ethanporcaro/eric-fulltext-meta huggingface dataset:
Dads on the Dotted Line: A Look at the In-Hospital Paternity Establishment Process
Author: Osborne, Cynthia
Date: 2014-00-00
Type: Journal Articles
Subjects: One Parent Family,Fathers,Hospitals,Birth,Allied Health Personnel,Mothers,Occupational Information,Administration,Barriers,Administrator Effectiveness,Family Violence

In the U.S., two out of five children are born to unmarried parents. These children do not have a legal father until paternity is established, a process completed by most families in the hospital at the time of the birth. Over the last 30 years, the percentage of unmarried parents voluntarily establishing paternity in the hospital has climbed considerably, driven in large part by a series of policy changes aimed at easing and incentivizing the process. Despite the apparent success of these policies, few have examined the mechanics of the paternity establishment process itself to understand whether it is functioning optimally for parents and hospitals. Further, few have sought an understanding of why parents do or do not establish paternity. Drawing on original data collected through two separate studies, this paper presents a descriptive portrait of the paternity establishment process from two perspectives--that of unmarried parents and that of birth registrars, the certified hospital staff who administer the process. Data come from the Paternity Establishment Study (PES), a longitudinal birth cohort study of approximately 800 Texas mothers who gave birth outside of marriage in 2013, and the Nonmarital Birth and Registration (NBAR) study, an online survey of 555 hospital staff members certified to register births in Texas conducted in January of 2014. In addition, we incorporate data from a roundtable discussion with staff from the Child Support Division who oversee the in-hospital paternity establishment program. We find that despite heavy workloads, high turnover, relatively low wages, and varying levels of support from hospital management, birth registrars are largely effective in their execution of the in-hospital paternity establishment process, guiding a remarkable 90 percent of parents who are both at the hospital to establish paternity. Despite these successes, birth registrars continue to confront issues that lie outside of their training, experience, and legal knowledge; third-party AOPs, disputed paternity, and family violence cases deserve special consideration, and underscore the need to recognize circumstances in which it may be preferable for a father to establish paternity through alternate means. Our findings call for a more nuanced perspective on the objectives of paternity establishment, and highlight the need for clear and consistent protocols to address the more complex circumstances that birth registrars face.
Predicting Behavioral Dysfunctions of Youth Living in Violent Homes: A Rapid Assessment Triage Tool
Author: Pennings, Jacquelyn
Date: 2015-00-00
Type: Journal Articles
Subjects: Prediction,Behavior Problems,Behavior Disorders,Mother Attitudes,Evidence Based Practice,Family Violence,Family Environment,Social Services,Sexual Abuse,Health Services,At Risk Persons,Identification,Child Health,Posttraumatic Stress Disorder,Check Lists,Child Behavior,Interpersonal Relationship,Correlation,Patients

Objective: To design and test a rapid assessment tool for predicting dysfunctional behavior of children who live in homes where their mother reports recent physical or sexual partner abuse. Methods: A cohort analysis was completed. 300 abused mothers accessing services for partner abuse were interviewed to determine risk factors for dysfunctional behavior of their children. Mothers were asked if they had taken their child to a health care provider within the last four months as well as questions about their functioning and the behaviors of the child during the same four months. Results: Among the 300 children living in a violent home, 81% had seen a health care provider within the preceding four months. Model testing revealed among the children classified as having the highest risk for dysfunctional behavior (predicted probability of clinical behaviors &gt; 75%), between 82-100% of these children presented with clinical level behaviors when their mother sought services for the abuse. Conclusions: The Rapid Assessment Triage tools offer an evidence-based, high predictability method for rapid assessment and triage of children who are most likely to have dysfunctional behaviors when their abused mothers seek services. Since 81% of the children had seen a healthcare provider within the preceding 4 months of their mother seeking services, the triage tools offer healthcare providers an opportunity to assess the risk of dysfunctional behavior of children with a mother who screens positive for abuse. To maximize child health, mothers require assessment for partner violence and assessment for dysfunctional behavior of their children.
SEL: Third Ward Intervention
Author: Malkemes, Mike
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Student Behavior,Parent Participation,Poverty,Self Control,Behavior Problems,Barriers,Family Relationship,Well Being,Nonprofit Organizations,Parenting Styles,Child Development,Cognitive Development,Stress Variables,Family Environment,Parent Child Relationship,Physical Development,Family School Relationship,Trust (Psychology),Early Intervention,Educational Environment,Psychological Patterns

A review of the effects of generational poverty on the development of children and the well-being of their families is compared with nine years of experience by Generation One, a non-profit organization that operates a school and a revitalization program in the Third Ward of Houston, Texas. Analysis of student behavior and the level and quality of parent involvement points to the children's lack of self-control (tantrums, disruptions, etc.) and their parents' limited engagement in school or the community as the key barriers to their learning. In the research of brain/cognitive, language/literacy, personal-social, emotional, and physical development, as well as parenting, and family well-being, generational poverty is shown to negatively impact all areas of child development (even prenatally) irritate family relationships, and create home environments of hopelessness and toxic stress. Six factors were identified by Generation One for ameliorating these negative effects: 1) hope, 2) early intervention, 3) social-emotional learning (SEL), 4) parent/caregiver relationships, training, and involvement, 5) home, school, and community environment, and 6) community awareness and collaborative action. Possible solutions are Social-Emotional Learning (SEL), School-Family Partnerships (SFPs), and comprehensive Community Coalitions. Early intervention is based on long-term commitment, one-to-one trust relationships, resident empowerment by awareness and skill training, and creation of environments of encouragement and support where positive mindsets and hopeful visions for the future thrive.
Focusing on Children&apos;s Strengths: Accessing Effective Mental Health Services for Juvenile Justice-Involved Youth through Collaboration and Understanding Federal Entitlements to Care
Author: Quraishi, Fiza A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Juvenile Justice,Mental Disorders,Health Services,Youth,Federal Programs,Access to Health Care,Welfare Services,Child Welfare,Barriers,Special Education,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Eligibility,Individualized Education Programs,Functional Behavioral Assessment,Intervention,Counseling,Parent Education,Transportation,Drug Therapy,Student Needs,Compliance (Legal)

Between 65 and 70 percent of youth in the juvenile justice system have mental health disorders, with some studies estimating that at least 20 percent of these youth have severe disorders that significantly impair functioning. Many of these youth are entitled to adequate and responsive mental health services through federal programs like Medicaid's Early Periodic Screening Diagnosis and Treatment Program (EPSDT), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973 (Section 504). Despite these entitlements to care, by and large, the systems that serve youth fail to provide mental health services that address the individualized needs of justice-involved youth. There is tremendous potential for advocates and system actors to use these entitlements to get youth individualized, appropriate care. Each actor in the juvenile justice system can play a critical role in helping to ensure youth get the services they need. This paper will discuss how advocates and court partners can better meet the mental health needs of children in the juvenile justice system through these entitlements.
Implementing Legal Strategies for Creating Safe and Supportive School Environments
Author: Cole, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: School Safety,Educational Environment,School Law,Program Implementation,Advocacy,School Culture,Holistic Approach,Trauma,Bullying,State Legislation,Educational Legislation

As many as 50% of all children, according to the Adverse Childhood Experiences Study, come to school each day having experienced serious traumatic events, including abuse, neglect, witnessing violence, and various forms of household dysfunction. For many students, these experiences and others, such as homelessness and bullying, may cause a trauma reaction that can have significant effects on their ability to learn. Students need a safe and supportive school-wide environment to help them form positive relationships, calm their emotions and behaviors, and focus, so that they can learn and be successful at school. Current laws often put barriers in the way of creating this kind of positive school culture. Laws are often focused on addressing particular issues, such as bullying and truancy, without recognizing the need for whole-school environments that can support all of these initiatives. Nor do laws consider the time for collaboration and support that educators need to create this kind of learning environment. This article demonstrates how Massachusetts created an integrative framework organized by school operations to streamline how these issues are addressed and then integrated into law. It describes the tools that help schools implement a range of required initiatives while supporting educators in the process of creating and sustaining safe and supportive environments. The decade-long process demonstrates how educational practice and legal advocacy can work hand in hand to create better learning environments for all children.
Sent Home and Put Off-Track: The Antecedents, Disproportionalities, and Consequences of Being Suspended in the Ninth Grade
Author: Balfanz, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 9,Suspension,Outcomes of Education,African American Students,Economically Disadvantaged,Special Education,Disproportionate Representation,Graduation Rate,Poverty,Demography,Achievement Gap,Academic Failure,Attendance,Predictor Variables

This study is based upon a longitudinal analysis of data for a cohort of 181,897 Florida state students who were first time 9th graders in the 2000-01 school year and follows them trough to high school and post-secondary outcomes. Analysis of 9th grade suspension data finds that black students, students who are economically disadvantaged, and special education students are three demographics subgroups that are disproportionately suspended, both in the frequency of suspensions and the duration in number of school days lost. While poverty and ethnicity are themselves highly correlated, poverty alone does not explain the disproportionate suspension rates amongst black students. Further analyses show that out-of-school suspensions in the 9th grade year are also significantly and negatively correlated to later high school graduation as well as post-secondary enrollment and persistence. Thus demographic disparities in disciplinary incidents serve to further widen any academic achievement gaps. Closer analysis though shows though that disciplinary incidents are interrelated with other of indicators of student disengagement from school, such as course failures and absenteeism. Therefore, policies seeking to address these issues cannot focus on reducing suspensions alone, but must also address student attendance and course passing in a comprehensive and systematic manner.
Letting Kids Be Kids: Employing a Developmental Model in the Study of Domestic Minor Sex Trafficking
Author: Schwartz, Hadar S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Child Abuse,Sexual Abuse,Early Adolescents,Adolescent Development,At Risk Persons,Individual Development,Self Concept,Peer Influence,Cognitive Development,Brain,Risk

As American society has become increasingly aware of the plight of sex trafficked American children, attention has shifted from delinquency to victimhood (Mitchell, Finkelhor, &amp; Wolak, 2010) with a corresponding awareness of the trauma that victims endure. This reconceptualization is incomplete without a larger understanding of the developmental vulnerabilities that leave children uniquely susceptible to recruitment and exploitation. Since the average age of entry into the commercial sex trade within the United States is 12-14 (Estes &amp; Weiner, 2001), an exploration of the particular vulnerabilities of young teenagers--separation from parents; the process of identity formation; yearning for love and attention; susceptibility to peer pressure; cognitive and neurological changes; etc.--is essential to understanding the current epidemic of sex trafficking of minors. This article will not only elucidate these developmental liabilities and the corresponding increased risk for psychological distress among adolescents but it will also reveal the unique developmental advantages that facilitate growth and healing among adolescents. Such knowledge will explain why early adolescents are targeted and will consider how society can combat trafficking through reduction of risk factors, prevention and intervention programs, political action, and an appreciation of teenagers' strengths.
Eliminating the Racial Disparity in Classroom Exclusionary Discipline
Author: Gregory, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Race,Faculty Development,Discipline,Teacher Student Relationship,Program Effectiveness,Middle School Teachers,Secondary School Teachers,High Schools,African American Students,Intervention

Advocates call for schools with high suspension rates to receive technical assistance in adopting &quot;proven-effective&quot; systematic supports. Such supports include teacher professional development. This call is justified given evidence that good teaching matters. But what types of professional development should be funded? Increasingly, research points to the promise of programs that are sustained, rigorous, and focused on teachers' interactions with students. The current study tests whether a professional development program with these three characteristics helped change teachers' use of exclusionary discipline practices--especially with their African American students. Exclusionary discipline is when a classroom teacher sends a student to the administrators' office for perceived misbehavior. Administrators then typically assign a consequence, usually in the form of suspension (in-school or out-of school). The My Teaching Partner-Secondary (MTP-S) aims to improve teachers' interactions with their students when implementing instruction and managing behavior. MTP-S helps teachers offer clear routines, implement consistent rules, and monitor behavior in a proactive way. The program also supports teachers in developing warm, respectful relationships that recognize students' needs for autonomy and leadership. Teachers are paired with a coach for an entire school year (sustained approach), they regularly reflect on video recordings of their classroom instruction and carefully observe how they interact with students, and they apply the validated Classroom Assessment Scoring System (CLASS-S) to improve the quality of their interactions (rigorous approach). In the current study, a randomized controlled trial found that teachers receiving MTP-S relied less on exclusionary discipline compared to the control teachers. Specifically, MTP-S teachers issued fewer exclusionary discipline referrals to their African American students. This is the first study to show that programs like MTP-S that focus on teacher-student interactions in a sustained manner using a rigorous approach can actually reduce the disproportionate use of exclusionary discipline with African American students. More broadly, the findings offer policymakers direction in identifying types of professional development programs that have promise for reducing the racial discipline gap.
The Commercial Sexual Exploitation and Sex Trafficking of Minors in the Boston Metropolitan Area: Experiences and Challenges Faced by Front-Line Providers and Other Stakeholders
Author: Macias-Konstantopoulos, Wendy L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Children,Crime,Metropolitan Areas,Child Health,Well Being,Health Services,Health Needs,Barriers,Child Abuse,Social Influences,Economic Factors,Access to Health Care

Objectives: The commercial sexual exploitation of children (CSEC), including sex trafficking of minors, is considered a severe form of abuse and violence against minors. We use a public health lens to examine perceptions regarding the context and process of CSEC and sex trafficking of minors in the Boston area, the response of the health care sector, and opportunities to improve the health and well-being of exploited/trafficked minors. Methods: Using case study methodology, we conducted 22 semi-structured qualitative interviews of 25 key anti-trafficking stakeholders active in the Boston area. Results: Key informants identified CSEC involving boys, girls, and transgender youth as a local problem. Many social and economic factors facilitate sex trafficking, including child sexual abuse, domicile instability, and financial insecurity. The health needs of commercially sexually exploited minors are numerous, and local health care services are variable, particularly in the realm of mental health. Various factors function as barriers to a greater health care sector response, including low awareness of CSEC and sex trafficking of minors among health care providers. Gaps in CSEC prevention and response include early recognition of signs and symptoms, CSEC-knowledgeable trauma-sensitive health care services, and emergency shelter. Conclusions: CSEC, including sex trafficking of minors, is a recognized occurrence in the Boston area that requires a multidisciplinary response across multiple sectors. A more robust health care system response in coordination with other active stakeholders could help enhance the overall impact of local anti-CSEC/trafficking efforts. Increased health trainings, policy advocacy, and the use of multidisciplinary teams may be an effective way to partner across sectors and ensure wraparound services for exploited youth.
Housing and Child Health: Safety Net Strategies, Regulations and Neighborhood Challenges
Author: Skinner, Daniel
Date: 2014-00-00
Type: Journal Articles
Subjects: Housing,Child Health,Child Safety,Hospitals,Program Descriptions,Laws,Health Services,Advocacy,Poverty,Neighborhoods,Web Sites,Best Practices,Correlation,Community Organizations,Cooperation,Program Implementation

Although often overlooked as a key factor in health status, stable and affordable housing plays a critical role in protecting children and adolescents. This article examines possibilities as well as challenges in health-oriented housing interventions for children, with particular attention to understanding how the law--and its limits--shape the nature of non-profit housing work. First, the authors discuss the scholarly literature on the relationship between health and housing to consider why healthcare institutions generally and children's hospitals specifically might enter into the challenging fray of housing advocacy for the poor. They then discuss the history and motivational basis of one initiative undertaken by a children's hospital to increase housing stock and stability--the Healthy Homes (HH) initiative sponsored by Nationwide Children's Hospital in Columbus, Ohio. Focusing on the &quot;nuts and bolts&quot; of such programs, the authors discuss what hospitals must do to actualize such a program. They examine the key mechanisms that the Hospital and its partners have found to be critical to acquiring, building and rehabilitating, and ultimately getting new owners into stable, high-quality homes. They also examine the community relationships and intricacies for the success of the project. The basis for this research includes a series of interviews with key stakeholders, a walking tour of the primary neighborhood impacted by the neighborhood, as well as analysis of HH-related web sites and relevant scholarly literatures. Ultimately, the article examines HH to offer general guidance that other children's hospitals might use to engage their own programs. Along the way the article catalogs best practices and lessons learned, both within existing legal mechanisms and more informally.
Understanding Victim Resistance: An Exploratory Study of the Experiences of Service Providers Working with Victims of Child Trafficking
Author: West, Amanda
Date: 2015-00-00
Type: Journal Articles
Subjects: Victims of Crime,Child Abuse,Resistance (Psychology),Professional Personnel,Human Services,Sexual Abuse,Self Concept,Trust (Psychology),Empowerment,Interpersonal Relationship,Attitudes

Objective: The objective of this study was to explore the experiences of service providers working with victims of child trafficking. Methods: A grounded theory, qualitative methodology was employed for the study in which fifteen providers working with the child trafficking population were interviewed at length. Interviews were then transcribed, coded for themes using Atlas, t.i. data management software, and interpreted. Results: As a result of the interviews conducted with providers, a specific theme related the resistance of victims to participate in services was consistently observed throughout the data. Five specific areas of victim resistance were discussed including; &quot;good&quot; and &quot;bad&quot; victims, identification with the trafficker, victim self-identification, building trust with providers, and lack of empowerment. Social judgments of victim behaviors, inability to identify as a victim of abuse due to normalization of family of origin abuse and violence, the presence of complex trauma and lack of opportunity for self-determination in current services add to this overall resistance.