Social and Emotional Supports During College Years: Associations with Post-college Outcomes Among Alumni of Foster Care

Author(s):  
Peggy Kelly ◽  
Janna Heyman ◽  
Fuhua Zhai ◽  
Amy Salazar
2006 ◽  
Vol 31 (2) ◽  
pp. 22-29 ◽  
Author(s):  
Emer G. Dunne ◽  
Lisa J. Kettler

The aim of this paper is to review the Australian and international literature on social and emotional issues affecting children in kinship foster care and to examine stresses experienced by kinship foster carers.There is a growing trend of kinship foster care as an alternative form of care for children in Australia and overseas which is attributed to factors such as child abuse, parental incapacity, parental incarceration, and parental substance misuse. The ideology supporting the use of kinship care is that it is in the child’s best interests because it helps them to maintain ties with their family of origin.A comprehensive search of the literature on kinship care was undertaken and articles addressing social and emotional issues of children in kinship care or their carers were selected for critical review.The literature suggests that children placed with kinship foster carers suffer from a range of social and emotional issues and these may impact on outcomes in adulthood. The existing literature does not, however, adequately differentiate the impacts of kinship care itself from the children’s pre-existing difficulties and there is a paucity of literature comparing kinship care outcomes with outcomes for children who have experienced other forms of out-of-home care. Common factors experienced by kinship foster carers that can make it challenging for them to deal with children’s issues are economic disadvantage, stress, health issues and lack of resources.In conclusion, this review supports the arguments for assessment and interventions for children in kinship foster care; and support, parent training and interventions for kinship carers. Longitudinal studies are needed in this area.


2016 ◽  
Vol 40 (2) ◽  
pp. 99-116 ◽  
Author(s):  
Hank Bohanon ◽  
Carrie Gilman ◽  
Ben Parker ◽  
Chris Amell ◽  
Gabe Sortino

The purpose of this paper is to describe the integration of tiered interventions and supports in secondary schools, sometimes referred to as multi-tiered systems of support (MTSS). The interventions include academic, behavioural, social, and emotional supports for all students. A description of the connections across specific MTSS systems, datasets, and practices is discussed. The article addresses the implementation of MTSS through the lens of school improvement and implementation science. A case example of a school implementing MTSS is provided to highlight the strengths and challenges of MTSS in secondary settings.


2016 ◽  
Vol 12 (2) ◽  
pp. 124
Author(s):  
Arielle S. Gartenberg ◽  
Robin Lang

<p><span style="font-size: small;">The Incredible Years (IY) Parent and Child Series are evidence-based interventions that increase knowledge and mastery of parenting, mood regulation, and interpersonal problem solving strategies for caregivers while developing similar social and emotional skills in their children. Rogers, Bobich, and Heppell (2016) use a case study approach to examine the effectiveness of adaptations of the IY program for delivery in a transitional housing shelter. They describe strategies for modifying IY to meet the needs of a vulnerable population within the context of the shelter and the broader welfare system. In this commentary, the difficulties commonly experienced by youth like "Cathy" as a function of homelessness and trauma are discussed. Aspects of IY and its adaptation are examined as they highlight (1) essential elements of psychological interventions with clients exposed to trauma, and (2) barriers and facilitators in the delivery of evidence-based treatments within complex natural settings and systems of care. These considerations are salient for practitioners treating youth and families involved in the child welfare system and foster care. The most vital adaptations presented in the Case of Cathy and the IY literature are reviewed to address anticipated pragmatic barriers and therapeutic issues in the implementation of IY for youth in these systems.&nbsp;&nbsp;</span></p>


2011 ◽  
Vol 26 (S2) ◽  
pp. 338-338
Author(s):  
R. Ptacek ◽  
H. Kuzelova ◽  
L. Celedova

Social and emotional loneliness represent a serious factor in etiology of psychiatric and somatic disorders. Current studies show that individuals suffering from severe social and emotional loneliness in their childhood may show substantial deficits in cognitive as well as in emotional development. It is supposed that children in foster care or institutional care may be exposed to higher level of social or emotional loneliness and thus show changes in cognitive and emotional development, that may play role in further life as well as in etiology of mental illnesses.We have conducted an extensive study (n = 360) monitoring occurrence of social and emotional loneliness in children in foster care (n = 120), in institutional care (n = 120) and in functional biological families (n = 120). We have also evaluated the stage of cognitive and emotional development.The results of the presented study showed that children in institutional and foster care show substantially higher occurrence of serious level of social and emotional development – comparing to children from biological families (p, 0.01). The intensity of social and emotional loneliness is in negative correlation with cognitive (r = 0, 6; p < 0.01) as well as with emotional development (r = 0, 7; p < 0.01).The results of study propose that children in foster and institutional care require substantial psychosocial support and attention especially in the area of social and emotional development.


2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Dawn Brooks-DeCosta ◽  
Ife Lenard

Through an analysis of both SEL and CR-SE practices at an urban school and a social skill building afterschool program conducted through outside support staff, this paper demonstrates the process of providing social-emotional supports with a culturally responsive lens. The authors suggest, without a culturally responsive-sustaining lens, social and emotional supports can lack the trust and connection needed to meet students where they are while acknowledging their unique identities and cultures.


2021 ◽  
pp. 216770262199388
Author(s):  
Cora E. Mukerji ◽  
Mark Wade ◽  
Nathan A. Fox ◽  
Charles H. Zeanah ◽  
Charles A. Nelson

Children reared in institutions experience severe psychosocial deprivation, resulting in lasting consequences for social and emotional development. This study evaluated growth trajectories of self-regulation from ages 8 to 16 among previously institutionalized children randomized to foster care (foster-care group; FCG) or to remain in institutional care (care-as-usual group; CAUG) compared with a never-institutionalized group (NIG). We then tested a developmental pathway by which growth in self-regulation reduces general psychopathology at age 16 for the FCG relative to the CAUG. The FCG experienced modest growth in self-regulation over adolescence and “caught up” to the NIG by age 16. The beneficial effect of foster care on psychopathology operated through growth in self-regulation; part of this effect was further mediated by reduced peer difficulties for the FCG. Findings reveal that the effects of foster care on self-regulation emerge over adolescence and that growth in self-regulation is a mechanism by which foster care mitigates the impact of institutionalization on psychopathology.


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