Home About us Contact
|
Home About us Contact | ||
|
|
||
Foster Care Placement (foster + care_placement)
Selected AbstractsSibling socialization: The effects of stressful life events and experiencesNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 126 2009Katherine J. Conger Stressful life events and experiences may disrupt the typical day-to-day interactions between sisters and brothers that provide the foundation of sibling socialization. This chapter examines four experiences that may affect patterns of sibling interaction: parental marital conflict, parental divorce and remarriage, foster care placement, and a sibling's developmental disability. We propose a model to guide future research on sibling socialization in distressed families and special populations in which qualities of the sibling relationship moderate the effects of stressful life experiences on child and family adjustment. [source] Extreme prematurity and school outcomesPAEDIATRIC & PERINATAL EPIDEMIOLOGY, Issue 4 2000G.M. Buck The purpose of this study was to assess the impact of extreme prematurity on three global measures of school outcomes. Using a matched cohort design, exposed infants comprised all surviving singleton infants 28 weeks gestation born at one regional neonatal intensive care hospital between 1983 and 1986 (n = 132). Unexposed infants comprised randomly selected full-term infants ( 37 weeks gestation) frequency matched on date of birth, zip code and health insurance. All children were selected from a regional tertiary children's centre serving western New York population. Standardised telephone interviews elicited information on grade repetition, special education placement and use of school-based services. Unconditional logistic regression was used to estimate odds ratios (OR) and corresponding 95% confidence intervals (CI) adjusted for potential confounders for children without major handicaps. Extreme prematurity was associated with a significant increase in risk of grade repetition (OR = 3.22; 95% CI = 1.63, 6.34), special education placement (OR = 3.16; 95% CI = 1.14, 8.76) and use of school-based services (OR = 4.56; 95% CI = 1.82, 11.42) in comparison with children born at term, even after controlling for age, race, maternal education, foster care placement and the matching factors. These findings suggest that survivors of extreme prematurity remain at risk of educational underachievement. [source] ACADEMIC ACHIEVEMENT OF STUDENTS IN FOSTER CARE: IMPEDED OR IMPROVED?PSYCHOLOGY IN THE SCHOOLS, Issue 5 2004Larry D. Evans Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above-average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527,535, 2004. [source] What changes in ,parenting' approaches occur over the course of adolescent foster care placements?CHILD & FAMILY SOCIAL WORK, Issue 4 2004Jo Lipscombe ABSTRACT An overview of the parenting skills and strategies utilized by foster carers looking after adolescents was given in an earlier paper. This paper focuses specifically on the relationship between the behaviour of fostered adolescents and the quality of parenting provided by the carer. In particular, the paper considers the consequences of situations in which fostered young people have a detrimental impact on other children within the foster family, as this was an especially difficult situation for foster carers to manage. Similarly, foster carers appeared to find it difficult to maintain good parenting skills with young people who were at risk due to their own sexual behaviour although, conversely, caring for a young person whose sexual behaviour put others at risk was connected with improved parenting. The quality of parenting provided by the foster carers was also influenced by the level of stress they were experiencing, with increased levels of stress leading to poorer parenting of the fostered adolescent. [source] | ||||||||||