes. In Spain, this topic has started to receive some attention in recent regional legislation which highlights the need to invest more efforts in the transition to adulthood of young people leaving care. Key words: Transition to adulthood; leaving care; independent living; child care; foster care; residential care. IntroducciónEn los últimos años ha aumentado de forma considerable la atención desde el ámbito práctico y la investigación sobre la transición a la vida independiente de los adolescentes que cumplen 18 años estando bajo una medida de protección, bien sea de acogimiento residencial o familiar. Alcanzar la mayoría de edad en estos casos supone el cese de la medida protectora de la administraci...

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“…One of the earliest longitudinal studies (Fanshel & Shin, 1978) revealed the vulnerability of this student population in terms of their maltreatment, foster care experiences, and over-representation with regard to minority racial-ethnic status and poverty. Issues of over-representation have remained constant during the last 30 years and need to be recognized as an additional layer of challenge in the lives of students with foster care histories (Altshuler, 1997;Child Welfare Information Gateway, 2011;Dworsky, Cusick, Havelick, Perez, & Keller, 2007;Chipungu & Bent-Goodley, 2004;Geenan & Powers, 2006;Leiter & Johnson, 1994;Luder, Weinberg, & Zeltin, 2004;Zeltin & Weinberg, 2004;). These challenges move beyond the individual experience of the student to manifest within public schools in urban communities.…”

Section: Department Of Health and Human Services 2000)mentioning

confidence: 99%

Connecting School and Child Welfare Systems to Students in Foster Care

Glantz¹

2013

Preprint

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Barriers to collaboration between professionals in the school and child welfare systems are impeded by poor communication, a lack of cross-disciplinary language, and confusion regarding professional practices. This study, the Education Collaboration Project (ECP), addresses the importance of understanding school success for students in foster care through the voices and actions of the key constituent groups: students with foster care histories and professionals from the school and child welfare systems. Also included in a small component of this study were foster parents who participated via an anonymous survey. The theoretical framework combined critical pedagogy, elements of critical discourse analysis, adaptive change theory, and communities of practice (COP) theories from which an empowering intervention emerged. Within this study, the intervention was delivered through a graduate course, Connecting Public School and Child Welfare Systems to Children in Foster Care cross-disciplinary, where students with foster care histories and professionals from school and child welfare systems united in shared problem solving and action to promote school success. The methodology was predominately qualitative but was enhanced by the use of surveys and a modified Q-sort method. The study and its empowering intervention allowed for a transformative process where participants evolved from disconnected youth, school, and child welfare Education Collaboration Project (ECP) participants to collective ECP participants and finally emerged as members of the Education Collaboration-

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A Reveille for School Social Workers: Children in Foster Care Need Our Help!

Cited by 21 publications

References 0 publications

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School

El proceso de transición a la vida adulta de jóvenes acogidos en el sistema de protección infantil. Revisión de la investigación y respuestas.

Connecting School and Child Welfare Systems to Students in Foster Care

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