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1.
This study examined whether early institutional rearing and attachment security influence the quality and quantity of friendships at age 16 in 138 participants, including children abandoned to institutions in Bucharest, Romania, who were randomized to care as usual (n = 45, 26 female), or foster care (n = 47, 25 female), and a never-institutionalized group (n = 46, 18 female). Adolescents in the foster care group with secure attachment to their foster mothers at 42 months were comparable to never-institutionalized adolescents in having more friends and more positive behaviors with their friend during dyadic interactions, compared to the foster care group with insecure attachment and care as usual group. Interventions targeting early child–caregiver attachment relationships may help foster the ability to build positive friendships in adolescence.  相似文献   

2.
When children enter a new foster care placement they may experience several different transitions. Not only will a child move in with a new family, he or she may move to a different neighborhood, change schools, lose contact with old friends, be placed apart from one or more siblings, and have limited contact with his or her biological parents. The current study examined the impact of these transitions on foster children’s adjustment to a new placement in out-of-home care. The sample consisted of 152 youth ages 6–17.5 who participated in the second National Survey of Child and Adolescent Well-Being (NSCAW II) study and who were residing with relative or non-relative foster families at the time of the Wave I interview. During the Wave I interview, youth were asked to report on the types of transitions they experienced when they moved into their current placement. Linear and Poisson regressions were used to estimate the effect of the transitions on youths’ relationships with their new families, mental health, relationships with peers at school, and school engagement. The results showed that youth whose biological mothers contacted them more than once a month had more symptoms of mental health problems than youth who had less contact with their biological mothers. In contrast, changing schools had a positive impact on youths’ mental health, and youth who were separated from siblings were more likely to get along well with their school peers. Implications for improving youth’s adjustment to new foster care placements are discussed.  相似文献   

3.
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model.  相似文献   

4.
This article is about my experiences of fostering abused children. I have been fostering for ten years and ours is perhaps a unique situation of two single women sharing the work. We have 13 foster children and have used the other children in the family as much as possible to help the two I am going to describe.I feel very strongly that children can give greatly to other children and that they grow in the process. Children can be cruel to each other — yes, but they have a tremendous capacity to give if we encourage them. We can help them to harness their own bad experiences constructively and achieve something in their giving.I have chosen two very different children to talk about. Mike was perhaps the most easily recognisable “neglected” child, and had all the classic symptoms. Alan is a much older child and I have decided to tell you about him because there is such ignorance about the long term effects of verbal abuse and mental cruelty, and sadly such children are rarely given the opportunity of being fostered.  相似文献   

5.
ObjectivesThis study examined risk of maltreatment among children exiting foster care using a statewide sample of children reunified between 2001 and 2004 in Rhode Island. The objectives were: (1) to compare rates of maltreatment following parental reunification for youth in care as a result of maltreatment with those in care for other reasons; and (2) to assess the effects of child, family, and case characteristics on rates of re-maltreatment among children placed in foster care due to maltreatment.MethodA longitudinal dataset of all reunified cases was matched with state records of substantiated Child Protective Service (CPS) investigations. Two Cox proportional hazards models were tested. The first model compared rates of subsequent maltreatment for two groups: children in foster care as a result of maltreatment, and those in care for other reasons. The second model investigated the effects of child, family, and case characteristics on re-maltreatment rates for those in care as a result of maltreatment.ResultsChildren in foster care due to maltreatment were significantly more likely to be maltreated following reunification. Among children in foster care due to maltreatment, factors that raised risk for re-maltreatment included a previous foster care placement, exiting care from a non-relative foster home, and removal due to neglect. Older adolescents had lower rates of re-maltreatment than infants. Child neglect was the primary type of recurrent maltreatment that occurred following reunification.ConclusionsSupports are needed for families about to be reunified, particularly when the removal was prompted by incidents of abuse or neglect. Incidents of neglect are particularly likely and appropriate services should specifically target factors contributing to neglect. Cases involving youth with a history of repeated foster care placement or in which non-relative placements are utilized may need additional supports.Practice implicationsThis study suggests that services should be developed to minimize the risk for recurrent maltreatment following reunification. Services would be most useful for high-risk cases prior to reunification and during the first year following reunification. Understanding the risks associated with maltreatment will help guide development of appropriate interventions.  相似文献   

6.
This study examined strategies teachers reported using to support friendships among young children in inclusive early childhood classrooms. The teachers included 25 general early childhood educators from 9 child care centers and 20 early childhood special educators from 9 specialized programs. The Playmates and Friends Questionnaire for Teachers documented the number and nature of children’s friendships and teachers’ reported use of 11 different strategies to support individual friendships. Overall, the friendship strategies that teachers reported using most frequently included providing sufficient free choice time, allowing children to form their own friendships, and commenting on the play between friends. The majority of teachers reported rarely using two strategies: arranging for children to play together outside of the classroom and allowing two friends to exclude other children from their play. Teachers reported using more active friendship strategies to support dyads in which one or both children had special needs. Implications of these findings to support friendship formation in inclusive early childhood settings and directions for future research are presented.  相似文献   

7.
This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children’s efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also affected by above-mentioned patterns and policies and practices, over which children have no control. For a period of 6 months, we follow the trajectory of Elly, a young 3-year old girl, who is enrolled mid-year, part-time, in Sunshine Child Development Center. She is placed in a classroom with two-and-a-half to three and-a-half year old children, several of whom also attend part-time. It takes Elly 6 months to develop a meaningful relationship with some of her peers, an important yet tenuous milestone because, according to center policy groups will be reconfigured over the summer. Thus, Elly and her new friends may be placed in different groups in the fall. This study also documents the important role of social pretend play in helping children to initiate and develop friendships, especially in the company of more competent peers. Importantly, the child care center’s policies and practices for transitioning children in and out of classrooms seem to be at odds with current research on attachment, continuity, and the development of peer relationships. Recommendations are made for creating environments where continuity of care and education for young children are a priority.  相似文献   

8.
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9.
The development of friendships and peer acceptance and their relation to children's emotional regulation and social-emotional behavior with others among a group of 3-5-year-old children was examined. Peer relationships and social-emotional skills were assessed early in the preschool year and peer relationships were assessed again late in the year. Preschool friendships were prevalent, moderately consistent across situations, and moderately stable over the course of the school year; peer acceptance also was moderately stable. Popularity of preschool children was related to their social behavior with peers both early and late in the school year but acceptance by the group was unrelated to children's emotion regulation. Number of mutual friendship choices was related to children's emotional regulation but not to social behaviors with peers late in the year. Acceptance by the peer group was related to number of mutual friends but there were some well-liked children who had no friends and disliked children who had friends. These results show the importance of popularity and early friendships in preschool classrooms. That is, these peer relationships are lasting and related to social and emotional development. Therefore, efforts to foster both group relations and mutual dyadic relationships should be included in preschool programming.  相似文献   

10.
Sibling programming is an important part of a prevention framework, particularly for youth in foster care. After children are removed from their families and placed into foster care in the aftermath of maltreatment, the sibling relationship is often the most viable ongoing relationship available to the child, and may be critical to a youth’s sense of connection, emotional support, and continuity. The promise of dyadic sibling programming in particular rests on the ability of interventions to enhance the quality of sibling relationships; yet little research exists that suggests that sibling interventions can improve relationship quality among foster youth. The primary aim of the current study was to examine the effects of a specific dyadic sibling-focused intervention for older and younger siblings on sibling relationship quality. One hundred sixty four dyads (328 youth) participated in the study, with each dyad consisting of an older sibling between 11 and 15 years of age at baseline and a younger sibling separated in age by less than 4 years. Hierarchical linear models were applied to self-reported, observer-reported and observational data over the 18-month study period. Findings suggest that the sibling intervention holds promise for improving sibling relationship quality among youth in foster care. Implications and future directions for research are discussed.  相似文献   

11.
Infants hospitalized for non-organic failure to thrive in the first six months of life are in a life-threatening situation and are already at risk for poor bonding with mother. In light of this, the meaning and use of foster care and how this separation affects the developing mother-child relationship are the issues addressed through examination of 16 cases in which 8 of the infants were placed in foster care and 8 discharged home after the failure to thrive hospitalization. This paper examines (1) maternal histories of pregnancy, labor and delivery and the neonatal status of placed and non-placed infants; (2) the developmental and weight status of placed children; (3) the nature of the decision criteria for after-hospital care; and (4) the mother-infant relationship at initial intake in terms of mother's report of events and observations of feeding and play interactions during a videotaped assessment process. The study found that the interactions between mother and infant in those situations which required foster care were clearly more dysfunctional when compared to those in which the baby was discharged home to mother. Babies in the two groups were comparable in weight status at the time of hospitalization although babies in foster placement had slightly lower scores on the Bayley Scales. Maternal histories of pregnancy, labor, and delivery were similar for the two groups as were the birth and neonatal histories of the infants.  相似文献   

12.
Despite the high rate of early parenthood among youth in foster care as well as the increased risk of child maltreatment among children whose adolescent parents have been neglected or abused, very little is known about child welfare services involvement among children whose parents were in foster care when they were born. This study uses administrative data from the Illinois Department of Children and Family Services (DCFS) to examine the occurrence of child abuse and neglect investigations, indicated reports and out of home care placements among the children of youth in foster. Thirty-nine percent of the children were the subject of at least one CPS investigation, 17 percent had at least one indicated report and 11 percent were placed in out of home care at least once before their 5th birthday. Cox proportional hazard models are also estimated to identify characteristics of parenting foster youth and their placement histories associated with the risk of child welfare services involvement. Implications of the findings for policy and practice are discussed.  相似文献   

13.
Repetitive shared book experiences provided by public school kindergarten staff were used to improve literacy competence and preparation for formal first-grade reading instruction. The entire 1983–1984 kindergarten population (N = 228) of a rural, racially mixed, southeastern school district in South Carolina received eight shared reading experiences for each of three classic children's books. The shared book experience is defined as the situation in which a group of two or three children sit close enough to an adult to see the print as a book is read. Readings were provided by teachers, teacher aides, school volunteers, older students, and audiotapes. The children were individually administered the South Carolina State Department of Education's mandated Cognitive Skills Assessment Battery (Boehm & Slater, 1974) during the first 3 weeks of first grade. The control group, composed of the 1982–1983 kindergarten population (N = 269), had 73% of its children at or above the state cutoff for first-grade readiness, and the experimental group had 83% at or above the cutoff. (T = 22.2, p < .01). In addition, the school district staff reported a 10% increase in the number of children being placed in “top” reading groups. Repetitive, personal shared book experiences were found to enhance literacy awareness and competence, to improve preparation for formal first grade, and to broaden children's literacy interests.  相似文献   

14.
More children than ever before are surviving childhood cancer. While treatment protocols have improved, there is little consideration given to their ongoing educational needs, including their social needs for positive peer relationships and friendships. This qualitative study of 12 families included children from four to 15 years of age. Most of the children were attending primary school and half were still undergoing treatment. Interviews in family homes were undertaken with parents, children with cancer and their siblings. The results show that most of these children with cancer have special social relationship needs beyond the impact of absence from school. This article focuses specifically upon friendships and peer relationships which often change dramatically when a child has cancer. Such changes can place children with cancer at risk both academically and emotionally. Some suggestions for addressing this issue are explored.  相似文献   

15.
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16.
Prior research has repeatedly documented higher placement stability for children who enter kinship care rather than non-relative foster care. However, little is known about why, and under what circumstances, kinship care is more stable. This study uses longitudinal state administrative data to explore possible explanations. Results suggest that, while children in non-relative foster care are indeed at higher risk of any placement move than their peers in kinship care, this appears to be partly driven by child selection factors and policy preferences for kinship care. That is, the gap is not explained primarily by different rates of caregiver-requested moves. However, the gap was sizably smaller among select high-risk subgroups of foster children, suggesting that higher stability in kinship care may be partly explained by differences in the characteristics of children entering kinship care (versus non-relative foster care). Moreover, a large portion of the gap is explained by children in non-relative care being moved into kinship care; a move that is likely the result of policy preferences for kinship care rather than a defect in the initial placement. In sum, these results suggest that kinship care provides only a limited stability advantage, and the reasons for that advantage are not well understood.  相似文献   

17.
This study examined classifications of attachment in 42-month-old Romanian children ( N  = 169). Institutionalized since birth, children were assessed comprehensively, randomly assigned to care as usual (CAU) or to foster care, and compared to family-reared children. Attachment classifications for children in foster care were markedly different from those in the CAU. Importantly, children placed in foster care before 24 months were more likely to have secure attachments and if placed earlier were less likely to have disorganized or insecure-other attachments. Cognitive status predicted greater likelihood of organized attachment in the CAU and greater likelihood of secure attachment in the foster care and never-institutionalized groups. Foster care is an important intervention to reduce the adverse effects following early deprivation.  相似文献   

18.
The purpose of this study was to examine the placement history of 172 abused and/or neglected children who had been placed in a residential home for maltreated children. Data were collected on the child's placement history (i.e., number of placements, time in transition, and placement rate) and also on child and family characteristics. Pearson correlation coefficients were run between child and family variables and each of the three placement history variables. In addition, t-tests were also used as a method of analysis. Results indicated that children with the following characteristics or life circumstances experienced the more disruptive experience while in foster care: children having severe behavior problems; children who were very young when first removed from their natural home; and children having drug addicted and/or alcoholic parents. Implications of these findings indicate social workers and judges need to be alert to the potential for system abuse of children in foster placement, responsible long-term planning for any child in foster care is critical, and those involved in therapeutic treatment for abused/neglected children should be attentive to the child's placement history.  相似文献   

19.
Children’s conceptions of what sibling relationships can be like may be influenced, in part, by the literature they read. This study examined the degree to which positive and negative dimensions of sibling relationships were portrayed in a sample of children’s books (n = 261). We also investigated how mothers and fathers were depicted when responding to sibling conflict. Results indicated that although children’s books often represent warmth and involvement between siblings, they rarely described children engaging in conflict management or relational maintenance activities. Parents were predominantly portrayed as responding to children’s conflict using controlling methods rather than techniques that might foster negotiation and problem solving. Characters who were middle children are under-represented in children’s literature. Results are discussed in terms of how educators can select, use, and adapt books in their efforts to help strengthen children’s sibling relationships.  相似文献   

20.
Despite good reason to believe that children in foster care are disproportionately exposed to adverse childhood experiences (ACEs), relatively little research considers exposure to ACEs among this group of vulnerable children. In this article, we use data from the 2011–2012 National Survey of Children’s Health (NSCH), a nationally representative sample of non-institutionalized children ages 0–17 in the United States, to estimate the association between foster care placement and exposure to an array of ACEs. In adjusted logistic regression models, we find that children placed in foster care or adopted from foster care, compared to their counterparts, were more likely to experience parental divorce or separation, parental death, parental incarceration, parental abuse, violence exposure, household member mental illness, and household member substance abuse. These children were also more likely to experience ACEs than children across different thresholds of socioeconomic disadvantage (e.g., children in households with incomes below the poverty line) and across different family structures (e.g., children in single-mother families). These results advance our understanding of how children in foster care, an already vulnerable population, are disproportionately exposed to ACEs. This exposure, given the link between ACEs and health, may have implications for children’s health and wellbeing throughout the life course.  相似文献   

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