Institution‐based early intervention program

Muhamedrahimov, Rifkat J.; Palmov, Oleg I.; Nikiforova, Natalia V.; Groark, Christina J.; McCall, Robert B.

doi:10.1002/imhj.20021

Cited by 45 publications

(47 citation statements)

References 19 publications

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“…Other children are raised in orphanages from birth. Orphanages vary widely in quality but most fail to provide consistency in caregivers, and do not provide the quality of language stimulation that children receive in family homes (Dennis, 1973;Johnson, 2000;Miller 2005a;Muhamedrahimov, Palmov, Nikiforova, Groark, & McCall, 2004). In addition, depending on the economics and resources of the country, some orphanages fail to provide adequate nutritional or medical care.…”

Section: Preadoption Issuesmentioning

confidence: 97%

Speech and Language Guidelines for Children Adopted From Abroad at Older Ages

Glennen¹

2009

Topics in Language Disorders

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Children adopted from abroad at older ages have unique speech and language-learning issues. At adoption, the impact of longer stays in orphanages with their associated lack of enrichment, nutrition, and healthcare is more pronounced. After adoption, the children begin school in a new language soon after arriving home. These children quickly lose their birth language before gaining proficiency in the new adopted language, leaving them vulnerable to academic learning difficulties during the transition period. Speech-language pathologists and educators need to understand the typical progression of language learning in this unique group of children so they can determine which children need extra support during the language transition process. This article reviews preadoption issues in older children and provides preliminary information on typical patterns of speech and language acquisition observed during the first year home based on data for a group of children adopted from Eastern Europe between the ages of 2 to 4. It also discusses the impact of age of adoption on language outcomes and provides guidelines for valid assessment of speech and language in this unique population of children.

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Section: Preadoption Issuesmentioning

confidence: 97%

Speech and Language Guidelines for Children Adopted From Abroad at Older Ages

Glennen¹

2009

Topics in Language Disorders

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“…According to the results of the quasi-experimental intervention study, the structural characteristics of institutions for infants and young children was shown to be critical for the positive development of children in orphanages. Specifically, the double intervention program was designed to provide structural changes (by assigning two primary caregivers to smaller ageand disability-integrated groups, terminating transitions of children to new wards, and establishing a "Family Hour" for primary caregivers to be with their children), coupled with staff training (emphasizing sensitive and responsive caregiver-child interactions); it showed better developmental outcomes for children as compared with the intervention program implementing staff training only (Muhamedrahimov et al, 2004 , 2011). Those with a substantial history of institutional care (IC) (~1-2 years) display a variety of long-term neurological, physical, cognitive, behavioral, and social-emotional difficulties (Nelson et al, 2011;Rutter et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

Distinctive features of adolescent hardiness in families of different composition

Kuzmin¹,

Konopak²

2016

Psych. Rus.

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This article analyzes the influence of family structure on the hardiness of adolescents aged 16-18 (average age 17.2). The aim was to investigate hardiness of subjects from full, single-parent, and large families. We used the Test of Hardiness Survey and the Noetic Orientations Test (SZhO). The sample comprised 200 subjects, first year university students from families with different compositions: 75 were brought up in a full family, 75 in a one-parent family, and 50 in a large family. A one-way analysis of variance and repeated measures MANCOVA showed that the subjects differ both in their hardiness and the distinctive features of its development. The authors conclude that subjects from full families are less hardy than those from single-parent families, but more hardy than those from large families. Also the hardiness dynamics of children from full, single-parent, and large families differ. Adolescents from single-parent families increase their hardiness further, whereas in students from full families it decreases. This can be explained by specific ways that the students survive the crisis of adolescence. And finally, students from large families demonstrate a similar level of hardiness in comparison with students from full families. This can also be explained by specific ways that they survive the crisis of adolescence. Later, when this crisis is almost over, their hardiness becomes similar to that of students from full families, which has decreased by that time.Keywords: hardiness, commitment, control, challenge, family structure, adolescents introduction During the past 20 years, hardiness has been a subject of study by scientists internationally and in Russia. Although as M.V. Loginova (2010) has pointed out, there are many interpretations of hardiness (e.g., "survivability", or "the courage to be" by P. Tillich et al.), in Russian psychology, the most empirically substantiated theory of hardiness is that of S. Maddi. According to his theory, hardiness is a pattern of attitudes and skills that, together, facilitate resilience under pressure by turning stressful circumstances from potential disasters into opportunities to grow in wis- Kuzmin, I. A. Konopak dom and performance. Hardiness consists of three attitudes: commitment, control, and challenge. Strong commitment refers to the belief that, no matter how bad things get, it is usually best to remain involved with the events and people in one's life, rather than to retreat into isolation and alienation. Strong control is the belief that, no matter how bad things get, it is worth continuing to try to effect outcomes, rather than retreating into powerlessness and passivity. Strong challenge is the belief that stressful changes are normal in life, and provide an opportunity to learn more, rather than being an inappropriate violation of one's right to easy comfort and security (Maddi et. al., 2009).During the last 25 years, some investigations have touched on the problem of hardiness development and the factors that determine hardiness. Khoshaba and Madd...

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“…An initial step in preparing to develop a new service program is to understand the current situation; namely, the nature of the intended participant group and its cultural and social values, political opportunities and constraints, and the history of the problem and previous attempts to remediate it (see Chapter 73 on service panning in general). For example, in the case of an intervention project to improve caregiving in the orphanages of St. Petersburg, Russian Federation (i.e., Groark, Muhamedrahimov, Palmov, Nikiforova, & McCall, 2005;Muhamedrahimov, Palmov, Nikiforova, Groark, & McCall, 2004), this meant understanding 1) how caregiving was currently provided, the rules and regulations governing the orphanage; 2) why various practices exist (e.g., caregivers do not get social-emotionally close to children to avoid the pain of separation later); 3) that caregivers work 24-hour shifts to minimize transportation expenses and to have three days off to be with their own children or work other jobs); and 4) a long tradition of adult-directed teaching.…”

Section: Program Development and Designmentioning

confidence: 99%

“…Building intellectual and skill capacity in the community is essential in sustaining the quality of services. For example, the St. Petersburg (Russia) orphanage project Muhamedrahimov et al, 2004) used a train-the-trainer approach in which a written curriculum was produced and a specialist trained the professionals in each orphanage. Those professionals were available to train new caregivers who replaced those who left and thus keep the level of performance high in the orphanage over time.…”

Section: Sustaining Program Benefitsmentioning

confidence: 99%

Community‐Based Interventions and Services

Groark

McCall

2008

Rutter's Child and Adolescent Psychiatry

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The purpose of this chapter is to summarize the process by which one can conceive, design, implement, monitor, evaluate, and sustain empirically-based community-operated interventions and services. The focus is on the process, not the content, of such interventions and services. As such, the discussion accepts (and will not cover) the existing literature on the problem or target behaviors as well as on approaches to preventing or treating those behaviors as the starting point of the process.There is relatively little scholarly analysis and even less empirical validation of this process per se. Consequently, this chapter relies to a greater extent than is typical on the experience of the authors blended with those of others and what scholarly work may exist. Scope and DefinitionThe scope of this chapter can be further specified by considering the working definitions of certain key concepts.Community-based. Community-based interventions and services are those that are implemented and operated by service professionals in the community. Often, but not always, such services are part of a demonstration and evaluation project investigating whether the intervention or service can be created, organized, implemented, and produce benefits in participants. If successful, the same type of professionals will provide the service in the community on a routine basis. In contrast, innovative or experimental services conducted in a specialized environment (e.g., laboratory school) by specialized practitioners (e.g., academic educators or social workers) do not fall in the chapter's purview. Thus, community-based services represent the most ecologically valid version of the service and the last step in the basicto-applied research continuum.Interventions and services. The services to be considered consist of organized supports and activities designed to promote the health, education, and welfare of children, youth, and families. They focus on target behaviors that tend to be public rather than strictly intrapsychic. As such, they consist of problem behaviors that come to public attention and that require public resources to prevent or treat, such as abuse and neglect; drug and alcohol problems; antisocial behavior and delinquency; poverty, unemployment, and public assistance; poor parenting; and mental health prevention, detection, diagnosis, and referral. While participants may receive services individually or in groups, the services of concern do not include traditional private or group psychotherapy (see APA Presidential Task Force on Evidence-Based Practice, 2006;Weisz, Jensen-Doss, & Hawley, 2006). Instead, they are closer to services within the domains of community psychology and psychiatry, social work, public health, and education.

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Institution‐based early intervention program

Cited by 45 publications

References 19 publications

Speech and Language Guidelines for Children Adopted From Abroad at Older Ages

Speech and Language Guidelines for Children Adopted From Abroad at Older Ages

Distinctive features of adolescent hardiness in families of different composition

Community‐Based Interventions and Services

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