Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

2022 ◽  
pp. 435-457
Author(s):  
Robin Harwick
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Essential Elements ◽  
Vulnerable Population ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Services And Supports

Youth with disabilities who experience foster care (YDFC) often experience poor long-term adult outcomes. However, when educators help them access appropriate services and supports YDFC can reach their maximum potential. This chapter describes a youth-centered approach to transition planning for this vulnerable population and highlights essential elements to consider during the process such as disability, mental health, trauma, resilience, self-determination, culture, and how trauma impacts mental health. The chapter concludes with an example of creating a youth-centered plan, possible tools to use, and additional resources.

Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

2020 ◽  
pp. 124-153
Author(s):  
Robin Harwick
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Essential Elements ◽  
Vulnerable Population ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Services And Supports

Youth with disabilities who experience foster care (YDFC) often experience poor long-term adult outcomes. However, when educators help them access appropriate services and supports YDFC can reach their maximum potential. This chapter describes a youth-centered approach to transition planning for this vulnerable population and highlights essential elements to consider during the process such as disability, mental health, trauma, resilience, self-determination, culture, and how trauma impacts mental health. The chapter concludes with an example of creating a youth-centered plan, possible tools to use, and additional resources.

Assessing the Health Status of Children Entering Foster Care

PEDIATRICS ◽  
1994 ◽  
Vol 93 (4) ◽  
pp. 594-601 ◽  
Author(s):  
Robin Chernoff ◽  
Terri Combs-Orme ◽  
Christina Risley-Curtiss ◽  
Alice Heisler
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Care Delivery ◽  
Cross Sectional ◽  
Children In Foster Care ◽  
High Prevalence ◽  
Complete Health ◽  
History Of ◽  
Short Time

Objective. Most research on health problems of children in foster care has been cross-sectional, resulting in overselection of children who have been in care long-term and underrepresentation of children who are in care for a short time. Methodology. This paper reports on the health of a large cohort of children who had complete health examinations at the time of entry into foster care in a middle-size city during a 2-year period. Results. Results indicate that >90% of the children had an abnormality in atleast one body system, 25% failed the vision screen, and 15% failed the hearing screen. The children were also lighter and shorter than the norm. Mental health screening revealed that 75% had a family history of mental illness or drug or alcohol abuse. Of children older than 3 years of age, 15% admitted to or were suspect for suicidal ideation and 7% for homicidal ideation. Of the children younger than 5 years of age, 23% had abnormal or suspect results on developmental screening examinations. At the time of entry into foster care, 12% of the children required an antibiotic. More than half needed urgent or nonurgent referrals for medical services and, for children >3 years of age, more than half needed urgent or nonurgent referrals for dental and mental health services. Just 12% of the children required only routine follow-up care. Conclusions. The high prevalence and broad range of health needs of children at the time they enter foster care necessitate the design and implementation of better models of health care delivery for children in foster care.

scholarly journals Effects of Enhanced Foster Care on the Long-term Physical and Mental Health of Foster Care Alumni

2008 ◽  
Vol 65 (6) ◽  
pp. 625 ◽  
Author(s):  
Ronald C. Kessler ◽  
Peter J. Pecora ◽  
Jason Williams ◽  
Eva Hiripi ◽  
Kirk O’Brien ◽  
...  
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Physical And Mental Health ◽  
Foster Care Alumni

scholarly journals The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities

2010 ◽  
Vol 45 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Youngsun Lee ◽  
Michael L. Wehmeyer ◽  
Susan B. Palmer ◽  
Kendra Williams-Diehm ◽  
Daniel K. Davies ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Transition Planning ◽  
The Self ◽  
Self Determination ◽  
Support Program ◽  
Reading Support ◽  
Computer Based

A Comparison of Foster Care Reentry After Adoption in Two Large U.S. States

2018 ◽  
Vol 29 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Nancy Rolock ◽  
Kevin R. White ◽  
Kerrie Ocasio ◽  
Lixia Zhang ◽  
Michael J. MacKenzie ◽  
...  
Keyword(s):  
At Risk ◽  
Foster Care ◽  
Administrative Data ◽  
Survival Models ◽  
Adoptive Families ◽  
Long Term Stability ◽  
Provision Of Services ◽  
Services And Supports ◽  
Age Of Majority

Purpose: This study examines foster care reentry after adoption, in Illinois and New Jersey. The provision of services and supports to adoptive families have garnered recent attention due to concern about the long-term stability of adoptive homes. Method: This study used administrative data to examine the pre-adoption characteristics associated with post-adoption foster care reentry. Children were tracked longitudinally, using administrative data, for five to fifteen years (depending on their date of adoption), or the age of majority. Results: Results indicated that most (95%) children did not reenter foster care after adoption. Findings from survival models suggested key covariates that may help to identify children most at risk for post-adoption reentry: child race, age at adoption, number of placement moves in foster care, and time spent in foster care prior to adoption. Conclusion: Study findings may help identify families most at-risk for post-adoption difficulties in order to develop preventative adoption service.

Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?

2016 ◽  
Vol 40 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Sue C. O’Neill ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Transition Planning ◽  
Document Analysis ◽  
Vulnerable Population ◽  
Evidence Based ◽  
International Treaties ◽  
National Policies ◽  
State Laws ◽  
Transition Plans

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

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