Browsing by Subject "Child Welfare"
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Item Assessment of Child Welfare Training Needs.(1977) Wattenberg, EstherItem Assessment of Child Welfare Training Needs. Final Report.(Center for Urban and Regional Affairs, University of Minnesota., 1977) CURAItem A Briefing Paper on the Minnesota Child Welfare System: Responding to the Needs of Children Unable to Live at Home.(2002) Wattenberg, Esther; Fumea, ConstanceItem Challenges and Opportunities Posed by the Reform Era.(Center for Urban and Regional Affairs, University of Minnesota., 1999) Courtney, Mark E.Item Children of the State: Children in the Child Welfare System, Minnesota. Executive Summary.(School of Social Work, University of Minnesota., 1992) Wattenberg, Esther; Cassidy, Donald W.Item The Co-Occuring Conditions of Mental Illness and Substance Abuse - The Search for an Integrated Treatment Plan.(2005) Wattenberg, Esther; Bauerkemper, Kristen; LaPointe, Mary KayeItem Minnesota Child Welfare Training Project. Interim Project Report, July 1, 1975 - March 15, 1976.(1976) Wattenberg, EstherItem MN Child Response Initiative Community Needs Assessment Results.(2003) Gewirtz, Abigail; Hartmann, LaceyItem Protective Supervision: An Exploratory Study - Strengthening the Capacity to Respond to Children in High-Risk Families.(Minneapolis: Regents of the University of Minnesota., 2006) Wattenberg, Esther; Troy, KateItem Quantitative and Qualitative Evaluation of St. Louis County (MN) Intensive Family-Based Services Program.(Center for Community and Regional Research, 1996) Raschick, Michael; Ollhoff, TimothyItem A secondary data analysis of young truants and the interaction of child protection intervention(2011-06) Zuel, Timothy BrettYoung children who experience chronic truancy are associated with a greater risk of school dropout, adolescent delinquency, and very high adult social and financial costs (Bell, Rosen, & Dynlacht, 1994; Caldas, 1993; Hawkins, Herrenkohl, Farrington, Brewer, Catalano, & Harachi, 1998; Huizinga & Jakob-Chien, 1998; Lamdin, 1996; Loeber & Farrington, 2000; Robins & Ratcliff, 1980). Current law requires schools to report to the child protection system any students who have seven or more unexcused absences. Using administrative data and a quasi-experimental design that used propensity score matching to create a comparison group, this study examines the outcomes of students who have missed at least 10% of the school year (at least 18 days) and their associated interactions with the child protection system. Furthermore, this study examines the effect of the child protection process on these students’ attendance. The analysis found no significance for treatment effect of a child protection intervention on the attendance of the sample of chronically truant students. The study revealed that only 5% of the truant cohort had been involved with child protection over the two years of the study. Further, none of the child protection involvement was as a result of missing school. The study suggests a disconnect between the policy of child protection involvement in truant young children and the practice as revealed by the administrative data. Future research into child protection intervention with young truants would need to be carried out at a more local level due to the multiple factors making statewide data sources untrustworthy.Item Sorting Out the Evidence for Interventions that Work in Child Protection: Intuition, Experience, and Technology. Highlights from Forum Proceedings.(Minneapolis: Regents of the University of Minnesota., 2005) Wattenberg, Esther; Munro, EileenItem The transition of youth with disabilities from the child welfare system: an analysis of state administrative data.(2010-11) Hill, Katharine MillerYouth with disabilities are disproportionately represented in the child welfare system (Crosse, Kaye, & Ratnofsky, 1992; Sullivan & Knutson, 2000). Although research on this topic is limited, youth with disabilities who are emancipating from foster care are at risk for particularly poor outcomes, experiencing even lower rates of employment, educational attainment, and economic stability than their non-disabled peers who are aging out of care (Anctil, McCubbin, O'Brien, & Pecora, 2007a; Anctil, McCubbin, O'Brien, Pecora, & Anderson-Harumi, 2007b; Zetlin, 2006). Using state administrative data, the study compares youth with disabilities emancipating from foster care to their non-disabled peers, examining prevalence and demographics, as well as differences between the two groups in key education, child welfare, and disability-specific variables. It examines how transition outcomes in the areas of secondary and postsecondary education and adult corrections differ for youth with and without disabilities who have aged out of foster care. Finally, it examines the relationship between the identified transition outcomes and the key predictor variables in the areas of education, child welfare, and disability-specific services. Analysis found significant differences between youth with disabilities and their non-disabled peers who have aged out of foster care. Youth with disabilities are more likely to be male, Native American, or Asian than their non-disabled peers. They experience different permanency plans and are less likely to access child welfare transition services. All of the youth experienced high rates of placement instability, and youth with disabilities appeared to experience slightly higher rates. Youth with disabilities were placed in juvenile corrections and/or residential treatment prior to finishing high school in greater numbers than their non-disabled peers. However, they were also more likely to attend school regularly. Youth with disabilities were less likely to graduate from high school, less likely to be enrolled in postsecondary education and training, and more likely to appear in the adult correctional system. Additionally, child welfare transition services were associated with negative adult school completion outcomes, such as increased risk for drop out for youth both with and without disabilities. Thus, it is critical that researchers, policymakers, and practitioners improve their expertise, programming, and focus on older youth with disabilities in the child welfare system.Item Wrap Up: Reflections and Recommendations - The Meth Problem: What Do We Know?(2004) Wattenberg, Esther