A Strengths-based Approach to Supervised Visitation in Child Welfare

Smith, Gabriel Tobin; Shapiro, Valerie B.; Sperry, Rachel Wagner; LeBuffe, Paul A.

doi:10.1080/13575279.2013.847056

Cited by 18 publications

(11 citation statements)

References 36 publications

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“…Smith et al . () use a model based on Visit Coaching , in which visit activities are designed to build children's resilience and enhance their existing strengths as determined by a comprehensive assessment with parents. Preliminary results of children's outcomes suggest the majority of pre‐school and school‐age children improved on their strengths assessments and there is some evidence of parental improvement in resilience, attitudes and skills, following 20 visits using this model (Smith & Sims ).…”

Section: Resultsmentioning

confidence: 99%

Interventions to improve supervised contact visits between children in out of home care and their parents: a systematic review

Bullen

Taplin

McArthur

et al. 2016

Child & Family Social Work

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Although the importance of contact between children in care and their parents, when safe, is accepted, there is limited research about supervised face‐to‐face contact. There is no literature that has systematically critiqued how supervised contact can be best delivered. The aim of this systematic review was to evaluate the evidence for interventions aimed at improving the quality of contact visits between parents and their children who are in out‐of‐home care. Twelve studies were included in this review. Each study was graded and assigned scores according to the presence or absence of each of seven criteria. The studies demonstrated key similarities in the types of interventions provided, although delivery varied across group, individual and educational interventions. Parents reported improved capacity to manage their emotions and parents' satisfaction with the programmes was high. Although there was a lack of large scale, methodologically rigorous studies with long‐term follow‐up, some promising findings were identified: the literature indicates individual family support and group programmes have the potential to improve parent–child relationships and the quality of contact visits. This review suggests that future studies build on current evidence by addressing their methodological limitations and evaluating interventions that can be tailored to meet the needs of individual families.

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Section: Resultsmentioning

confidence: 99%

Interventions to improve supervised contact visits between children in out of home care and their parents: a systematic review

Bullen

Taplin

McArthur

et al. 2016

Child & Family Social Work

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Section: The Context For the Development Of The Dessamentioning

confidence: 99%

“…Garmezy (1985) suggested that protective factors could be divided into three categories: 1) community systems such as high quality schools, 2) a supportive family, and 3) child attributes (e.g., physical health, intelligence, problem solving skills). The DESSA was developed to be an assessment of social-emotional competencies, a subset of malleable child attributes that act as protective factors (LeBu ff e, et al, 2009(LeBu ff e, et al, /2014.Beginning in the mid-1990s, the Devereux Center for Resilient Children (DCRC; www.CenterforResilientChildren.org) began publishing a series of behavior rating scales designed to measure within-child protective factors. These early childhood measures include the Devereux Early Childhood Assessment (DECA; LeBuffe & Naglieri, 1999), the Devereux Early Childhood Assessment Clinical Form (DECA-C; LeBuffe & Naglieri, 2003) and the Devereux Early Childhood Assessment for Infants and Toddlers (DECA-IT; Mackrain, LeBu ff e, & Powell, 2007).…”

mentioning

confidence: 99%

The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring

LeBuffe

Shapiro

Robitaille

2018

Journal of Applied Developmental Psychology

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The Devereux Student Strengths Assessment (DESSA) and the DESSA-Mini are intended to be psychometrically sound and practical measures of social-emotional competence for use in school and out-of-school-time (OST) settings. These strength-based behavior rating scales yield a variety of information designed to support the large scale implementation of social and emotional learning programs. This paper discusses 1) the context for the development of measures, 2) the choice to use a nationally-normed, adultcompleted behavior rating scale as the format for assessing student social-emotional competence, 3) the psychometric properties of the DESSA and the DESSA-Mini, 4) some challenges to assessing social-emotional competence in applied settings, 5) examples of how the DESSA and DESSA-Mini results have been used to inform practice decisions, and 6) future research and development needs for social-emotional assessment.The Devereux Student Strengths Assessment (DESSA; LeBu ff e, Shapiro, & Naglieri, 2009/2014 Comprehensive System was developed to meet the burgeoning need for a psychometrically sound yet practical measure of social-emotional competence in both school and out-of-school-time (OST) settings. The system has a number of integrated components designed to support large scale implementation of social and emotional learning (SEL). These components are described as comprehensive because they comprise screening, formative, interim, and summative assessment approaches, and as a system because these parts are interconnected through a series of procedures and principles that organize their use. Although the system can be implemented in various ways to meet local requirements, in standard practice it begins with a very brief, teacher-completed universal screening tool of student social-emotional competence called the DESSA-Mini (Naglieri, LeBuffe, & Shapiro, 2011/2014. Students who could benefit from more information are initially or subsequently assessed with the full DESSA (LeBuffe et al., 2009(LeBuffe et al., /2014).Completed by parents or teachers/staff, the DESSA can be used to formatively assess a student's strengths and needs for further instruction within eight social-emotional domains. This can inform planning decisions, such as the adoption of SEL-enhancing interventions in the form of well-known SEL curricula or more micro-strategies for building competence. Some social-emotional learning strategies, organized into a multitiered system of supports (MTSS) framework (including universal, small-group, individual, and home-based strategies), are found at an online site called Evo Social/Emotional Learning (Evo SEL). The final components of the DESSA Comprehensive System are a means of tracking progress in the acquisition of social-emotional competence using a response to intervention (RTI) framework through multiple brief forms, and a pretest-posttest comparison technique that enables users to evaluate change over time. These results can then be aggregated at the classroom, grade, school, program, or...

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“…As previous studies have shown (Smith et al . ; Taplin & Mattick ), most kinship caregivers would benefit from adequate support to deal with the complex issues relating to contact.…”

Section: Discussionmentioning

confidence: 99%

“…Kinship caregivers expressed an elevated level of satisfaction with fostering, despite the challenges of issues associated with contact. As previous studies have shown (Smith et al 2014;Taplin & Mattick 2014), most kinship caregivers would benefit from adequate support to deal with the complex issues relating to contact.…”

Section: Discussionmentioning

confidence: 99%

Contact between birth parents and children in kinship care in a sample from Spain

León

Morago

Muñoz-Silva

2016

Child & Family Social Work

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Within the context of kinship care, the main objectives of this work are to study the characteristics of contact between foster children and their birth parents, and their relationship with key variables of fostering, the children and their kinship caregivers. The sample included 189 children from Spain and their kinship families. A semi‐structured placement interview and two scales relating to the child–caregiver relationship and child's psychological adjustment were used with the kinship families. The results revealed a significant percentage of foster children who had no family contact. Various visit types, frequencies and durations were described. Kinship care with contact, compared with placements without contact, was frequently characterized by the absence of professional supervision, and an affectionate child–caregiver relationship; moreover, children with contact were perceived to have fewer serious behaviour and socio‐emotional problems and a greater probability of family reunification. The regression analysis showed that the main predictors for how caregivers assessed contact were the children's emotional reaction during visits and the quality of the relationship between the kinship families and the birth parents. These results suggest the need for further research about contact, which will certainly have a major impact on professional intervention with these families.

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A Strengths-based Approach to Supervised Visitation in Child Welfare

Cited by 18 publications

References 36 publications

Interventions to improve supervised contact visits between children in out of home care and their parents: a systematic review

Interventions to improve supervised contact visits between children in out of home care and their parents: a systematic review

The Devereux Student Strengths Assessment (DESSA) comprehensive system: Screening, assessing, planning, and monitoring

Contact between birth parents and children in kinship care in a sample from Spain

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