The Experts below are selected from a list of 8313 Experts worldwide ranked by ideXlab platform
Joseph M Price - One of the best experts on this subject based on the ideXlab platform.
-
the effects of the keep Foster Parent training intervention on child externalizing and internalizing problems
Developmental Child Welfare, 2019Co-Authors: Joseph M Price, Scott C Roesch, Cleo M BurceAbstract:Children in Foster care are at risk for externalizing and internalizing behavior problems. The KEEP Foster Parent training intervention has been found to effectively reduce Parental reports of dail...
-
Effects of the KEEP Foster Parent Intervention on Child and Sibling Behavior Problems and Parental Stress During a Randomized Implementation Trial
Prevention Science, 2015Co-Authors: Joseph M Price, Natalia Escobar Walsh, Scott Roesch, John LandsverkAbstract:Children in Foster care are at risk for externalizing behavior problems, which can in turn increase the risk of changes in Foster care placement. The KEEP (Keeping Foster Parents Trained and Supported) Foster Parent training intervention was designed to equip Foster Parents with strategies for managing externalizing behavior problems. The primary goals of this investigation were to (a) examine the effectiveness of the KEEP intervention in reducing child behavior problems, as delivered by a community agency; (b) determine if the effects of the KEEP intervention generalize to more than one child in the same home; and (c) examine the effectiveness of the KEEP intervention in reducing Parental stress associated with child behavior problems. The data from 335 Foster and kinship families with children between the ages of 5 and 12 years were analyzed to address these objectives. Families were randomly assigned to the intervention or control condition. The results indicated that the KEEP intervention was effective in reducing child behavior problems when delivered by a community agency. These results expanded prior research on the KEEP intervention, revealing that the intervention was effective in reducing the behavior problems of more than one child in the same household and in reducing Parental stress levels associated with the behavioral issues of the focal child. Thus, the KEEP intervention model holds promise for reducing the behavior problems of children in Foster care and reducing stress levels of Foster and kinship caregivers as it is disseminated and implemented within similar child welfare settings.
-
effectiveness of the keep Foster Parent intervention during an implementation trial
Children and Youth Services Review, 2012Co-Authors: Joseph M Price, Scott C Roesch, Natalia Escobar WalshAbstract:Externalizing behavior problems are highly prevalent among children in Foster care, placing them at risk for placement disruptions and later personal and social maladjustment. The KEEP Foster Parent intervention was designed to equip Foster Parents and relative caregivers with the Parenting skills necessary for managing challenging behavior problems. In prior research, the KEEP intervention was found to be effective in reducing child behavior problems. In the current study, the KEEP Foster Parent intervention was implemented in San Diego County during a three-year trial. The intervention was delivered by paraprofessionals employed by a local community agency (Social Advocates for Youth, San Diego) to 181 Foster Parent and relative caregivers of boys and girls between the ages of 5 and 12. The control group from an earlier effectiveness study of the KEEP intervention that was also conducted in San Diego County was utilized as a historical comparison group. Regression analyses were used to examine the effects of the intervention on reducing levels of child behavior problems at treatment termination. Consistent with the findings from the previous KEEP effectiveness study, the intervention was found to be effective in reducing child behavior problems when delivered by a community agency. Furthermore, the KEEP intervention was found to be effective in reducing child behavior problems among children displaying various levels of initial behavior problems.
-
Foster Parent intervention engagement moderating child behavior problems and placement disruption
Research on Social Work Practice, 2009Co-Authors: David S Degarmo, Leslie D Leve, Patricia Chamberlain, Joseph M PriceAbstract:Objective: The authors conduct a within intervention group analysis to test whether caregiver engagement (e.g., participation, homework completion, openness to ideas, apParent satisfaction) in a group-based intervention moderates risk factors for Foster child outcomes in a state-supported randomized trial of caregiver Parent training. Methods: The intervention is delivered in 16 weekly sessions by trained leaders. Outcomes are pre—post change in problem behaviors and negative placements. Results: Analysis of 337 caregivers nested within 59 Parent groups show caregiver engagement moderates number of prior placements on increases in child problem behaviors, and moderates risk of negative placement disruption for Hispanics. Conclusions: Variance in Parent group process affects program effectiveness. Implications for practice and increasing effective engagement are discussed.
-
keep Foster Parent training intervention model description and effectiveness
Child & Family Social Work, 2009Co-Authors: Joseph M Price, Patricia Chamberlain, John Landsverk, John B ReidAbstract:In this paper, we describe the development and history of the Keeping Foster Parents Trained and Supported (KEEP) Foster-Parent training intervention. KEEP intervention represents a modified version of the Multidimensional Treatment Foster Care intervention developed by interventionists at the Oregon Social Learning Center and is designed to provide training and support for children ages 5–11 in regular Foster care. We also report on the initial findings from a programme of research focused on determining the effectiveness of the intervention. Thus far, the results indicate that the intervention is effective in reducing child behaviour problems and that the effects of the intervention are mediated through changes in Parenting behaviour. There is also evidence that the KEEP Foster-Parent training intervention increases the chances of a positive change of placement (e.g. child reunited with biological Parents) and mitigates the negative risk-enhancing effect of a history of multiple placements. We conclude with a discussion of unanswered questions and directions for future research.
Morgan E. Cooley - One of the best experts on this subject based on the ideXlab platform.
-
Adverse childhood experiences among Foster Parents: Prevalence and association with resilience, coping, satisfaction as a Foster Parent, and intent to continue Fostering
Children and Youth Services Review, 2020Co-Authors: Morgan E. Cooley, Bethany Womack, Jacqueline Rush, Kristie SlinskeyAbstract:Abstract Foster Parents provide substitute, primary care for children who have been removed from their primary caregivers due to abuse and neglect. Little is known about the experiences of Foster Parents prior to Fostering, particularly whether they have experienced adversity themselves, such as adverse childhood experiences (ACEs). The purpose of this study was to examine the occurrence of ACEs among a convenience sample of Foster Parents and explore multiple relationships between Foster Parent-reported ACEs, resilience, and other indicators of Foster Parent function and well-being (Parental stress, satisfaction as a Foster Parent, perceived challenges with Fostering, intent to continue Fostering). This study included a convenience sample of 150 non-relative Foster Parents from across the United States who were currently Fostering. Authors utilized descriptive statistics to describe occurrence of ACEs, regression analyses to examine associations between study variables, and t tests to address differences in resilience and Fostering outcomes based on experience of ACEs. Sixty-eight percent (68%) of Foster Parents in this sample experienced one ACE or more. Results indicated that there were no relationships between ACEs and Foster Parent outcomes, except that Foster Parents with at least one ACE reported more challenges with the Foster care system. Parental resilience was associated with Parental stress, satisfaction, and intent to continue Fostering. The results of this study indicate that early adversity may be less important than Foster Parent resilience, particularly considering that resilience is both genetic and something that can be taught. Thus, researchers and child welfare practitioners or administrators should understand and integrate Foster Parent training and supports that can build Foster Parent resilience.
-
A qualitative examination of coParenting among Foster Parent dyads
Children and Youth Services Review, 2020Co-Authors: Morgan E. Cooley, Raymond E. PetrenAbstract:Abstract CoParenting is well established as important for Parental, child, and family outcomes among those who are not involved in the child welfare system; however, limited research has examined coParenting among Foster Parents. This study examined how Foster Parents worked together to Parent Foster children, how they described their roles and involvement with their Foster children, how Fostering impacted their coParenting and couple relationship, and their experiences and needs of working together with and within the Foster care system. Ten Foster Parents couples from different locations across the United States were recruited using a non-random purposive sample. Grounded theory analysis led to the generation of four overarching themes: (a) Foster Parent roles; (b) the conditions and challenges of Foster Parenting; (c) adjustment as a coParental team; and (d) individual and family functioning within the Foster home. Results highlight that the coParental relationship was not overtly recognized as a foremost concern of Foster Parents; however, participants described the coParental relationship as a system that was crucial for making adjustments to the challenges and conditions of Fostering while providing a stable environment for children. Implications for future research on factors associated with coParenting among Foster Parents and the need to enhance support to Foster Parents are discussed.
-
Examining the Influence of Social Support on the Relationship Between Child Behavior Problems and Foster Parent Satisfaction and Challenges
Child & Youth Care Forum, 2019Co-Authors: Morgan E. Cooley, Heather M. Thompson, Elliot NewellAbstract:Background Foster Parents experience multiple challenges; however, managing problematic child behaviors can be especially difficult. Given the ecological nature of challenges associated with Fostering, it is imperative that researchers identify means for combatting Foster Parent stress and factors that may contribute to placement disruption. Objective The purpose of this paper is to examine the importance of social support for Foster Parents, in regards to confidence and satisfaction, as well as perceived challenges with Fostering. Additionally, social support was evaluated as a moderator between reported child behaviors and Foster Parents’ confidence and satisfaction with Fostering. Method This study included 155 licensed Foster caregivers across the United States. Participants completed standardized measures (i.e., child behaviors, satisfaction and challenges as a Foster Parent, social support) through an online survey after being recruited via social media. Variables were analyzed through simple and hierarchal linear regressions. Results Findings indicate that social support significantly predicted confidence and satisfaction as a Foster Parent; intensity of child behaviors is negatively associated with confidence as a Foster Parent and positively associated with an overall perception of challenges related to Fostering; and social support moderates the relationship between perceived problem with child behaviors and perceived challenging aspects of Fostering. Conclusion This study indicates social support may be a protective factor for Foster Parents in regards to child behaviors and challenges associated with Fostering. Social support is linked to variables that directly influence placement stability.
-
examining the influence of social support on the relationship between child behavior problems and Foster Parent satisfaction and challenges
Child Care Quarterly, 2019Co-Authors: Morgan E. Cooley, Heather M. Thompson, Elliot NewellAbstract:Foster Parents experience multiple challenges; however, managing problematic child behaviors can be especially difficult. Given the ecological nature of challenges associated with Fostering, it is imperative that researchers identify means for combatting Foster Parent stress and factors that may contribute to placement disruption. The purpose of this paper is to examine the importance of social support for Foster Parents, in regards to confidence and satisfaction, as well as perceived challenges with Fostering. Additionally, social support was evaluated as a moderator between reported child behaviors and Foster Parents’ confidence and satisfaction with Fostering. This study included 155 licensed Foster caregivers across the United States. Participants completed standardized measures (i.e., child behaviors, satisfaction and challenges as a Foster Parent, social support) through an online survey after being recruited via social media. Variables were analyzed through simple and hierarchal linear regressions. Findings indicate that social support significantly predicted confidence and satisfaction as a Foster Parent; intensity of child behaviors is negatively associated with confidence as a Foster Parent and positively associated with an overall perception of challenges related to Fostering; and social support moderates the relationship between perceived problem with child behaviors and perceived challenging aspects of Fostering. This study indicates social support may be a protective factor for Foster Parents in regards to child behaviors and challenges associated with Fostering. Social support is linked to variables that directly influence placement stability.
-
A systematic review of Foster Parent preservice training
Children and Youth Services Review, 2019Co-Authors: Morgan E. Cooley, Jennifer Newquist, Heather M. Thompson, Marianna L. ColvinAbstract:Abstract Preservice training is unique in that Foster Parents must be prepared to manage multiple demands that they may not truly understand the scope of (e.g., caring for a child with behavioral problems, managing home visits and court dates). There have been a number of review articles focused on Foster Parent training; however, there has been insufficient focus on preservice Foster Parent training. The purpose of this systematic review was to examine the type, format and content/competencies of published Foster Parent preservice training, study characteristics of published preservice training research, and the methodological characteristics and primary findings of published Foster Parent preservice training research. Eleven studies were identified from a systematic search of multiple relevant databases and secondary searches. Multiple results are discussed in this systematic review. Findings highlight the need for continued development of preservice training in regards to identifying essential content, addressing the needs of diverse Foster Parents (including relative and non-relatives), conducting more current and rigorous evaluation, and providing a stronger connection to enhanced child outcomes as a result of training. The nature of preservice Foster Parent training makes evaluation more challenging, and the work that has been completed is commendable. However, it is concerning that, compared to other widely used Foster Parenting interventions and the ubiquity of preservice training, there is sparse amount of publicly available research available on preservice training.
John Landsverk - One of the best experts on this subject based on the ideXlab platform.
-
Effects of the KEEP Foster Parent Intervention on Child and Sibling Behavior Problems and Parental Stress During a Randomized Implementation Trial
Prevention Science, 2015Co-Authors: Joseph M Price, Natalia Escobar Walsh, Scott Roesch, John LandsverkAbstract:Children in Foster care are at risk for externalizing behavior problems, which can in turn increase the risk of changes in Foster care placement. The KEEP (Keeping Foster Parents Trained and Supported) Foster Parent training intervention was designed to equip Foster Parents with strategies for managing externalizing behavior problems. The primary goals of this investigation were to (a) examine the effectiveness of the KEEP intervention in reducing child behavior problems, as delivered by a community agency; (b) determine if the effects of the KEEP intervention generalize to more than one child in the same home; and (c) examine the effectiveness of the KEEP intervention in reducing Parental stress associated with child behavior problems. The data from 335 Foster and kinship families with children between the ages of 5 and 12 years were analyzed to address these objectives. Families were randomly assigned to the intervention or control condition. The results indicated that the KEEP intervention was effective in reducing child behavior problems when delivered by a community agency. These results expanded prior research on the KEEP intervention, revealing that the intervention was effective in reducing the behavior problems of more than one child in the same household and in reducing Parental stress levels associated with the behavioral issues of the focal child. Thus, the KEEP intervention model holds promise for reducing the behavior problems of children in Foster care and reducing stress levels of Foster and kinship caregivers as it is disseminated and implemented within similar child welfare settings.
-
keep Foster Parent training intervention model description and effectiveness
Child & Family Social Work, 2009Co-Authors: Joseph M Price, Patricia Chamberlain, John Landsverk, John B ReidAbstract:In this paper, we describe the development and history of the Keeping Foster Parents Trained and Supported (KEEP) Foster-Parent training intervention. KEEP intervention represents a modified version of the Multidimensional Treatment Foster Care intervention developed by interventionists at the Oregon Social Learning Center and is designed to provide training and support for children ages 5–11 in regular Foster care. We also report on the initial findings from a programme of research focused on determining the effectiveness of the intervention. Thus far, the results indicate that the intervention is effective in reducing child behaviour problems and that the effects of the intervention are mediated through changes in Parenting behaviour. There is also evidence that the KEEP Foster-Parent training intervention increases the chances of a positive change of placement (e.g. child reunited with biological Parents) and mitigates the negative risk-enhancing effect of a history of multiple placements. We conclude with a discussion of unanswered questions and directions for future research.
-
effects of a Foster Parent training intervention on placement changes of children in Foster care
Child Maltreatment, 2008Co-Authors: Joseph M Price, Patricia Chamberlain, John Landsverk, John B Reid, Leslie D Leve, Heidemarie K LaurentAbstract:Placement disruptions undermine efforts of child welfare agencies to promote safety, permanency, and child well-being. Child behavior problems significantly contribute to placement changes. The aims of this investigation were to examine the impact of a Foster Parent training and support intervention (KEEP) on placement changes and to determine whether the intervention mitigates placement disruption risks associated with children's placement histories. The sample included 700 families with children between ages 5 and 12 years, from a variety of ethnic backgrounds. Families were randomly assigned to the intervention or control condition. The number of prior placements was predictive of negative exits from current Foster placements. The intervention increased chances of a positive exit (e.g., Parent/child reunification) and mitigated the risk-enhancing effect of a history of multiple placements. Incorporating intervention approaches based on a Parent management training model into child welfare services may improve placement outcomes for children in Foster care.
Jason D. Brown - One of the best experts on this subject based on the ideXlab platform.
-
Challenges facing Foster Parent resource workers in Canada
International Journal of Social Welfare, 2016Co-Authors: Jason D. Brown, Julie Gerrits, Landy AndersonAbstract:Many different professional staff members in children's services systems interact with Foster Parents. In Canada, the title “resource worker” is used in many jurisdictions for those who work most directly and closely with licensed Foster Parents. There is, however, limited research on the experiences of resource workers. In the study, 68 resource workers from 14 agencies within a large metropolitan area in Canada were asked: “What challenges do you face as a Foster Parent resource worker?” The results were analyzed using concept mapping methodology and resulted in nine concepts: balance diverse stakeholder needs, motivate Foster Parents, manage dual roles, respond to Foster Parent misconduct, deal with disagreements, maintain credibility, meet demands of organization, stay up to date on changes, and lack of support. The results were compared and contrasted with the available literature.
-
Roles of Foster Parent Resource Workers
Journal of Child and Family Studies, 2015Co-Authors: Jason D. Brown, Julie Rodgers, Landy AndersonAbstract:Foster care departments are primary sources of support to Foster Parents within the system. Resource workers are the main points of contact for Foster Parents within agencies but little has been reported in the literature about their role. Foster Parent resource workers within a large metropolitan area were asked “What does a Foster Parent resource worker do?” Results were analyzed using the concept mapping method and ten concepts resulted from the analysis including: monitor placement, facilitate communication between parties, teach communication skills, match Foster homes and Foster children, retain Foster Parents, promote teamwork, address problems with placements, support Foster families, exercise authority, and ensure smooth operation.
-
Resource Workers’ Relationships with Foster Parents
Journal of Child and Family Studies, 2015Co-Authors: Jason D. Brown, Landy Anderson, Julie RodgersAbstract:There is little research on the experiences of Foster Parent resource workers. Resource workers in Foster care are the staff members who work most closely with Foster Parents. Foster Parent resource workers in a large metropolitan area were asked the question: “What makes for a good relationship between a resource worker and a Foster Parent?”. The results were analyzed using concept mapping and resulted in eight concepts. Resource workers needed Foster Parents to follow through on expectations of their role through licensure and agency guidelines and agreements. They described the need for flexibility in their own role and actions. They focused described the need for common ground with Foster Parents, have respect for their knowledge and contributions, as well as to provide recognition and thanks. Resource workers needed to be attentive to Foster Parents, clear about their role and be good communicators. There was a great deal of overlap in the qualities of a good relationship from the perspectives of resource workers in the present study and the perspectives of Foster Parents as reflected in the existing literature. However, differences that appeared in the literature but not in the present study focused on the importance of resource provision by resource workers to Foster Parents, and in the results but not the literature focused on the evaluative aspects of resource workers’ role with Foster Parents.
-
needs of Foster Parent resource workers
Children and Youth Services Review, 2014Co-Authors: Jason D. Brown, Landy Anderson, Julie RodgersAbstract:Foster Parent resource workers are those staff members in Foster care who have dedicated support and monitoring functions. Resource workers in a large metropolitan Canadian area were asked the question “What do you need to be a good resource worker?” A total of 68 participants generated responses and those responses were analyzed using the concept mapping method. The result was 7 concepts, including: good conflict management, understanding of family functioning, knowledge of policy and practice, voice in decisions, confidence, self awareness, and right kind of personality.
-
Emotional needs of Aboriginal Foster Parents
International Journal of Social Welfare, 2014Co-Authors: Jason D. Brown, Viktoria Ivanova, Nisha Mehta, Donna Skrodzki, Julie RodgersAbstract:Aboriginal children are overrepresented in care. Aboriginal Foster Parents are underrepresented. There is a need to recruit and retain Aboriginal Foster Parents. In the study, Aboriginal Foster Parents were asked: “What do you need emotionally to be a good Foster Parent?” The results were analyzed using multidimensional scaling and cluster analysis, leading to eight concepts, including: awareness, contentment, self-assurance, appreciation, resolve, space, caring, and commitment to one's values. These results were compared with the existing Foster Parent literature. Similarities and differences were described.
Patricia Chamberlain - One of the best experts on this subject based on the ideXlab platform.
-
Foster Parent intervention engagement moderating child behavior problems and placement disruption
Research on Social Work Practice, 2009Co-Authors: David S Degarmo, Leslie D Leve, Patricia Chamberlain, Joseph M PriceAbstract:Objective: The authors conduct a within intervention group analysis to test whether caregiver engagement (e.g., participation, homework completion, openness to ideas, apParent satisfaction) in a group-based intervention moderates risk factors for Foster child outcomes in a state-supported randomized trial of caregiver Parent training. Methods: The intervention is delivered in 16 weekly sessions by trained leaders. Outcomes are pre—post change in problem behaviors and negative placements. Results: Analysis of 337 caregivers nested within 59 Parent groups show caregiver engagement moderates number of prior placements on increases in child problem behaviors, and moderates risk of negative placement disruption for Hispanics. Conclusions: Variance in Parent group process affects program effectiveness. Implications for practice and increasing effective engagement are discussed.
-
keep Foster Parent training intervention model description and effectiveness
Child & Family Social Work, 2009Co-Authors: Joseph M Price, Patricia Chamberlain, John Landsverk, John B ReidAbstract:In this paper, we describe the development and history of the Keeping Foster Parents Trained and Supported (KEEP) Foster-Parent training intervention. KEEP intervention represents a modified version of the Multidimensional Treatment Foster Care intervention developed by interventionists at the Oregon Social Learning Center and is designed to provide training and support for children ages 5–11 in regular Foster care. We also report on the initial findings from a programme of research focused on determining the effectiveness of the intervention. Thus far, the results indicate that the intervention is effective in reducing child behaviour problems and that the effects of the intervention are mediated through changes in Parenting behaviour. There is also evidence that the KEEP Foster-Parent training intervention increases the chances of a positive change of placement (e.g. child reunited with biological Parents) and mitigates the negative risk-enhancing effect of a history of multiple placements. We conclude with a discussion of unanswered questions and directions for future research.
-
effects of a Foster Parent training intervention on placement changes of children in Foster care
Child Maltreatment, 2008Co-Authors: Joseph M Price, Patricia Chamberlain, John Landsverk, John B Reid, Leslie D Leve, Heidemarie K LaurentAbstract:Placement disruptions undermine efforts of child welfare agencies to promote safety, permanency, and child well-being. Child behavior problems significantly contribute to placement changes. The aims of this investigation were to examine the impact of a Foster Parent training and support intervention (KEEP) on placement changes and to determine whether the intervention mitigates placement disruption risks associated with children's placement histories. The sample included 700 families with children between ages 5 and 12 years, from a variety of ethnic backgrounds. Families were randomly assigned to the intervention or control condition. The number of prior placements was predictive of negative exits from current Foster placements. The intervention increased chances of a positive exit (e.g., Parent/child reunification) and mitigated the risk-enhancing effect of a history of multiple placements. Incorporating intervention approaches based on a Parent management training model into child welfare services may improve placement outcomes for children in Foster care.