Latent classes among substance-involved families in child welfare: Associations with treatment completion and reunification

Sieger, Margaret H. Lloyd; Becker, Jessica; Philips, J.; Lee, Jung Wun; Moore, Timothy E.

doi:10.1016/j.childyouth.2023.107010

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…For example, parents in the child welfare system with disabilities are more likely to have inadequate housing as compared to parents without disabilities (Heyman et al, 2023 ). Parents in the child welfare system with substance use disorders present with a range of risk factors that can complicate the provision of treatment (Lloyd Sieger et al, 2023 ). There is also evidence of bidirectional impacts; for example, the involvement of female youth in the juvenile justice system has been found to have negative impacts on Black and Indigenous caregiver’s mental and physical health (Fix & Mendelson, 2022 ).…”

Section: Challenges For Service Systemsmentioning

confidence: 99%

Mandated Parent Education: Applications, Impacts, and Future Directions

Shapiro,

Hill-Chapman,

Williams

2024

Clin Child Fam Psychol Rev

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Mandated participation in parent education programs is a common practice across the United States for families who are undergoing divorce or who are involved in the child welfare or juvenile justice systems. Mandates to participate in parenting programs create substantial challenges for families, service providers, and service systems. Furthermore, the type and quality of the parenting services accessed vary widely, and their impacts need to be better understood. To address this need, an overview of the current state of the empirical literature on the impacts and outcomes of mandated parenting interventions for divorce and in child welfare and juvenile justice settings is provided, and suggestions to the field are offered to refine research related to mandated parenting programs. Given the challenges that mandated parenting programs pose, an alternative approach that views parenting through a public health lens is highlighted to build on the growing body of research on the impacts of population-wide applications of parenting support programs, and as a possible way to decrease the number of parents who are required to attend parenting programs. Opportunities to advance universal parenting support within a range of community settings, including primary care, early childhood education, and community mental health systems are offered. Gaps in knowledge regarding mechanisms of action of universal supports and impacts on the number of parents mandated to treatment are highlighted, and future directions for research in this area are suggested.

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Section: Challenges For Service Systemsmentioning

confidence: 99%

Mandated Parent Education: Applications, Impacts, and Future Directions

Shapiro,

Hill-Chapman,

Williams

2024

Clin Child Fam Psychol Rev

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Home-Visiting Programming in Kindergarten-Readiness Interventions: Retention and Loss of Families

Justice,

Jiang,

Planke

et al. 2024

Child Youth Care Forum

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Background Home-visiting programs are an often-used intervention for supporting the well-being of families with young children, and there is long-standing interest among researchers in ensuring the effectiveness of this practice. Especially, retention and attrition play important roles in achieving desired outcomes of the intervention. Objective This study aims to examine home-visit participation levels among low-income families and explore correlates of the participation levels. It also aims to evaluate patterns of attrition over time and to investigate child and family characteristics that potentially contribute to completion of the program. Methods We examined data from 113 families whose children participated in a 15-month kindergarten-transition intervention. All families received supplemental home-visiting activities as a key component of the intervention, beginning at the start of preschool and extending through middle of kindergarten year. Results We found that, on average, families completed four out of nine planned home visits, with large dispersion in the number of visits completed. Survival analyses suggested that families who dropped out were most likely to do so at the beginning of the program, with 39% of caregivers maintained to the final visit. Participation in the home-visiting program was related to children’s age and race, as well as children’s academic skill levels. Conclusion Study findings have implications for the design and implementation of kindergarten-readiness initiatives targeting low-income families, especially in terms of advancing strategies to maintain families in longitudinal activities.

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Latent classes among substance-involved families in child welfare: Associations with treatment completion and reunification

Cited by 2 publications

References 33 publications

Mandated Parent Education: Applications, Impacts, and Future Directions

Mandated Parent Education: Applications, Impacts, and Future Directions

Home-Visiting Programming in Kindergarten-Readiness Interventions: Retention and Loss of Families

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