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The relationship between primary human needs of the Good Lives Model (GLM) and subjective well-being in adolescents: a multi-level meta-analysis
- Authors:
- SERIE Colinda M.B., et al
- Journal article citation:
- Aggression and Violent Behavior, 61, 2021, p.101651.
- Publisher:
- Elsevier
A recent offender rehabilitation theory, the ‘Good Lives Model’ (GLM), states that effective interventions should not only focus on risk factors, but also on improving well-being by meeting a universal set of human needs, such as relatedness with friends and family, inner peace and excellence in agency, called ‘primary goods’. Little empirical research however exists examining the GLM's underlying etiological assumptions, especially for youngsters. Due to their developmental phase, adolescents may have different needs or they may prioritize them differently compared to adults. Therefore, we conducted a systematic review of the existing literature on adolescent well-being. A multi-level meta-analysis was conducted to assess the extent to which the 11 GLM primary goods are related to overall subjective well-being in adolescents. We systematically searched databases for terms related to well-being and adolescence, resulting in 139 publications included in the meta-analysis. Almost all of the GLM primary goods were related to subjective well-being in adolescents. Some goods however may be more salient or manifest themselves differently in this particular development phase. Offender rehabilitation interventions should carefully assess which primary goods are important for the youngster, how they (try to) achieve them and in which way the goods are related to their delinquent behavior. (Edited publisher abstract)
Impact of visitation and cohorting policies to shield residents from COVID-19 spread in care homes: an agent-based model: controlling COVID-19 in care homes
- Authors:
- NGUYEN Le Khanh Ngan, et al
- Journal article citation:
- American Journal of Infection Control, 49(9), 2021, pp.1105-1112.
- Publisher:
- Elsevier
Background: This study examines the impact of visitation and cohorting policies as well as the care home population size upon the spread of COVID-19 and the risk of outbreak occurrence in this setting. Methods: Agent-based modelling Results: The likelihood of the presence of an outbreak in a care home is associated with the care home population size. Cohorting of residents and staff into smaller, self-contained units reduces the spread of COVID-19. Restricting the number of visitors to the care home to shield its residents does not significantly impact the cumulative number of infected residents and risk of outbreak occurrence in most scenarios. Only when the community prevalence where staff live is considerably lower than the prevalence where visitors live (the former prevalence is less than or equal to 30% of the latter), relaxing visitation increases predicted infections much more significantly than it does in other scenarios. Maintaining a low infection probability per resident-visitor contact helps reduce the effect of allowing more visitors into care homes. Conclusions: Our model predictions suggest that cohorting is effective in controlling the spread of COVID-19 in care homes. However, according to predictions shielding residents in care homes is not as effective as predicted in a number of studies that have modelled shielding of vulnerable population in the wider communities. (Edited publisher abstract)
Child safety, protection, and safeguarding in the time of COVID-19 in Great Britain: proposing a conceptual framework
- Authors:
- LEVINE Diane Thembekile, MORTON Julie, O'REILLY Michelle
- Journal article citation:
- Child Abuse and Neglect, early cite 13 August 2020,
- Publisher:
- Elsevier
Background: Great Britain has the highest coronavirus death rate in Europe. While the pandemic clearly poses a risk to the lives and wellbeing of vulnerable groups, necessary public health measures taken to delay or limit the spread of the virus have led to distinctive challenges for prevention, family support, court processes, placement and alternative care. The pandemic has also come about at a time when statutory changes to partnerships have led to a reduction in the importance of educational professional representation in the new formulation in England and Wales. Objectives: This discussion paper proposes a novel and pragmatic conceptual framework during this challenging time. Participants: This study consulted with 8 education professionals and 4 field-based student social workers. Setting: Bodies responsible for safeguarding have been working quickly to develop new approaches to fulfilling their responsibilities, for example through online home visits and case conferences. However, some communities have been highlighted as experiencing particular challenges because of the pandemic and its impacts. Protection of vulnerable children is increasingly dependent on individualised - and often pathologising - practice with a lack of emphasis on the importance of the social. Holistic consideration of the child is side-lined. Results: The framework comprises two phases: pandemic and aspirational. Conclusion: The framework illuminates the importance of interconnected sectors and multi-agency working, the need for resilient and adaptable support systems, and the need to promote the importance of children’s rights and voices to be heard above the noise of the pandemic. (Edited publisher abstract)
Effectiveness of child protection practice models: a systematic review
- Authors:
- ISOKUORTTI Nanne, et al
- Journal article citation:
- Child Abuse and Neglect, 108, 2020, p.104632.
- Publisher:
- Elsevier
Attempts to improve child protection outcomes by implementing social work practice models embedded in a particular theory and practice approach, have increased internationally over the past decade. Objective: To assess the evidence of the effectiveness of child protection practice models in improving outcomes for children and families.Participants and setting: Children < 18 years and their families involved in child protection services. Methods: A systematic review was conducted to synthesize evidence regarding the effectiveness of child protection practice models. Systematic searches across 10 electronic databases and grey literature were conducted to identify quasi-experimental studies minimally. Included studies were critically appraised and the findings summarized narratively. Results: Five papers, representing six studies, focusing on three practice models (Solution-Based Casework; Signs of Safety; and Reclaiming Social Work) met the inclusion criteria. All studies applied a quasi-experimental design. Overall, the quality of the evidence was rated as being poor, with studies suffering from a risk of selection bias, small sample sizes and short-term follow up. Conclusions: Despite the popularity of practice models, the evidence base for their effectiveness is still limited. The results suggest that high-quality studies are urgently needed to evaluate the impact of practice models in improving the outcomes of child-protection-involved families. The findings also illustrate the difficulties of conducting high-quality outcome evaluations in children’s social care, and these challenges and future directions for research, are discussed. (Publisher abstract)
Parent centered planning: a new model for working with parents with intellectual and developmental disabilities
- Authors:
- LIGHTFOOT Elizabeth, DEZELAR Sharyn
- Journal article citation:
- Children and Youth Services Review, 114, 2020, p.105047.
- Publisher:
- Elsevier
This article discusses the need for more models and interventions that focus on the broader support systems of parents with disabilities. Parent centered planning is introduced as a potential model for helping parents with intellectual and developmental disabilities to begin to build the formal and informal parental supports needed for parenting their children. This model builds on the person centered planning model, but focuses on planning in regards to an individual’s parenting role, including an individual’s parenting desires and goals, along with the needs of the parent’s child. The article discusses the potential uses of this model, including as a standalone planning process, as a part of the ongoing provision of supports, or as a referral from child protection services. (Publisher abstract)
Influencing policy and practice for young people in foster care: learning from a model of collective participation
- Authors:
- JACKSON Rebecca, et al
- Journal article citation:
- Children and Youth Services Review, 113, 2020, p.104901.
- Publisher:
- Elsevier
A strong rationale for the collective participation of young people in care regarding decisions related to their care experience is evident in literature and statutory reports. However international research demonstrates challenges relating to participation in the childcare system. This includes context specific factors relating to issues in the field of child protection and welfare, along with more universal challenges such as access and diversity of representation, the imposition of adult formats and agendas and limits to the level of influence achieved. This paper reflects on the collective participation of young people in care in a rights-based initiative intended to facilitate input into service and policy development. This model, initiated by Tusla, Irelands Child and Family Agency, in partnership with EPIC an independent advocacy agency, provided an opportunity for young people in care to share direct experiences in order to identify and address challenges within the care system through meaningful collaborative processes. The perspectives of twenty-eight young participants were sought through five focus groups. In addition, twenty practitioners took part in semi-structured interviews. The design and analysis of these methods utilised a framework derived from Lundy’s (2007) articulation of rights-based practice through the ‘Voice Model’. Key lessons emerging suggest that a strong policy and legislative frame for practice underpinned by a model that articulates the practice requirements for effective participation is promising as evidenced by the outputs of the collective model. However, evidence of influence on policy and the service delivery experienced by children in care remains to be seen, as this process requires further time and organisational resources to embed and assess. Moreover, there is a need for the further development of communicative structures and feedback mechanisms if it is to be experienced as meaningful by all young people who engage with the model. Despite challenges in practice and the time required to achieve transformative influence, the personal benefits of direct participation in the fora for young people are arguably a worthy outcome of participatory practice.
Buffering the effects of childhood trauma within the school setting: a systematic review of trauma-informed and trauma-responsive interventions among trauma-affected youth
- Authors:
- FONDREN Kaitlin, et al
- Journal article citation:
- Children and Youth Services Review, 109, 2020, p.104691.
- Publisher:
- Elsevier
Exposure to trauma during childhood is highly prevalent. This review seeks to evaluate the current state of the literature in regard to trauma-informed care within the school setting. A number of models have been put forth to describe broad trauma-informed approaches integrated within school systems, which incorporate trauma-sensitive care and practices within the broader structure of an organisation. This paper systematically reviews papers detailing relevant interventions to the provision of trauma-informed and trauma-responsive practices within schools. Using a three-tiered system of service delivery as an organising framework (where the level of support increases across tiers depending on the student’s individual needs), the research that has evaluated the efficacy of trauma-informed interventions is reviewed. Results indicated that much of this work has been exclusively conducted within one level of a three-tiered system that comprises a trauma-informed approach to the school setting. Although there is a foundation of research on interventions applied within specific tiers, few studies have sought to integrate the tiers to test the effectiveness of a fully trauma-informed model within the educational system and most that have integrated the three tiers do not include statistically rigorous evaluations of program effectiveness, such as randomised control trials. A basic model for trauma-informed schools with considerations for intervening directly with students is provided as well as recommendations for future research, which is necessary to inform clear, specific models for fully integrated trauma-informed schools. (Edited publisher abstract)
Children’s sexual behavior problems: an ecological model using the LONGSCAN data
- Authors:
- WAMSER-NANNEY Rachel, CAMPBELL Claudia L.
- Journal article citation:
- Child Abuse and Neglect, 96, 2019, p.104085.
- Publisher:
- Elsevier
Background: Although prior research has indicated that sexual behaviour problems (SBPs) are present among maltreated and non-maltreated children, risk factors for SBPs remain understudied. Further, few studies have examined multiple forms of trauma such as exposure to community violence and several likely important familial and environmental factors have yet to be investigated in the context of SBPs. The use of a more comprehensive ecological model of child, trauma-related, family, and environmental risk factors may help to further delineate the factors that contribute to the development of SBPs. Objective: The aim of the current study was to build upon previous research by utilizing an ecological model that includes child, trauma-related, caregiver and familial, and environmental factors as potential predictors of SBPs. Participants and Setting: The present study was conducted with 1,112 8-year-old children (51.6% female; 48.9% Black) and their primary caregivers from the Longitudinal Studies in Child Abuse and Neglect (LONGSCAN) study. Results: Several child, caregiver, and familial factors, as well as sexual and physical abuse demonstrated bivariate associations with SBPs. A number of these factors remained significant in a regression model, such as child’s living arrangement, child’s aggressive behaviors and posttraumatic stress symptoms (PTSS), sexual and physical abuse, caregiver’s psychological difficulties, and children’s perceptions of family health. Conclusions: The findings highlight the role of select child, trauma-related, caregiver and familial, and environmental factors in the context of SBPs and also demonstrate the need to examine multiple levels of children’s environments when investigating SBPs. (Edited publisher abstract)
The Connection's approach: a model for integrating criminal justice, mental health, and other social services in the U.S. state of Connecticut
- Authors:
- LEE Bandy, et al
- Journal article citation:
- Aggression and Violent Behavior, 47, 2019, pp.240-244.
- Publisher:
- Elsevier
At a time when societal problems and systems are becoming increasingly complex, a state-wide human services agency in Connecticut, called “The Connection,” has adopted a human approach to care. Far from being impractical or irrelevant, this philosophy is found to be at the core of its success, which has the potential to inform similar agencies worldwide. At a time in the U.S. when most agencies are reducing their services and trying merely to survive in a climate of little concern for disadvantaged populations, The Connection has been expanding and thriving while taking care of the sickest, the neediest, and the most high-risk populations. It addresses social challenges at the most basic level, “making connections” between criminal justice, mental health, and social support services through a simplification of principles that allows for their integration. This article reviews the elements that have led to its efficacy, the scientific support for it, and potential pitfalls. (Edited publisher abstract)
College expectations of eighth grade students: the role of learning approaches and parent influences
- Authors:
- KREMER Kristen P., et al
- Journal article citation:
- Children and Youth Services Review, 104, 2019, p.104396.
- Publisher:
- Elsevier
The development of expectations to attend college is the first step toward future college attendance, yet its predictors are not fully understood. The current study seeks to identify individual and parent predictors of expectations for college completion among eighth grade students and examine inter-relationships between the independent variables. Data were used from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K), a nationally representative and longitudinal study of 21,260 kindergarteners. Logistic regression models were employed to predict college expectations of eighth grade students from child and parent characteristics. Youth were more likely to expect to complete college when they had greater learning approaches (OR = 1.82, 95% CI = 1.05–3.15) and higher school competence/liking (OR = 1.60, 95% CI = 1.13–2.26). Controlling for demographic covariates, the odds of students expecting to complete college were nearly four times greater for youth whose parents expected them to complete a bachelor's degree (OR = 3.82, 95% CI = 2.34–6.23), compared to parents who expected their children to complete high school or less. A generalized structural equation model was then specified to understand the inter-relationships between child's behavior, learning approaches, and reading and math abilities. Child's self-control (β = 0.57, 95% CI = 0.53–0.60) and internalizing behavior (β = −0.15, 95% CI = -0.19 - -0.12) significantly predicted learning approaches, which then predicted child's reading ability (β = 0.24, 95% CI = 0.20–0.28) and math ability (β = 0.26, 95% CI = 0.00–0.53). Future research should examine effectiveness of programs seeking to increase student learning abilities and feelings of competence. (Edited publisher abstract)