The Educational Plight of Foster Children in Schools and What Can Be Done About It

Emerson, John; Lovitt, Thomas C.

doi:10.1177/07419325030240040301

Cited by 49 publications

(45 citation statements)

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“…), poverty, backwardness, a sense of neglect, failure or rejection, or are part of a deviant delinquent environment (Emerson and Lovitt 2003;Heflinger et al 2000;Hussey and Guo 2005;Mitic and Rimer 2002;Rutter 2000;Schiff and Benbenishty 2006;Shin 2003;Vinnerljung et al 2005).…”

Section: Discussionmentioning

confidence: 98%

A Comparative Study on Self-Monitoring: an Updated Perspective on Normative Versus At-risk Youth

Cohen-Medina

Ben‐David

2016

Child Ind Res

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This pioneering study focuses on differences in self-monitoring between normative youth and youth at-risk for deviant behavior. Self-monitoring is a personality trait for the ability to change behavior in response to different situations. Self-monitoring, and especially sensitivity to the expressive behavior of others (SEB), plays an important role in identity formation, in social adjustment of adolescents to normative or deviant peer groups, and in the development of deviant behavior. The participants included 328 normative and at-risk youth from three age groups. They completed the Juvenile Delinquency Self-Report Questionnaire and the Adolescence Self-Monitoring Scale. A significant difference was found in the level of deviant behavior, where at-risk youth reported higher participation in deviant behavior compared to normative youth. One of the factors of self-monitoring, SEB, was higher among normative than among at-risk youth. An increase in SEB was observed with increasing age. Furthermore, the females' self-monitoring was higher than that of the males.

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Section: Discussionmentioning

confidence: 98%

A Comparative Study on Self-Monitoring: an Updated Perspective on Normative Versus At-risk Youth

Cohen-Medina

Ben‐David

2016

Child Ind Res

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“…Several factors provide an exceptional opportunity to develop an integrated, context-specific service model in children’s homes and schools, including high expenditures in child welfare on clinical services (Brenner & Holzberg, 2000; Naylor et al, 2003), the pervasive nature of child welfare services, and recent attention on the poor conditions in foster care and children’s low academic achievement (Emerson & Lovitt, 2003; Zetlin & Weinberg, 2004). The results from our planning study also indicate that foster parents are interested in learning more effective ways to work with children with difficult behaviors.…”

Section: Discussionmentioning

confidence: 99%

Context-specific mental health services for children in foster care

Leathers

Atkins

Spielfogel

et al. 2009

Children and Youth Services Review

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Although a high proportion of foster children receive mental health services, existing research suggests limited accessibility and effectiveness of these services. This paper discusses strategies to develop a model to deliver evidence-based services using the unique opportunities apparent within publicly funded child welfare systems. An ecologically-focused model providing enhanced services in children's homes and schools could capitalize on these opportunities and radically improve access and effectiveness of mental health services for foster children. We present data from four focus groups conducted with foster parents, caseworkers, and therapists to understand the feasibility of implementing this type of service model. Results support the need for services focused on enhancing interactions in children's foster homes and schools, but also suggest that issues related to priorities and primary roles could limit the extent that caseworkers and agency-based mental health providers would follow through with the proposed service model.

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“…(3) Be an advocate to help children psychologically, emotionally, and academically (Emerson & Lovitt, 2003). (4) Don't hesitate to involve the foster family (Emerson & Lovitt, 2003;Noble Steyer, 1997). (5) Assist the foster family to help the child at home (Noble Steyer, 1997).…”

Section: Introductionmentioning

confidence: 98%

“…They struggle with personal, family, and educational challenges that other students do not confront (Altshuler, 1997;Courtney, 1999;George, Wulczyn, & Harden, 1999;Nowak-Fabrykowski, 2009;Nowak-Fabrykowski, Buchstein, & Helinski, 2007;Nowak-Fabrykowski & Piver, 2008). Many of them are not provided equitable educational opportunities for achievement nor stimulation to pursue further education (Emerson & Lovitt, 2003). Research has revealed the following strategies that can help foster children:…”

Section: Introductionmentioning

confidence: 99%

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Nurturing development of foster and adopted children

Nowak-Fabrykowski

2014

Early Child Development and Care

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The goal of this study is to investigate early childhood teachers' perspective of teaching foster and adopted children. The main purpose is to seek suggestions how teachers can nurture the development of foster and adopted children. A 6 question survey was sent to 44 teachers pursuing graduate studies in early childhood education. Of this 50% responded. The teachers give advice regarding dispositions and academic strategies that promote nurturing development of foster and adopted children.

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The Educational Plight of Foster Children in Schools and What Can Be Done About It

Cited by 49 publications

References 0 publications

A Comparative Study on Self-Monitoring: an Updated Perspective on Normative Versus At-risk Youth

A Comparative Study on Self-Monitoring: an Updated Perspective on Normative Versus At-risk Youth

Context-specific mental health services for children in foster care

Nurturing development of foster and adopted children

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