scholarly journals Primary and Secondary Effects on Long‐Term Educational Outcomes of Individuals with Experience of Child Welfare Interventions

2021 ◽  
Author(s):  
Lars Brännström ◽  
Sten‐Åke Stenberg
Keyword(s):  
Child Welfare ◽  
Educational Outcomes ◽  
Secondary Effects ◽  
Primary And Secondary Effects

Emotion Dysregulation in Autism Spectrum Disorder

2018 ◽  
pp. 282-298
Author(s):  
Emily Neuhaus
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Educational Outcomes ◽  
Emotion Dysregulation ◽  
Research Priorities ◽  
Theoretical Models ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

Preventative Child Welfare Services in Victoria

1988 ◽  
Vol 13 (1) ◽  
pp. 10-14
Author(s):  
Brian Mitchell
Keyword(s):  
Child Welfare ◽  
Fundamental Principle ◽  
Child Welfare Services ◽  
Welfare Services ◽  
Term Basis ◽  
Voluntary Agencies

The idea of prevention in child welfare is not new. The prevention of substitute placement of children whether on a temporary or long-term basis has been a fundamental principle of child welfare we have held to for many years in Victoria.However, it is only in the last decade that this principle is actually being carried out in practice by a number of voluntary agencies. For many children placement is still commonly used as a solution it is easier to place a child than to promote change within many multi-deficit families.

scholarly journals Boundary Spanning Roles and Power in Educational Partnerships

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110168
Author(s):  
Christopher M. Wegemer ◽  
Jennifer R. Renick
Keyword(s):  
Educational Outcomes ◽  
Boundary Spanning ◽  
Comparative Case Study ◽  
Task Orientation ◽  
Boundary Spanners ◽  
Educational Partnerships ◽  
Field Notes ◽  
Reflexive Analysis

Research-practice partnerships (RPPs) offer promising approaches to improve educational outcomes. Navigating boundaries between contexts is essential for RPP effectiveness, yet much work remains to establish a conceptual framework of boundary spanning in partnerships. Our longitudinal comparative case study draws from our experiences as graduate student boundary spanners in three long-term partnerships to examine boundary spanning roles in RPPs, with particular attention to the ways in which power permeates partnership work. Using qualitative, critically reflexive analysis of meeting artifacts and field notes, we found that our boundary spanning roles varied along five spectrums: institutional focus, task orientation, expertise, partnership disposition, and agency. Our roles were shaped by the organizational, cultural, relational, and historical features of the partnerships and contexts of interaction. We aim to promote the development of effective RPP strategies by leveraging the perspectives and positionality of graduate students in order to advance understanding of boundary spanning roles.

Unaccompanied immigrant children in long term foster care: Identifying needs and best practices from a child welfare perspective

2018 ◽  
Vol 92 ◽  
pp. 56-64 ◽  
Author(s):  
Thomas M. Crea ◽  
Anayeli Lopez ◽  
Robert G. Hasson ◽  
Kerri Evans ◽  
Caroline Palleschi ◽  
...  
Keyword(s):  
Foster Care ◽  
Child Welfare ◽  
Best Practices ◽  
Immigrant Children

scholarly journals Housing for Aboriginal Youth in the Inner City of Winnipeg

2020 ◽  
Vol 3 (2) ◽  
pp. 56-64 ◽  
Author(s):  
Jason Brown ◽  
Dilly Knol ◽  
Sonia Prevost-Derbecker ◽  
Kelly Andrushko
Keyword(s):  
Child Welfare ◽  
Child Neglect ◽  
Homeless Youth ◽  
Life Experiences ◽  
Low Cost ◽  
Aboriginal Peoples ◽  
Community Based ◽  
Low Cost Housing ◽  
The City

Aboriginal families are highly overrepresented in child welfare caseloads. Major reasons for these high rates of involvement include poverty and housing issues, which contribute to perceptions of child neglect. In Winnipeg, the city with the highest proportion of Aboriginal peoples in Canada, low-cost housing is concentrated in core neighbourhoods. Homeless youth in these neighbourhoods, who are involved or have been involved in child welfare, were asked about their life experiences and the kind of housing that would help them. They talked about the need to be seen as resourceful, contributing members of the community, as well as their continued need of support from others, including friends and family. They wanted more than a place to sleep; they wanted a home that was safe, nurturing and long-term. The youth had school and work aspirations for themselves and wanted to help other youth reach their goals. There is a need for expansion of community-based and community-driven housing with youth who have been involved in the child welfare system.

Examining the Effect of Military Service on Education: The Unique Case of Hispanic Veterans

2018 ◽  
Vol 40 (2) ◽  
pp. 150-175 ◽  
Author(s):  
Roberto Cancio
Keyword(s):  
Educational Outcomes ◽  
Exploratory Study ◽  
Military Service ◽  
Education Level ◽  
Unique Case ◽  
The U.S

Every year, over 20,000 Hispanics enlist in the U.S. military. Their military experiences influence their long-term educational outcomes. This exploratory study estimates the effect of military service on education level completed by men up to 15 years after initial enlistment. Findings suggest that technical military jobs, more than nontechnical military jobs, positively influence the educational outcomes of individuals after military service.

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