Using a specialized foster care community treatment model for children and adolescents leaving the state mental hospital

Chamberlain, Patricia; Reid, John B.

doi:10.1002/1520-6629(199107)19:3<266::aid-jcop2290190310>3.0.co;2-5

Cited by 151 publications

(151 citation statements)

References 9 publications

Supporting

Mentioning

145

Contrasting

Unclassified

Order By: Relevance

“…Of note, adolescents in this study who were noncompliant with MTFC were expelled from the program, potentially biasing results. The findings were consistent with other outcome studies with juvenile offenders (Chamberlain & Weinrott, 1990) and hospitalized adolescents (Chamberlain & Reid, 1991) as control groups for evaluating MTFC.…”

Section: Multidimensional Treatment Foster Caresupporting

confidence: 91%

“…It has been reported to improve outcomes of children with multiple comorbid mental disorders, including decreases in aggression, reduction in institutionalization, and increases in positive adjustment (Chamberlain & Reid, 1991;Chamberlain & Weinrott, 1990;Clarke & Prange, 1994;Clarke, Prange, Lee, Steward, McDonald, & Boyd, 1998). A review, however, of 40 outcome studies of TFC over a 22-year period found that, while effective in increasing placement permanency and improving children's social skills, TFC was only modestly successful in reducing the level of psychiatric and behavioral problems or in improving functional outcomes (Reddy & Pfeiffer, 1997).…”

Section: System Of Care Approachesmentioning

confidence: 99%

See 1 more Smart Citation

Psychosocial Treatment of Children in Foster Care: A Review

Racusin

Maerlender

Sengupta

et al. 2005

Community Ment Health J

View full text Add to dashboard Cite

A substantial number of children in foster care exhibit psychiatric difficulties. Recent epidemiological and historical trends in foster care, clinical findings about the adjustment of children in foster care, and adult outcomes are reviewed, followed by a description of current approaches to treatment and extant empirical support. Available interventions for these children can be categorized as either symptom-focused or systemic, with empirical support for specific methods ranging from scant to substantial. Even with treatment, behavioral and emotional problems often persist into adulthood, resulting in poor functional outcomes. We suggest that self-regulation may be an important mediating factor in the appearance of emotional and behavioral disturbance in these children.

show abstract

Section: Multidimensional Treatment Foster Caresupporting

confidence: 91%

Section: System Of Care Approachesmentioning

confidence: 99%

Psychosocial Treatment of Children in Foster Care: A Review

Racusin

Maerlender

Sengupta

et al. 2005

Community Ment Health J

View full text Add to dashboard Cite

show abstract

“…In addition, the PDR has been demonstrated to be a reliable indicator of treatment outcome success (Chamberlain, Moreland, & Reid, 1992;Chamberlain & Reid, 1991).…”

Section: Methodsmentioning

confidence: 99%

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Leve¹,

Fisher²,

DeGarmo³

2007

Merrill-Palmer Quarterly

View full text Add to dashboard Cite

Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

show abstract

“…For example, multi-component interventions for children with DBD, such as Multi-systemic Treatment (Henggeler et al, 1992) and Multi-dimensional Treatment Foster Care (Chamberlain and Reid, 1991) include parent training as a part of a more comprehensive intervention package. In the area of ASD, programs such as Positive Behavior Support, and comprehensive educational programs such as Little Walden, the Denver Model, the Princeton Child Development Institute (see Handleman, 1994, 2000) and Developmental, Individual-Difference, Relationship-Based/Floortime approach (Greenspan and Wieder, 1998) were likely not captured in this literature search.…”

Section: Limitations Of Current Reviewmentioning

confidence: 99%

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Brookman‐Frazee

Stahmer

Baker-Ericzén

et al. 2006

Clin Child Fam Psychol Rev

125

View full text Add to dashboard Cite

Empirical support exists for parent training/education (PT/PE) interventions for children with disruptive behavior disorders (DBD) and autism spectrum disorders (ASD). While the models share common roots, current approaches have largely developed independently and the research findings have been disseminated in two different literature traditions: mental health and developmental disabilities. Given that these populations often have overlapping clinical needs and are likely to receive services in similar settings, efforts to integrate the knowledge gained in the disparate literature may be beneficial. This article provides a systematic overview of the current (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005) empirical research on PT/PE for children with DBD and ASD; attending to factors for cross-fertilization. Twenty-two ASD and 38 DBD studies were coded for review. Literature was compared in three main areas: (1) research methodology, (2) focus of PT/PE intervention, and (3) PT/PE procedures. There was no overlap in publication outlets between the studies for the two populations. Results indicate that there are opportunities for cross-fertilization in the areas of (1) research methodology, (2) intervention targets, and (3) format of parenting interventions. The practical implications of integrating these two highly related areas of research are identified and discussed.

show abstract

Using a specialized foster care community treatment model for children and adolescents leaving the state mental hospital

Cited by 151 publications

References 9 publications

Psychosocial Treatment of Children in Foster Care: A Review

Psychosocial Treatment of Children in Foster Care: A Review

Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Contact Info

Product

Resources

About