Developing trauma-informed schools and child and family service programs

Author(s):  
Richard Kagan
Author(s):  
J. Curtis McMillen ◽  
Nathaniel Israel

This article provides guidance for child and family service organizations seeking to develop useful performance metrics for their programs. It describes four frames for this work, based on strategic planning, decision points, logic modeling, and implementation science. These four frameworks are applied to two cases, an afterschool program and a therapeutic foster care program. Additional considerations are provided for reducing potential metrics to a meaningful few.


1993 ◽  
Vol 12 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Joanne Curry Sontag ◽  
Robert Schacht ◽  
Robert Horn ◽  
Diane Lenz

The purpose of this study was to compare parental concerns for Infants and toddlers with special needs from rural versus urban counties in Arizona. A statewide, representative sample of 600 parents served by Arizona's key agencies were surveyed in face to face interviews with trained interviewers. Respondents were asked questions related to the nature and type of services they were receiving, their satisfaction with the services, their need for other services, financial needs, information needs, and emotional support needs. Differences were identified in relationship to the kinds of information parents from rural and urban counties need, as well as the source of information they are more likely to utilize. Parents from the largest urban area indicated that they had less help coordinating and accessing services. Parents from rural areas appeared to be enrolled at higher rates in low income family service programs and reported spending more money on travel and room and board to receive services. Overall, parents reported being highly involved in their child's services and indicated that their greatest concerns were in accessing information in order to make decisions about their child's needs.


2019 ◽  
Vol 44 (02) ◽  
pp. 81-83
Author(s):  
Cindy Hui Mei Ng-Tay ◽  
Joyce Teo ◽  
Yi Ying Ng

AbstractIn view of the rise in child abuse in Singapore, our Family Service Centre developed a child welfare practice model to guide and anchor our practitioners in trauma-informed approaches. This practice model was developed over two years through literature reviews and qualitative interviews with practitioners. Three aspects of the practice model were found to be key in ensuring practitioners were trauma-informed in their practices, these being: the principles and values related to trauma-informed practice; reflection by practitioners on their attachment history and self; and the assessment of caregivers’ characteristics. Despite this practice model being largely beneficial for practitioners in our agency, implementation in the local context gives rise to certain challenges due to differences in beliefs about disciplining children.


1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.


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