The revolving door of families in the child welfare system: Risk and protective factors associated with families returning

Davidson, Ryan D.; Tomlinson, Claire S.; Beck, Connie J. A.; Bowen, Angela

doi:10.1016/j.childyouth.2019.03.012

Cited by 32 publications

(22 citation statements)

References 100 publications

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“…As relações familiares e a não existência de suporte por parte da família alargada, que encontramos neste estudo são comprovados por outros autores (Benbenishty et al, 2015). No que se refere às características da família, a violência doméstica, o abuso de substâncias, histórico de trauma sofrido pelos pais (maus-tratos e estar institucionalizado), o baixo status socioeconómico está associado a um risco acrescido de várias sinalizações aos serviços de proteção à infância (Pelton, 2015), mesmo que a família não se encontre no limiar da pobreza, mas se habita num bairro com um alto índice de pobreza, a existência de maus-tratos infantis aumenta (Davidson et al, 2019). Os registos que recolhemos neste estudo vêm ao encontro ao que a literatura decorrente da investigação nos fornece.…”

Section: Discussionunclassified

Fatores que colocam em perigo o desenvolvimento das crianças e jovens referenciados às comissões de proteção

Simões¹,

Lopes²,

Dixe³

2021

Rev. Enf. Ref.

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Section: Discussionunclassified

Fatores que colocam em perigo o desenvolvimento das crianças e jovens referenciados às comissões de proteção

Simões¹,

Lopes²,

Dixe³

2021

Rev. Enf. Ref.

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“…The good ability of the students in the aspect of emotional intelligence is the ability to appreciate and control their own emotions. Meanwhile, the ability of the students who still need guidance is the ability to manage and recognize their emotions (Davidson et al, 2019). In the aspect of social intelligence, the good ability of the students includes the ability to communicate with others, the ability to work together and the ability to empathize with others, while the ability of students who still need guidance is the ability to be responsible and appreciate others.…”

Section: Emotional and Social Intelligence Assessmentmentioning

confidence: 99%

“…The selection of the schools was based on the differences in the diversity of school culture in the implementation of character education. The test aims to test the assessment model revised both in the aspect of language, content and implementation procedures based on the feedbacks obtained from the first test (Davidson et al, 2019).…”

Section: Emotional and Social Intelligence Assessmentmentioning

confidence: 99%

Emotional and social intelligence assessment model for student character reinforcement

Khilmiyah

Wiyono

2021

IJEM

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PurposeThe purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.Design/methodology/approachThis study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.FindingsThe research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.Research limitations/implicationsThis study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.Practical implicationsTeachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.Originality/valueThe novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.

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“…The CW system emerged and exists within the systemic racism that permeates the rest of American society, and CW-PaoC (CW-PaoC and parents are used interchangeably going forward) enjoy few protections within that racialized social stratification (Mays et al 2007). Native and African Americans, two groups with a shared history of fighting against racial violence and historical traumas, remain grossly over-represented in the American CW system in comparison to their representation in the general population (Davidson et al 2019;USDHHS 2019;Vidal Sarah et al 2017). In an analysis of the rates of foster care placement between 2000 and 2011, Wildeman and Emanuel (2014) found that 11.5% of African-American children and 15.4% of Native American children were likely to enter the foster care system between ages zero and eighteen.…”

Section: Race As a Risk Factor For Child Welfare Involvementmentioning

confidence: 99%

Distinguishing Racism, Not Race, as a Risk Factor for Child Welfare Involvement: Reclaiming the Familial and Cultural Strengths in the Lived Experiences of Child Welfare-Affected Parents of Color

Stephens

2021

Genealogy

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Child welfare-affected parents of color (CW-PaoC) are often described using language that is deficit-focused, their families depicted as fragile and living in a near constant state of crisis and need. This commentary challenges the stereotypes created by hyper-attention to these parents’ struggles and situates them, and their families, within the broader context of the American appetite for family separation, wherein specific types of families are targeted for scrutiny, intervention and regulation. The concept of fragility within families is dissected to illustrate the ways in which racism and classism demarcate certain families for separation. Excerpts from two separate interviews conducted with Black mothers in 2014 and 2020 are used to illustrate how the appetite for family separation is currently fed. Familial and cultural strengths that counteract the prevailing deficit-focused narrative of CW-PaoC, particularly Black parents, are discussed. This commentary ends with a call for the dissolution of the CW system in its current regulatory form and the rebuilding of family-centered supports that center familial strengths.

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The revolving door of families in the child welfare system: Risk and protective factors associated with families returning

Cited by 32 publications

References 100 publications

Fatores que colocam em perigo o desenvolvimento das crianças e jovens referenciados às comissões de proteção

Fatores que colocam em perigo o desenvolvimento das crianças e jovens referenciados às comissões de proteção

Emotional and social intelligence assessment model for student character reinforcement

Distinguishing Racism, Not Race, as a Risk Factor for Child Welfare Involvement: Reclaiming the Familial and Cultural Strengths in the Lived Experiences of Child Welfare-Affected Parents of Color

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