Child and Adolescent Social Work Journal最新文献

Adverse childhood experiences, such as abuse and neglect, have been shown to have longstanding negative consequences on a child’s development and outcomes. Studies have noted that there is variation in how youth in child welfare respond to adversity, yet few studies have examined the psychometrics of measures of resilience in this population. In particular, the 14-item Resilience Scale (RS-14) is a widely used instrument yet has not been evaluated for use with adolescents in child welfare populations. The purpose of the study was to describe the levels of resilience reported by adolescent girls involved in the child welfare system and to evaluate the reliability, validity, and factor structure of this scale in this population. Participants were 249 adolescent girls, ages 12–19, who were involved in the child welfare system. Interviews assessed resilience, symptoms of post-traumatic stress, depression, social problem-solving, and demographic variables. Results indicated that levels of resilience among the participants were in the moderate range. The RS-14 demonstrated evidence of good internal consistency and test–retest reliability. Convergent and discriminant validity were established. Confirmatory factor analysis testing a single-factor solution resulted in a weak model fit. A follow-up exploratory factor analysis supported a two-factor solution. Findings suggest this instrument is an appropriate tool for use in child welfare populations.

Intergenerational conflict is endemic and has substantial individual, familial, and societal consequences. However, few studies discussed the influences of the neighborhood environment on intergenerational conflicts among Asian immigrant families. To fill this research gap, the proposed study examined links among neighborhood environment, cultural orientation, parenting stress, social support, and intergenerational conflicts. Two datasets were used in this secondary data analysis: 2011–2017 Study of Asian American Families (SAAF) and the 2016 American Community Survey (ACS) 5-year estimates (N = 849). Structural equation model was conducted. Findings suggested that cultural orientation, social support, and parenting stress fully mediated the influences from the neighborhood environment on Intergenerational conflict in Asian immigrant families.

This article presents empirical findings about children’s experiences in the closed childcare institution service (CCIS) in Estonia and the assistance children receive from their own perspectives and those of parents and practitioners. The study draws on the lived experiences of 12 children/young people, four parents, and 26 practitioners working with children in need in the CCIS system through interviews conducted May–August 2022. Four main themes emerged from the data analysis: negative factors arising from the child’s development environment, inadequate early identification and inefficient networking as risk factors in aggravating the need for assistance, shortcomings in the organisation of services, suitability and unsuitability of the service. The results of this study indicate that most of the children’s problems and difficulties originated in the home environment, the family’s inability to cope, and a lack of parental ability. The ‘journey’ toward the CCIS began, in part, because timely services and support were unavailable. On the one hand, the children’s relationship – more precisely, the supporting relationship – with their child protective worker was inadequate, but on the other, it turned out that there were no suitable services available before referral to the CCIS, and the children’s and families’ difficulties were therefore not identified at an early stage. Negative experiences among families and children in need reduce their openness to assistance, which makes further intervention difficult. Systemic support, including quality of relationships, interagency collaboration, and practical support by practitioners, is the basis for improving permanence, positive navigation of difficulties, and stability as well as promoting resilience.

This article examines two outcomes of the transition to adulthood for youth who are involved with both the child protection and juvenile justice systems, known as dual-system youth. Data from a longitudinal study conducted in Quebec between 2017 and 2021 with 1136 youth in care suggest that dual-system youth are less likely to graduate from high school and more likely to experience housing instability and homelessness than are youth who have been in child protection alone. The article demonstrates that the differences between the two groups are far from anecdotal. The potential interactions of these results with the youth’s interpersonal support network are also examined. Finally, this article paints a bleaker picture of the situations dual-system youth experience during the transition to adulthood. It emphasizes the importance of focusing on the outcomes of the transition to adulthood to design socio-legal actions that can better prepare dual-system youth for this stage of their lives.

Childhood sexual abuse (CSA) and bullying victimization are well-established risk factors for deliberate self-harm (DSH) and suicidal ideation (SI). Research ties aspects of self-concept, such as self-esteem, with victimization and self-harm. Yet, there is limited evidence of the role of multidimensional self-concept in the victimization-self-harm association. Using a longitudinal sample of 422 adolescent girls from a large midwestern city, 35% with recently substantiated CSA-exposure and 51% with recent bullying victimization at baseline, we examined pathways from CSA-exposure and bullying victimization to subsequent DSH and SI, with global self-worth and five subscales of self-concept as mediators (social competence, close friendships, physical appearance, scholastic competence, and behavioral conduct). Data was collected from 2012 to 2015. CSA-exposure directly increased the risk of both SI (B .50, SE .23, p < .05) and DSH (B .53, SE .22, p < 5), while global self-worth fully mediated the relationship between bullying victimization, SI (B .21, SE .07, 95% BCB-CI 1.17–1.95, p < .01), and DSH (B .15, SE .06, 95% BCB-CI 1.10–1.69, p < .05), We found no evidence of mediation for the subscales model. Both CSA-exposure and bullying victimization directly reduced specific subscales of self-concept, while behavioral conduct increased the risk of DSH. The role of self-concept in the bullying/self-harm association and the direct effects of CSA-exposure on self-harm highlight areas of need in social work practice, specifically the need to incorporate an emphasis on trusting relationships, overall well-being, and the reduction of shame into trauma-informed therapy and bullying prevention efforts.

A large and growing number of colleges and universities have invested in the development of campus support programs (CSPs) that specifically aim to support students with experience in foster care (SEFC). However, the evidence base for CSPs remains quite limited. The current study seeks to contribute to the literature with a mixed methods evaluation of two CSPs in Georgia, one at a 2-year technical college and one at a 4-year university. Qualitative data were collected by the study team via student and staff interviews. Quantitative data were provided by CSP program staff and included program implementation and administrative outcome data (i.e., grade-point average, course credit completion) for SEFC who participated in the CSP. Outcome data were also provided for comparison student groups: (a) all undergraduate students, (b) all first-generation undergraduate students, and (c) all undergraduate students who checked “Ward of the court” on the Free Application for Federal Student Aid. Analyses revealed that the two CSPs in this study offer important supports to SEFC, but many barriers stand in the way of services reaching their full potential. Most of the university students interviewed shared positive experiences of the CSP, but many suggested improvements were offered as well. Administrative data showed the promise of CSPs, with SEFC performing similar to or better than some of their peers academically; however, the study design and data limitations prevent this study from making efficacy claims. Policy and practice recommendations are provided, as well as how researchers can work alongside CSPs to conduct program evaluations.

Cyberbullying, which has become more widespread with individuals’ increased use of technology, occurs when someone or a group of people intentionally harms by using technology. Millions of adolescents spend time in the online environment, yet little is known about the effects of psychological resilience, self-efficacy, and metacognition on the risk of cyberbullying. A total of 574 high school students were recruited and instructed on the Sociodemographic Questionnaire, Cyberbullying Scale (CBS), Child and Youth Psychological Resilience Scale (CYPRS), Self-Efficacy Questionnaire for Children (SEQ-C), and Metacognitions Questionnaire for Children and Adolescents (MCQ-C). A negative correlation was found between education level, the CYPRS, the SEQ-C and the CBS. All subtests of the MCQ-C was positively correlated with the CBS. Regression analysis revealed that CYPRS and the negative meta-worry subtest of the MCQ-C predict the CBS. Our study revealed the importance of psychological resilience and negative meta-worry in cyberbullying among adolescents. Strengthening psychological resilience may be a useful strategy for reducing the detrimental impacts of cyberbullying on adolescents. Metacognitive psychotherapy models that focus on negative meta-worry and improving psychological resilience by psychotherapeutic methods may be a useful strategy for reducing the detrimental impacts of cyberbullying on adolescents. Further longitudinal studies are required to foster the established association between these constructs.

Purpose

The aim of this study is to analyze mothers’ narratives about their children’s life situation while living at domestic violence shelters in Sweden. More precisely, the analysis focuses on determining what aspects are highlighted as being most important for the children’s living situation during their stay.

Method

This study is based on interviews with mothers who have experience of living at a domestic violence shelter together with their young child/ren. Thematic analysis was used to analyze the narratives.

Results

The analysis resulted in seven themes important for the children’s lives during their shelter stay. These are: safety, isolation, a child-friendly environment, shared living space, social relations at the shelter, children’s health during their stay, and support at the shelter.

Conclusion

In the narratives, safety was highlighted as the most important issue, and as something that also affects other aspects of the children’s lives during their time at the shelter. A child-friendly environment, access to activities and support, and positive social relations at the shelter are also important. In addition, positive experiences regarding these aspects can be understood to counteract the feeling of isolation and improve children’s ability to process their experiences.

This study aimed to enhance understanding of barriers and facilitators to engagement and retention of children and families in outpatient mental health care from the perspective of young children, parents/caregivers, and clinicians as reflected in clinical treatment charts using an exploratory sequential mixed-methods design. Secondary data collaboratively recorded by the clinician in 100 charts representing cases of young children at the time of assessment and treatment planning was extracted from a partnering agency’s electronic medical record. The data was first analyzed qualitatively to identify themes describing facilitators and barriers as collaboratively documented in the sample charts, followed by quantitative analysis of the frequency of the themes as well as to determine any significant relationships among themes and the identified race group or presenting problems in cases. Results include the child’s own natural strengths, inclusion of the family and the child’s larger support system, and a strong therapeutic alliance as key facilitators. Significant barriers identified are challenges associated with externalized behaviors, trauma exposure, family stress, and readiness to change. Implications of this study emphasize the need for social work interventions, service delivery models, and reimbursement models that accommodate both the individual child and the role of family and systemic supports as part of core interventions, as well as ensuring attention to trauma and readiness for change as part of assessment.

The overall aim of the present study is to describe and explore the characteristics and content of school social worker’s (SSWs) individual counselling with children as these are imprinted in session protocols collected at Swedish elementary schools. Specific focus is placed on the character of the children’s concerns, the content of the SSW’s helping strategies, and challenges related to the alliance between the SSW and the children as experienced by the SSW. The study was based on data from a survey protocol of 20 SSW’s daily practice regarding their experiences in counselling children and adolescents. The data consisted of 193 protocols from the same number of unique individual sessions. Data were analysed through quantitative descriptive statistics. The data also contained a large proportion of open-ended textual answers, which were analysed through a qualitative summative content analysis. The counselling strategies were primarily divided into three parts, namely coaching, processing, and assessing. The most common practice elements used included elements of empowerment, alliance and relationship, and hope and trust. In counselling children, SSWs identified a broad range of problems in children’s overall lives. Many children suffered from their home situations, which also impinged upon the SSWs, who were affected by the children’s life narrative. Our results can help inform SSW policy and practices as SSWs assist vulnerable children through individual counselling that corresponds to their help-seeking behaviour and by offering a space for alliances and relationships.