A Comparison of Professional Views on Research-Supported Parenting Interventions in A Community-Based System of Care.

Purpose: This qualitative study examined views of research-supported parenting interventions across three stakeholder groups that have critical roles in child welfare-case managers, clinicians, and judicial representatives in one rural community.

Method: Semi-structured interviews were conducted with members in each stakeholder group. Two analytic approaches were used.

Predictors of Early Departure among Recently Hired Child Welfare Workers.

Child welfare workforce turnover has been well studied, although there is limited understanding of factors related to the timing of departure. This study examines predictors of early job departure among newly hired child welfare workers. Data come from the first two waves of a longitudinal study.

Systems theory as a framework for examining a college campus-based support program for the former foster youth.

Increased attention to former foster youth pursuing post-secondary education has resulted in the creation of college campus based support programs to address their need. However, limited empirical evidence and theoretical knowledge exist about these programs. This study seeks to describe the application of systems theory as a framework for examining a college campus based support program for former foster youth.

The unique effects of environmental strategies in health promotion campaigns: a review.

Various strategies are used as tools in health promotion campaigns to increase health-related outcomes among target populations. Evaluations of these campaigns examine effects on changing people's knowledge, attitudes, and/or behaviors. Most evaluations examine the combined impact of multiple strategies.

Educational resilience among youth at risk.

Educational experts and others recognize the importance of early school experiences on later educational outcomes. Following a sample of youth based on 692 files from low-income, single parent families over time, from one urban school district in the Southeastern United States, 1989-1990 to 1996-1997, we apply event history analytic techniques to examine the relationship between first grade retention and completing high school. The findings indicate that being retained in the first grade increases the risk of dropping out of high school years later.