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Robert J. Illback - One of the best experts on this subject based on the ideXlab platform.

  • A Qualitative Evaluation of School-Based Family Resource and Youth Service Centers
    American journal of community psychology, 1998
    Co-Authors: John Kalafat, Robert J. Illback
    Abstract:

    As part of the Kentucky Education Reform Act, school-based Family Resource/Youth Service Centers were commissioned to address those poverty-related issues that attenuate children and youths' coming to school prepared to learn. The centers had flexible mandates and were to adapt their service profiles to local urban, suburban and rural communities. A variety of grounded, inductive qualitative strategies were employed in an implementation evaluation that yielded profiles or domains of program elements, and descriptions of implementation strategies and impact on participants. These program descriptors were considered accurate by program personnel, formed the basis for training new program coordinators, and have served as reliable predictors of educational outcomes for program participants, thus affirming the utility of the qualitative evaluation approaches.

  • Initial Evaluation of a School-Based Integrated Service Program: Kentucky Family Resource and Youth Service Centers.
    Special Services in the Schools, 1995
    Co-Authors: Robert J. Illback, John Kalafat
    Abstract:

    Abstract The present article provides an overview of initial evaluative findings from a central component of a statewide, large-scale educational reform initiative, the Kentucky Family Resource and Youth Services Centers. The goals and strategies of the present evaluationare described, with discussion of the particular challenges this (and similar) programs present for evaluators. Preliminary quantitative and qualitative evaluation findings are summarized, and the utility of these findings for program description, development, and improvement are considered.

John Kalafat - One of the best experts on this subject based on the ideXlab platform.

  • Enabling and empowering practices of Kentucky's school-based Family Resource centers: a multiple case study
    Evaluation and Program Planning, 2004
    Co-Authors: John Kalafat
    Abstract:

    Abstract This paper describes a component of a multimethod evaluation of a statewide school-based Family Resource Center (FRC) program in Kentucky. The FRC program is a multisite statewide initiative consisting of school-based centers that were intended to establish linkages among schools, communities and families; and, to provide or broker wraparound services for families that would enhance children's readiness to learn. The evaluation is a utilization-focused (Utilization-focused evaluation: The new century text 1997) study that employed a multiple case study design to identify and understand Family support interventions that enabled and empowered families to access Resources on their own behalf and participate in the educational process. Results from the case studies provided a description of coordinators' enabling and empowering interventions and their impact on families. The results also contributed to a Coordinator Training Institute and a Survival Manual for new coordinators.

  • A Qualitative Evaluation of School-Based Family Resource and Youth Service Centers
    American journal of community psychology, 1998
    Co-Authors: John Kalafat, Robert J. Illback
    Abstract:

    As part of the Kentucky Education Reform Act, school-based Family Resource/Youth Service Centers were commissioned to address those poverty-related issues that attenuate children and youths' coming to school prepared to learn. The centers had flexible mandates and were to adapt their service profiles to local urban, suburban and rural communities. A variety of grounded, inductive qualitative strategies were employed in an implementation evaluation that yielded profiles or domains of program elements, and descriptions of implementation strategies and impact on participants. These program descriptors were considered accurate by program personnel, formed the basis for training new program coordinators, and have served as reliable predictors of educational outcomes for program participants, thus affirming the utility of the qualitative evaluation approaches.

  • Initial Evaluation of a School-Based Integrated Service Program: Kentucky Family Resource and Youth Service Centers.
    Special Services in the Schools, 1995
    Co-Authors: Robert J. Illback, John Kalafat
    Abstract:

    Abstract The present article provides an overview of initial evaluative findings from a central component of a statewide, large-scale educational reform initiative, the Kentucky Family Resource and Youth Services Centers. The goals and strategies of the present evaluationare described, with discussion of the particular challenges this (and similar) programs present for evaluators. Preliminary quantitative and qualitative evaluation findings are summarized, and the utility of these findings for program description, development, and improvement are considered.

Vandy Evermon - One of the best experts on this subject based on the ideXlab platform.

Betty R Vohr - One of the best experts on this subject based on the ideXlab platform.

  • lack of social support as measured by the Family Resource scale screening tool is associated with early adverse cognitive outcome in extremely low birth weight children
    Journal of Perinatology, 2019
    Co-Authors: Martha G Fuller, Yvonne E Vaucher, Carla M Bann, Abhik Das, Betty R Vohr
    Abstract:

    Objective Extremely low birth weight children are at high risk for cognitive impairment. Study design Cognitive outcome of extremely low birth weight children participating in a Neonatal Research Network, randomized trial was evaluated at 18 and 30 months corrected age using the Bayley Scales of Infant Development, 2nd ed. Family Resources and social support were assessed using a Family Resource Scale parent questionnaire. Regression analysis was used to determine independent demographic, medical, and Family Resource factors influencing longitudinal cognitive outcome. Result Higher Family Resource Scale scores at 18 months were associated with greater improvement in cognitive scores between 18 and 30 months. Cognitive outcome was most adversely affected in children whose families had the least Resources and social support. The adverse effect of poor social support was independent of Family income. Conclusion Poor interpersonal social support has an independent, adverse impact on cognitive outcomes of extremely low birth weight infants.

Gu Yan - One of the best experts on this subject based on the ideXlab platform.

  • Influence factors of life adjustment in low-income single mothers
    Chinese Journal of Public Health, 2013
    Co-Authors: Gu Yan
    Abstract:

    Objective To investigate the influence factors of low-income single mothers' life adjustment,and to provide reference for the improvement of poor single mother's life.Methods The self-designed Family Resources Management Questionnaire and Life Adjustment Questionnaire were adopted to investigate 305 low-income single mothers' life adjustment.Results The educational level and monthly income of low-income single mothers positively effected their life adjustment(β= 0.23,P0.001;β= 0.16,P0.01).The Family Resource management of single mothers directly affected their life adjustment(β= 0.77,P0.001).The Family Resource management of the single mothers played mediating effect on educational level,Family monthly income,cause of single state,and life adjustment.Conclusion Low-income single mothers' educational level,monthly income,cause of single state,and Family Resource management could effect their life adjustment.

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