scholarly journals Enhancing Ministry Service Provision: Adoptive Families’ Capacity to Care for Children and Youth with Special Needs

2015 ◽  
Vol 5 (1) ◽  
pp. 155-176
Author(s):  
Christina Yee
Keyword(s):  
Special Needs ◽  
Service Provision ◽  
Children And Youth ◽  
Adoptive Families

Local Authority and Voluntary Adoption Agencies' Arrangements for Supporting Adoptive Families: A Survey of UK Practice

2003 ◽  
Vol 27 (3) ◽  
pp. 51-60 ◽  
Author(s):  
Alan Rushton
Keyword(s):  
Support Services ◽  
Service Provision ◽  
Local Authority ◽  
Adoptive Families ◽  
Looked After Children ◽  
Specialist Services ◽  
Timely Access ◽  
Adoption Agencies ◽  
The Uk ◽  
Voluntary Adoption

This paper presents the main messages from a survey of adoption support services in local authority and voluntary adoption agencies throughout the UK. The survey examined developments in service provision and delivery resulting from the Government's drive to increase the use of adoption as an option to secure permanence for looked after children. Alan Rushton reports that substantial changes are taking place in many agencies, but that there is further to go to achieve equitable and timely access to specialist services when they are needed.

scholarly journals Service provision for depressed children and youth: a survey of program managers in Ontario

2019 ◽  
Author(s):  
Priya Watson ◽  
Kamna Mehra ◽  
Lisa D Hawke ◽  
Joanna Henderson
Keyword(s):  
Mental Health ◽  
Service Provision ◽  
Online Survey ◽  
Service Use ◽  
Research Priorities ◽  
Skills Training ◽  
Children And Youth ◽  
Future Research ◽  
Program Managers ◽  
Depressed Children

Abstract Background The worldwide prevalence of depressive disorders among children and youth has been reported in ranges from just under 3% to over 10%. In Canada, 7% of youth report past year depression, which is higher than any other age demographic. Yet, many of these youth do not receive evidence based interventions, increasing their risk for serious lifetime consequences. To better understand low service use, it is crucial to map and evaluate current services. This study aimed to determine the scope and nature of services available to depressed children and youth, and compare services to best evidence treatment guidelines. Methods Several government and non-government resources were utilized to develop a new multi-sectoral database of depression services for children and youth across Ontario. An online survey was sent to program managers serving children/youth with depression, examining agency characteristics, populations served, services provided, patterns of service use, evaluation activities, and research priorities. Results 413 agencies with 869 program managers participated, representing mental health, addictions and other sectors. Age groups served included children up to 12 years of age (31%), adolescents aged 13-17 (70%) and transition aged youth (18-25 years) (81%). Over half of respondents worked in the mental health (43.4%) or mental health and addiction (24.4%) sectors. The most frequently provided services were assessment, psychotherapy, case management, and psychoeducation; the most common types of psychotherapy provided included cognitive behavioral therapy, social skills training, and solution-focused therapy. Psychotherapies are offered in widely varying formats, frequencies and durations. Discontinuation rates varied, with higher discontinuation among transition aged youth as compared to children. Respondents identified effective treatment, improving access, and reducing service gaps as top future research priorities. Conclusions This study provides important new data on service provision and uptake for depressed children and youth. Comparing these results with best-evidence practice guidelines raises significant concerns about the services most commonly offered and their delivery formats. In addition, high early discontinuation rates raise questions about the service experiences of children, youth and their families. Other factors which may contribute to ongoing treatment engagement challenges include access barriers, service or client characteristics, and unintentional treatment impacts.

scholarly journals Service provision for depressed children and youth: a survey of the scope and nature of services in Ontario.

2019 ◽  
Author(s):  
Priya Watson ◽  
Kamna Mehra ◽  
Lisa D Hawke ◽  
Joanna Henderson
Keyword(s):  
Mental Health ◽  
Service Provision ◽  
Online Survey ◽  
Service Use ◽  
Research Priorities ◽  
Skills Training ◽  
Children And Youth ◽  
Future Research ◽  
Program Managers ◽  
Depressed Children

Abstract Background The worldwide prevalence of depressive disorders among children and youth has been reported in ranges from just under 3% to over 10%. In Canada, 7% of youth report past year depression, which is higher than any other age demographic. Yet, many of these youth do not receive evidence based interventions, increasing their risk for serious lifetime consequences. To better understand low service use, it is crucial to map and evaluate current services. This study aimed to determine the scope and nature of services available to depressed children and youth, and compare services to best evidence treatment guidelines. Methods Several government and non-government resources were utilized to develop a new multi-sectoral database of depression services for children and youth across Ontario. An online survey was sent to program managers serving children/youth with depression, examining agency characteristics, populations served, services provided, patterns of service use, evaluation activities, and research priorities. Results 413 agencies with 869 program managers participated, representing mental health, addictions and other sectors. Age groups served included children up to 12 years of age (31%), adolescents aged 13-17 (70%) and transition aged youth (18-25 years) (81%). Over half of respondents worked in the mental health (43.4%) or mental health and addiction (24.4%) sectors. The most frequently provided services were assessment, psychotherapy, case management, and psychoeducation; the most common types of psychotherapy provided included cognitive behavioral therapy, social skills training, and solution-focused therapy. Psychotherapies are offered in widely varying formats, frequencies and durations. Discontinuation rates varied, with higher discontinuation among transition aged youth as compared to children. Respondents identified effective treatment, improving access, and reducing service gaps as top future research priorities. Conclusions This study provides important new data on service provision and uptake for depressed children and youth. Comparing these results with best-evidence practice guidelines raises significant concerns about the services most commonly offered and their delivery formats. In addition, high early discontinuation rates raise questions about the service experiences of children, youth and their families. Other factors which may contribute to ongoing treatment engagement challenges include access barriers, service or client characteristics, and unintentional treatment impacts.

scholarly journals CREATING NORMALCY: FOSTER CARE FOR CHILDREN AND YOUTH WITH DISABILITIES AND MEDICAL FRAGILITY IN GERMANY

2020 ◽  
Vol 11 (4) ◽  
pp. 132-151
Author(s):  
Friedegard Föltz
Keyword(s):  
Foster Care ◽  
Special Needs ◽  
Foster Parents ◽  
Well Being ◽  
Children And Youth ◽  
Foster Families ◽  
Qualitative Research Design ◽  
Personal Experiences ◽  
Tailored Approach ◽  
Depth Interviews

In the area of foster care concerning children and youth with special needs due to disability or medical fragility, there is a paucity of knowledge and research. In Germany, these groups in foster care who have high special needs are an invisible and neglected population at risk. These children and youth are mostly cared for in residential homes; however, some are living in foster families and benefit from a familial setting. The purpose of the study was to understand how foster parents manage their lives with a child or youth who has special needs, and how they meet the challenges that arise. The qualitative research design used the method of narrative inquiry through in-depth interviews, which were conducted in the German state of Saxony-Anhalt with 19 foster parents from 15 families. Within the framework of grounded theory, the author developed a theoretical structure of the strategies foster parents use for coping. Results showed that foster parents dealt with this new and often unpredictable situation by applying one of three patterns of strategies — action-, resource-, or reflection-oriented — based on their personal experiences and worldview. Understanding these behavioral patterns gives administrative and supportive entities like child welfare systems and agencies a unique and tailored approach to recruit, retain, train, and counsel foster families adequately, and to strengthen their well-being and their ability to perform well for themselves and their children and youth.

Healing Special Needs Adoptive Families With Forgiveness

2007 ◽  
Author(s):  
Thomas W. Baskin ◽  
Margaret Rhody ◽  
Paula Plasky
Keyword(s):  
Special Needs ◽  
Adoptive Families

Providing Therapeutic Services to Children in Special Educational Placements: An Analysis of the Related Services Provisions of Public Law 94-142 in Five Urban School Districts

PEDIATRICS ◽  
1990 ◽  
Vol 85 (4) ◽  
pp. 518-525
Author(s):  
Judith S. Palfrey ◽  
Judith D. Singer ◽  
Ellen S. Raphael ◽  
Deborah K. Walker
Keyword(s):  
Special Needs ◽  
Service Provision ◽  
Collaborative Study ◽  
Special Education Students ◽  
Children With Special Needs ◽  
Special Schools ◽  
Related Services ◽  
Class Placement ◽  
Therapeutic Services ◽  
Educational Placements

Using the sample of 1726 special education students from the Collaborative Study of Children With Special Needs, the authors describe the related services being provided to the children and then analyze the relationship between service provision and class placement. Related services are provided in all settings, with a concentration in special schools and special classes. For even the most severely involved children the trade-off with academics is no more than 1 hour per day. It is argued that schools now are major sites of therapeutic service provision for children with special needs.

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