Knowledge transfer resulting from the Improving Educational Outcomes for Children in Care conference: How it is helping a child welfare organization to build a long term educational strategy

2012 ◽  
Vol 34 (6) ◽  
pp. 1150-1153 ◽  
Author(s):  
Michael O'Brien
Keyword(s):  
Child Welfare ◽  
Knowledge Transfer ◽  
Educational Outcomes ◽  
Educational Strategy ◽  
Outcomes For Children ◽  
Children In Care ◽  
Care Conference

scholarly journals Using Linked Administrative Data to Examine the Educational Outcomes of Children in Care in Manitoba

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Marni Brownell ◽  
Mariette Chartier ◽  
Wendy Au ◽  
Leonard MacWilliam
Keyword(s):  
High School ◽  
Child Welfare ◽  
Administrative Data ◽  
Educational Outcomes ◽  
Educational Success ◽  
Child Welfare Services ◽  
Factors Associated ◽  
Number Of Children ◽  
Outcomes For Children ◽  
Children In Care

ABSTRACT ObjectivesManitoba has one of the highest rates of children in out-of-home care in the world. Our aims were to: 1) describe characteristics of children in care; 2) determine differences in educational outcomes for children in care, children receiving in-home protection services and children not involved with child welfare; and, 3) identify factors contributing to educational success for children in care. ApproachPopulation-level administrative data from the Population Health Research Data Repository at the Manitoba Centre for Health Policy, were used. Several data sources were linked together at an individual level: child welfare services (e.g., in care, in-home services; hospital birth records (e.g., birth weight, gestational age); health status (e.g., from hospitalizations, physician visits); family risk factors (e.g., maternal prenatal smoking and/or drinking, maternal education); family characteristics (e.g., number of children in family, receipt of income assistance); education assessments at kindergarten, grades 3, 7, 8, 9 and 12. Children in care from 1998 onward were included. Number of children analyzed differed depending on the educational outcome examined: e.g., analyses at kindergarten include 1,893 children in care, 4,229 children receiving in-home services, and 32,280 children not involved with child welfare services; for high school completion these numbers were 11,234, 40,671, and 162,265 respectively. Multivariate regressions identified characteristics associated with educational outcomes for children in care. ResultsOver one-third of children in care first entered care as infants, and of those, close to half were apprehended at birth. 5.5% of children in Manitoba spent some time in care before their 15th birthday, with an almost tenfold difference for Indigenous (16.6%) and non-Indigenous (1.7%) children. Across the range of educational outcomes, children in care did more poorly than children receiving in-home services, who in turn did more poorly than children with no child welfare involvement. For example, only 33.4% of children in care completed high school compared to 66.8% of children receiving in-home services and 89.3% of children with no child welfare involvement. Adjusting covariates reduced differences but all remained statistically significant. Factors associated with positive outcomes for children in care differed depending on the outcome and included measures like poverty (at Kindergarten, p<0.05; at high school, p<0.0001) and total number of care placements (at Kindergarten, p<0.05; at grade 9, p<0.01). ConclusionsChildren in care are at risk of experiencing poor educational outcomes, from school entry onwards. Identifying factors associated with educational success for children in care can inform policy and program development.

scholarly journals Educating Children in Our Care

2020 ◽  
Vol 20 (2) ◽  
pp. 252-265
Author(s):  
Kathryn Ann Levine ◽  
Dawn Sutherland ◽  
Melanie Janzen
Keyword(s):  
Child Welfare ◽  
Social Workers ◽  
Educational Outcomes ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Summer Institute ◽  
Specific Population ◽  
Elective Course ◽  
Outcomes For Children ◽  
Children In Care

In Canada, there is increasing recognition that poor educational outcomes of children and adolescents involved with the child welfare system represent an emerging crisis for youth, their families, and the broader society. Interprofessional education and collaboration between educators and social workers may facilitate better outcomes for children in care. Although interprofessional education (IPE) and interprofessional collaboration (IPC) are well established in the allied health fields, there is not an equivalent acceptance within the applied social sciences, specifically in education and child welfare contexts. This may partially be attributed to the “siloed” nature of these professions, which limits both capacity and opportunities for professionals to understand each other’s mandates, roles, and policies. The purpose of this paper is to describe the development, implementation, and evaluation of a graduate elective course for social workers and educators that was geared toward educational outcomes of children in care. Thirty-eight students from both disciplines participated in a summer institute. Although participants valued the content and process of the course, it is unclear whether these types of initiatives facilitate enhanced IPC. Findings do however suggest that IPE initiatives targeted toward a specific population may have more positive outcomes, compared to general IPC.  

scholarly journals What is the Impact of Public Care on Children's Welfare? A Review of Research Findings from England and Wales and their Policy Implications

2009 ◽  
Vol 38 (3) ◽  
pp. 439-456 ◽  
Author(s):  
DONALD FORRESTER ◽  
KEITH GOODMAN ◽  
CHRISTINE COCKER ◽  
CHARLOTTE BINNIE ◽  
GRAHAM JENSCH
Keyword(s):  
Child Welfare ◽  
Policy Implications ◽  
Public Care ◽  
England And Wales ◽  
Number Of Children ◽  
Outcomes For Children ◽  
Children In Care ◽  
The Impact ◽  
Over Time ◽  
Specific Impact

AbstractThe outcomes for children in public care are generally considered to be poor. This has contributed to a focus on reducing the number of children in care: a goal that is made explicit in the provisions of the current Children and Young Persons Bill. Yet while children in care do less well than most children on a range of measures, such comparisons do not disentangle the extent to which these difficulties pre-dated care and the specific impact of care on child welfare. This article explores the specific impact of care through a review of British research since 1991 that provides data on changes in child welfare over time for children in care. Only 12 studies were identified, indicating a lack of research in this important area. The studies consistently found that children entering care tended to have serious problems but that in general their welfare improved over time. This finding is consistent with the international literature. It has important policy implications. Most significantly it suggests that attempts to reduce the use of public care are misguided, and may place more children at risk of serious harm. Instead, it is argued that England and Wales should move toward a Scandinavian system of public care, in which care is seen as a form of family support and is provided for more rather than fewer children and families.

‘Good enough parenting’ when government is ‘the parent’

2003 ◽  
Vol 28 (4) ◽  
pp. 19-24 ◽  
Author(s):  
Michael Clare
Keyword(s):  
Comparative Analysis ◽  
Child Welfare ◽  
Central Government ◽  
Vulnerable Children ◽  
Labour Government ◽  
Service Outcomes ◽  
Outcomes For Children ◽  
The Uk ◽  
Children In Care

This paper reviews the introduction of the UK Looking After Children practice and management materials in a number of Australian States and Territories against the background of a comparative analysis of UK central government systems to prescribe standards of service and to monitor outcomes for children in care. The writer argues that the UK Labour government commitment to a ‘whole of government’ interventionist set of activities and processes is significantly more successful in driving child welfare initiatives than the more fragmented and secretive systems in Australian States. Finally, the writer reflects on the central influence of commissioned research in informing needs and service outcomes for vulnerable children and their families.

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.

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