Browsing by Subject "child welfare"
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Item The Association Between Out-of-home Placement Characteristics and Crossover from the Foster Care System to the Juvenile Justice System: Risk and Protective Factors(2022-07) VanMeter, FaithYouth within the out-of-home care system are at increased risk for a variety of negative developmental outcomes, including increased risk for juvenile delinquency and later criminality as adults. However, little is known about which characteristics of out-of-home placements increase versus reduce risk for delinquency. The current study used data from the Minn-LInK Project (Minnesota-Linking Information for Kids), which is housed in the University of Minnesota’s Center for Advanced Studies in Child Welfare (CASCW), to establish a link between foster care placement characteristics and the likelihood and timing of initial contact with the juvenile justice system. Further, a Latent Class Analysis was conducted to explore profiles of placement characteristics. The sample followed 981 Minnesotan youth who were born in 2000 or 2001 from birth until age 18. The study integrated state administrative data from out-of-home care, child protection, the education system, and the juvenile court system to predict crossover into the juvenile justice system. The current study also utilized a multiverse approach, in which researchers systematically conduct analyses that answer the same research question, but differ in decisions leading up to that answer, such as decisions about coding, data transformations, or analytic techniques, resulting in three unique datasets. Results indicated that removal for a child or parent reason and being identified as male, American Indian/Alaska Native, or receiving special education services robustly predicted the overall risk and/or timing of crossover. Study findings provide significant insight that can aid child welfare practitioners and researchers, and inform policies and practices related to the structure of the child welfare system.Item Attachment Relationships and Adoption Outcome(St. Paul, MN: University of Minnesota Extension Service, Children, Youth and Family Consortium, 2009-08) Michaels, CariResearch has demonstrated the powerful influence of the attachment relationship between parents and their children. How does the nature of this relationship affect children who have experienced trauma in the past or newly developing parent-child relationship with adoptive parents? How does it affect the parent’s experience of parenting? This review summarizes recent research that examines these questions and reveals implications for practice and policy.Item Bridging Child Welfare and Education Systems(University of Minnesota Extension, Center for Family Development, 2016)University of Minnesota Children, Youth & Family Consortium (CYFC) in partnership with the Minnesota chapter of the Child Welfare and Education Learning Community (CWELC) conducted a brief online survey in spring 2014 to gather initial information on how professionals who work in child welfare and education facilitate collaboration across systems. Building on the results of the survey, we held eight focus groups across Minnesota where direct-service professionals from child welfare and education sectors discussed barriers to, as well as creative strategies for, enabling work across systems. All focus group conversations included people representing both child welfare and education sectors.This infographic summarizes the findings of those focus groups. For the full report, see "Building Collaborations Across Child Welfare and Education Systems," also available on the University Digital Conservancy.Item Building Collaborations Across Child Welfare and Education Systems(University of Minnesota Extension, Center for Family Development, 2016-01) Langworthy, Sara; Robertson, Lauren; Bhakta, SanjanaUniversity of Minnesota Children, Youth & Family Consortium (CYFC) in partnership with the Minnesota chapter of the Child Welfare and Education Learning Community (CWELC) conducted a brief online survey in spring 2014 to gather initial information on how professionals who work in child welfare and education facilitate collaboration across systems. Building on the results of the survey, we held eight focus groups across Minnesota where direct-service professionals from child welfare and education sectors discussed barriers to, as well as creative strategies for, enabling work across systems. All focus group conversations included people representing both child welfare and education sectors.This report discusses the findings of those focus groups. For an infographic summary, see "Bridging Child Welfare and Education Systems," also available on the University Digital Conservancy.Item Child Welfare Issues in Latino/Chicano Communities: A Selected Annotated Bibliography (1984-1993).(Center for Advanced Studies in Child Welfare, University of Minnesota., 1994) DeVore, MaryItem Children in the Shadows: The Fate of Children in Neglecting Families(Center for Urban and Regional Affairs, University of Minnesota., 1995) Wattenberg, EstherItem Children with Incarcerated Parents - Considering Children's Outcomes in the Context of Family Experiences(St. Paul, MN: University of Minnesota Extension, Children, Youth and Family Consortium, 2013-06) Shlafer, Rebecca; Gerrity, Erica; Ruhland, Ebony; Wheeler, Marc; Michaels, CariIn this issue, learn about children of incarcerated parents, who are often overlooked in our schools, clinics and social service settings. You'll also learn about some new programs focused on improving the lives of children of incarcerated parents and their families.Item Collaboration Across Minnesota Child Welfare and Education Systems(University of Minnesota Extension, Center for Family Development, 2014) Langworthy, Sara; Larson, AnitaIn March of 2014, University of Minnesota Extension Children Youth & Family Consortium (CYFC) in partnership with the Minnesota chapter of the Child Welfare and Education Learning Community (CWELC) developed a brief online survey to explore barriers to, and factors for collaboration across education and child welfare systems. In addition to identifying barriers, this survey also sought out creative strategies from professionals about overcoming those barriers to provide the best services possible to Minnesota children and families. This report summarizes the results of this survey.Item Creating Trauma-Informed Systems of Child Welfare(St. Paul, MN: University of Minnesota Extension Service, Children, Youth and Family Consortium, 2011-03) Michaels, CariThis is the third issue in a series focusing on trauma and child welfare. This issue addresses systems-level changes that can help improve communication and service delivery and ultimately reduce trauma for children. The pool of literature pertaining to trauma-related systems change is limited. However, the National Child Traumatic Stress Network (NCTSN) has identified several Essential Elements of Trauma-Informed Child Welfare Practice (http://www.nctsnet.org/nctsn_assets/pdfs/CWT3_SHO_EEs.pdf). To better understand how child welfare systems are incorporating these elements into their work, representatives from three different geographical areas were interviewed for this issue. Respondents represent different areas of expertise and utilize different lenses from which they view the child welfare system. Respondents were chosen because of their perspectives about what trauma-informed child welfare looks like as well as their knowledge of specific practices related to assessment, reducing traumatic symptoms, coordination of services, and public policy. This issue illustrates how child welfare systems are changing to better meet the trauma needs of children, with specific attention to policies and practices in MinnesotaItem CYFC Monthly, January 2016(Children, Youth & Family Consortium, 2016-01) Children, Youth & Family Consortium; Langworthy, SaraItem CYFC Monthly, June 2013(Children, Youth & Family Consortium, 2013-06) Children, Youth & Family Consortium; Langworthy, SaraItem CYFC Monthly, March 2013(Children, Youth & Family Consortium, 2013-03) Children, Youth & Family Consortium; Langworthy, SaraItem CYFC Monthly, November 2014(Children, Youth & Family Consortium, 2014-11) Children, Youth & Family Consortium; Price, AlyshaItem Get the Data, Share the Data, Use the Data Recommendations from the three-state Child Welfare and Education Learning Community (CWELC) project(University of Minnesota Extension, Center for Family Development, 2014) Langworthy, Sara; Robertson, LaurenThe Child Welfare and Education Learning Community (CWELC) project strives to address some of these shared challenges and bridge these two systems. Practitioners, policymakers, and researchers from child welfare and education systems in Illinois, Minnesota, and North Carolina have worked together for two years to address shared and unique challenges facing child welfare and education systems in the three states. This report summarizes challenges and opportunities identified by the group and recommends actions to better promote data gathering, sharing and use to enhance educational and health outcomes for children and families.Item Highlights From Forum Proceedings: "Sorting Out the Evidence for Interventions that Work in Child Protection: Intuition, Experience and Technology"(University of Minnesota: Center for Urban and Regional Affairs, 2005-11-03) University of Minnesota: College of Education and Human DevelopmentItem Historical Trauma and Microaggressions: A Framework for Culturally-Based Practice(St. Paul, MN: University of Minnesota Extension Service, Children, Youth and Family Consortium, 2010-10) Michaels, CariThis is the second issue in a series focusing on trauma and child welfare systems. This issue captures the presentation of Dr. Karina Walters on December 4, 2009 titled “Historical Trauma, Microaggressions, and Identity: A Framework for Culturally-Based Practice”, which was part of the Center for Excellence in Children’s Mental Health (CECMH) Lessons from the Field seminar series.Item The Impact of Trauma on Infants(St. Paul, MN: University of Minnesota Extension Service, Children, Youth and Family Consortium, 2012-01) Michaels, CariThis is the fourth issue in a series focusing on trauma and child welfare. This issue captures the presentation of Dr. Alicia Lieberman on May 12, 2010 titled “Child-Parent Psychotherapy in a Cultural Context: Repairing the Effects of Trauma on Early Attachment".Item The Inclusion of Disability as a Condition for Termination of Parental Rights(Child Abuse & Neglect, 2010) Lightfoot, Elizabeth; Hill, Katharine; LaLiberte, TraciThe number of families headed by a parent with a disability has increased substantially during the past century, particularly those headed by parents with intellectual and/or developmental disabilities (Tymchuck, Llewellyn, & Feldman, 1999). However, many state statutes still include parents’ disabilities as grounds for termination of parental rights (TPR). This study searched the state codes of the fifty states and the District of Columbia relating to TPR. The majority of states include parents’ disabilities in their codes as grounds for TPR if a disability impacts a parent’s ability to care for his or her child or as a condition to take into consideration when determining whether a person is unfit to parent. As of August 2005, 37 states included disability-related grounds for TPR while 14 states did not include disability language as grounds for termination. From this study, it appears many states include disability inappropriately in their TPR statutes, including using inappropriate, outdated terminology to refer to a person’s disability; and using imprecise definitions of disability. The use of disability language in TPR statutes can put an undue focus on the condition of having a disability rather than their parenting behavior.Item Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis(2013-07) Carlson, JulianaIn the United States, the system of child welfare acts as a powerful and complex structural agent in the lives of families, especially those living in poverty. According to the Fourth National Incidence Study of Child Abuse and Neglect, children living in poverty are three times as likely to be abused and about seven times more likely to be neglected (Sedlak et al., 2010). However, many scholars and activists have critiqued the system of child welfare for ignoring the interconnected issues of poverty (Lindsey, 2003; Pelton, 1989; Roberts, 1999), gender inequality (Mink, 1995; Roberts, 1995, 1999), and the racialization of the system (Roberts, 1995, 1999, 2002). Scholars argue that studying the perceptions of the causes of poverty is warranted because individuals' perceptions shape behavior toward poor people and actions related to poverty (Strier, 2008), yet research on child welfare workers' perceptions of the causes of poverty is lacking. This dissertation presents a grounded theory informed study, shaped by an intersectional analysis that explores how public and tribal child welfare workers think about poverty, by examining their construction of poverty, perceptions of its causes, and how workers translate these into their practice framework. From individual interviews with 30 public and tribal child welfare workers throughout Minnesota, a nascent theory developed that describes these workers making sense of poverty in child welfare, depicted in a theoretical model. Findings include that the main way workers defined poverty was "not meeting basic needs." Three of the causal explanations of poverty workers identified built on findings from prior perception of poverty studies: individual cause, structural/systemic cause, and luck, while a fourth main causal explanation rose from the data, which was family/generational cause. In addition, the workers in this study had more to say about what child welfare workers could not do to address poverty than what child welfare workers could do. The two main strategies workers stated that child welfare workers could take to address poverty were being "resource brokers" and having an advocacy perspective. Lastly, workers perceived their social location, specifically class, and somewhat their race and their gender, had an impact on how they thought about poverty. The implications of these findings include child welfare reforms that respond to the structural and internalized limitations workers experience when addressing poverty which extends to the frame of poverty as child welfare issue, and social work education and child welfare training that starts with the historical realities of the United States and situates how racial and gender inequality today continue because of the federal, state and local policies that supported race-based and gender-based discrimination, limiting the access to resources and assets that impacted the evolution of wealth in this country.