Anne Shaffer, Byron Egeland, and Kevin Wang
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195398465
- eISBN:
- 9780199863426
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195398465.003.0003
- Subject:
- Social Work, Children and Families, Health and Mental Health
This chapter looks at children in their beginning school years. For children involved with child welfare, the transition to school brings new opportunities but may also present new obstacles to those ...
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This chapter looks at children in their beginning school years. For children involved with child welfare, the transition to school brings new opportunities but may also present new obstacles to those who lack stability in their home or community environments. The chapter examines a major developmental construct—resilience—defined as adaptation in the face of adversity. It identifies some factors that appear to promote more competent functioning in this high-risk group of school-aged children. Interestingly, potentially modifiable factors are found to be important, including school engagement and placement stability.Less
This chapter looks at children in their beginning school years. For children involved with child welfare, the transition to school brings new opportunities but may also present new obstacles to those who lack stability in their home or community environments. The chapter examines a major developmental construct—resilience—defined as adaptation in the face of adversity. It identifies some factors that appear to promote more competent functioning in this high-risk group of school-aged children. Interestingly, potentially modifiable factors are found to be important, including school engagement and placement stability.
Jacqueline Corcoran
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780195375718
- eISBN:
- 9780199865529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195375718.003.0009
- Subject:
- Social Work, Children and Families, Health and Mental Health
This chapter explores some of the cross-cutting themes that emerge from each chapter's presentation. Although there are substantial arguments for the practice of EBP, there are also very sound ...
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This chapter explores some of the cross-cutting themes that emerge from each chapter's presentation. Although there are substantial arguments for the practice of EBP, there are also very sound reasons against its use, which mainly involve the complexities of intervening children and adolescents with multiple needs in typical service delivery systems. These barriers, as well as facilitators for the implementation of evidence-based practice are discussed. Finally, recommendations for future research and for education and training of professionals, programming, and service system delivery are advanced.Less
This chapter explores some of the cross-cutting themes that emerge from each chapter's presentation. Although there are substantial arguments for the practice of EBP, there are also very sound reasons against its use, which mainly involve the complexities of intervening children and adolescents with multiple needs in typical service delivery systems. These barriers, as well as facilitators for the implementation of evidence-based practice are discussed. Finally, recommendations for future research and for education and training of professionals, programming, and service system delivery are advanced.
James C. Raines
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366266
- eISBN:
- 9780199864027
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366266.003.0006
- Subject:
- Social Work, Children and Families, Research and Evaluation
This chapter begins with a discussion about the integration of science and art in therapy. Combining scientifically-based research and the art of the therapeutic relationship requires considerable ...
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This chapter begins with a discussion about the integration of science and art in therapy. Combining scientifically-based research and the art of the therapeutic relationship requires considerable clinical wisdom and skill. Three crucial issues in the adaptation and application of empirically supported treatments in clinical practice are identified. Developmental considerations include thinking about how to engage involuntary minor clients, how to educate children about affective issues, how to work with their cognitive capacities, and how to involve parents in the process. Cultural sensitivity involved a consideration of some general principles and specific ideas for adapting interventions for the major racial-ethnic groups that attend American schools. Third, the chapter addressed a three-level approach to addressing systematically mental health concerns within the contextual constraints of schools. Finally, specific guidelines for adaptation are provided and three principles for implementation fidelity are identified.Less
This chapter begins with a discussion about the integration of science and art in therapy. Combining scientifically-based research and the art of the therapeutic relationship requires considerable clinical wisdom and skill. Three crucial issues in the adaptation and application of empirically supported treatments in clinical practice are identified. Developmental considerations include thinking about how to engage involuntary minor clients, how to educate children about affective issues, how to work with their cognitive capacities, and how to involve parents in the process. Cultural sensitivity involved a consideration of some general principles and specific ideas for adapting interventions for the major racial-ethnic groups that attend American schools. Third, the chapter addressed a three-level approach to addressing systematically mental health concerns within the contextual constraints of schools. Finally, specific guidelines for adaptation are provided and three principles for implementation fidelity are identified.
Mary Beth Harris and Cynthia Franklin
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195172942
- eISBN:
- 9780199893249
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195172942.003.0007
- Subject:
- Social Work, Communities and Organizations, Children and Families
This chapter explores the issues of adaptation in an easy question-and-answer format and shares the practice wisdom researchers gained as they offered the Taking Charge group curriculum in the real ...
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This chapter explores the issues of adaptation in an easy question-and-answer format and shares the practice wisdom researchers gained as they offered the Taking Charge group curriculum in the real world of public schools. School-based clinical studies on the Taking Charge group tell us that it is an effective intervention with adolescent mothers. The chapter answered the top 10 questions asked by school professionals who were using or considering the Taking Charge group at their schools. These questions concerned marketing, cooperating with teachers, flexibility of sessions, school policies, resources, and training issues. The Taking charge group curriculum appears to be highly adaptable to most public school settings.Less
This chapter explores the issues of adaptation in an easy question-and-answer format and shares the practice wisdom researchers gained as they offered the Taking Charge group curriculum in the real world of public schools. School-based clinical studies on the Taking Charge group tell us that it is an effective intervention with adolescent mothers. The chapter answered the top 10 questions asked by school professionals who were using or considering the Taking Charge group at their schools. These questions concerned marketing, cooperating with teachers, flexibility of sessions, school policies, resources, and training issues. The Taking charge group curriculum appears to be highly adaptable to most public school settings.
Grace Hyslop Christ
- Published in print:
- 2000
- Published Online:
- April 2010
- ISBN:
- 9780195105919
- eISBN:
- 9780199893973
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195105919.003.0015
- Subject:
- Social Work, Children and Families, Health and Mental Health
This chapter summarizes salient findings presented throughout the book. This was done to provide an overview of the ways development shaped the children's experiences and their more or less ...
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This chapter summarizes salient findings presented throughout the book. This was done to provide an overview of the ways development shaped the children's experiences and their more or less successful adaptation to this family tragedy.Less
This chapter summarizes salient findings presented throughout the book. This was done to provide an overview of the ways development shaped the children's experiences and their more or less successful adaptation to this family tragedy.
Jeffrey M. Jenson and Kimberly A. Bender
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780199766598
- eISBN:
- 9780190206369
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199766598.001.0001
- Subject:
- Social Work, Children and Families, Research and Evaluation
Efforts to prevent common child and adolescent problems have increased significantly in the past several decades. We trace the history and evolution of school, family, and community approaches to ...
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Efforts to prevent common child and adolescent problems have increased significantly in the past several decades. We trace the history and evolution of school, family, and community approaches to preventing child and adolescent problem behavior. Empirical evidence pertaining to the prevention of substance abuse, juvenile delinquency, violence, and school dropout is reviewed. Efficacious program strategies are identified and characteristics of effective programs are discussed. Program implementation, fidelity, and adaptation challenges are noted. Practice, policy, and education efforts necessary to advance prevention in school, family, and community settings are delineated.Less
Efforts to prevent common child and adolescent problems have increased significantly in the past several decades. We trace the history and evolution of school, family, and community approaches to preventing child and adolescent problem behavior. Empirical evidence pertaining to the prevention of substance abuse, juvenile delinquency, violence, and school dropout is reviewed. Efficacious program strategies are identified and characteristics of effective programs are discussed. Program implementation, fidelity, and adaptation challenges are noted. Practice, policy, and education efforts necessary to advance prevention in school, family, and community settings are delineated.
Donald J. Baumann, John D. Fluke, Len Dalgleish, and Homer Kern
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199973729
- eISBN:
- 9780199386703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199973729.003.0002
- Subject:
- Social Work, Children and Families
In this global world, many Evidence Supported Interventions (ESI’s) developed in one country are transported to many others. With a successive increase in the number of imported ESI’s, there are ...
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In this global world, many Evidence Supported Interventions (ESI’s) developed in one country are transported to many others. With a successive increase in the number of imported ESI’s, there are several empirical examples of failures of outcome studies to replicate some ESIs’ original benefits. The chapter describes possible reasons of these failures, such as differences in research design, cultural adaptations, and differences in service systems. The authors review the The Planned Intervention Adaptation (PIA) Protocol to guide cultural adaptation of ESI’s and reviews contextual variables that may promote a successful ESI transfer. Finally, the chapter suggests how to include culture in intervention outcome studies, particularly effectiveness trials of imported interventions.Less
In this global world, many Evidence Supported Interventions (ESI’s) developed in one country are transported to many others. With a successive increase in the number of imported ESI’s, there are several empirical examples of failures of outcome studies to replicate some ESIs’ original benefits. The chapter describes possible reasons of these failures, such as differences in research design, cultural adaptations, and differences in service systems. The authors review the The Planned Intervention Adaptation (PIA) Protocol to guide cultural adaptation of ESI’s and reviews contextual variables that may promote a successful ESI transfer. Finally, the chapter suggests how to include culture in intervention outcome studies, particularly effectiveness trials of imported interventions.
Jeffrey M. Jenson and Kimberly A. Bender
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780199766598
- eISBN:
- 9780190206369
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199766598.003.0007
- Subject:
- Social Work, Children and Families, Research and Evaluation
One important debate in the prevention field concerns the degree to which evidence-based programs should be adapted to address the unique norms and needs of child and youth subgroups. Adaptation most ...
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One important debate in the prevention field concerns the degree to which evidence-based programs should be adapted to address the unique norms and needs of child and youth subgroups. Adaptation most often involves altering curricula or program content to better meet the needs of children, youth, and families from diverse cultures, races and, ethnic groups. In this chapter, we review evidence pertaining to the effectiveness of prevention programs for youth of color. Factors to consider when making decisions about whether to culturally adapt an evidence-based program are identified. Finally, strategies that may be useful in adapting prevention programs to match the needs and characteristics of youth from different subgroups are discussed.Less
One important debate in the prevention field concerns the degree to which evidence-based programs should be adapted to address the unique norms and needs of child and youth subgroups. Adaptation most often involves altering curricula or program content to better meet the needs of children, youth, and families from diverse cultures, races and, ethnic groups. In this chapter, we review evidence pertaining to the effectiveness of prevention programs for youth of color. Factors to consider when making decisions about whether to culturally adapt an evidence-based program are identified. Finally, strategies that may be useful in adapting prevention programs to match the needs and characteristics of youth from different subgroups are discussed.
