Caregivers, School Liaisons, and Agency Advocates Speak Out about the Educational Needs of Children and Youths in Foster Care
Children in foster care comprise a population of students at great risk for school failure. The child welfare agency, schools, and home must all work together to provide the services and supports required to achieve better results. The purpose of this study was to conduct focus groups with participa...
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| Veröffentlicht in: | Social work (New York) 2010-07, Vol.55 (3), p.245-254 |
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| creator | Zetlin, Andrea Weinberg, Lois Shea, Nancy M. |
| description | Children in foster care comprise a population of students at great risk for school failure. The child welfare agency, schools, and home must all work together to provide the services and supports required to achieve better results. The purpose of this study was to conduct focus groups with participants from each sector to discuss their views on the educational problems and needs of students in foster care and their recommendations for what is needed to improve the academic prospects of foster students. The article provides details of the distinct themes identified by caregivers, school liaisons, and agency advocates and reveals how each group—while recognizing that foster students face substantial school problems—operates independent of each other and lacks a shared view on what is needed. The article concludes with recommendations for designing a model program that involves all the sectors and provides an arena for strategically addressing barriers to school success. |
| doi_str_mv | 10.1093/sw/55.3.245 |
| format | Article |
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The child welfare agency, schools, and home must all work together to provide the services and supports required to achieve better results. The purpose of this study was to conduct focus groups with participants from each sector to discuss their views on the educational problems and needs of students in foster care and their recommendations for what is needed to improve the academic prospects of foster students. The article provides details of the distinct themes identified by caregivers, school liaisons, and agency advocates and reveals how each group—while recognizing that foster students face substantial school problems—operates independent of each other and lacks a shared view on what is needed. The article concludes with recommendations for designing a model program that involves all the sectors and provides an arena for strategically addressing barriers to school success.</description><identifier>ISSN: 0037-8046</identifier><identifier>EISSN: 1545-6846</identifier><identifier>DOI: 10.1093/sw/55.3.245</identifier><identifier>PMID: 20632659</identifier><identifier>CODEN: SOWOA8</identifier><language>eng</language><publisher>United States: Oxford University Press</publisher><subject>Academic Achievement ; Adolescent ; Advocacy ; Advocacy services ; Agency Cooperation ; At Risk Students ; Attitude Measures ; Attitudes ; Barriers ; California ; Care and treatment ; Caregivers ; Carers ; Child ; Child care ; Child Welfare ; Child Welfare Services ; Child, Preschool ; Children & youth ; Company business management ; Company business planning ; Education ; educational barriers ; Educational Needs ; Female ; Focus Groups ; Foster Care ; Foster Children ; Foster Home Care ; foster youth ; Humans ; Individualized Education Programs ; Individualized Instruction ; Liaison ; liaisons ; Lobbying ; Male ; Management ; Mathematics Skills ; Needs Assessment ; Planning ; Practice ; School age children ; Schools ; Social work ; Special education ; Stakeholders ; Students ; Young Adult</subject><ispartof>Social work (New York), 2010-07, Vol.55 (3), p.245-254</ispartof><rights>Copyright © 2010 National Association of Social Workers, Inc.</rights><rights>2010 National Association of Social Workers 2010</rights><rights>COPYRIGHT 2010 Oxford University Press</rights><rights>Copyright National Association of Social Workers, Incorporated Jul 2010</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c756t-2e192e3d2d1595616e3b0f3a500b468bc8714856858f94c1952e5b4ccf87bb373</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/23719080$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/23719080$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,1578,27903,27904,30979,33754,57995,58228</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ892589$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/20632659$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Zetlin, Andrea</creatorcontrib><creatorcontrib>Weinberg, Lois</creatorcontrib><creatorcontrib>Shea, Nancy M.</creatorcontrib><title>Caregivers, School Liaisons, and Agency Advocates Speak Out about the Educational Needs of Children and Youths in Foster Care</title><title>Social work (New York)</title><addtitle>Social Work</addtitle><addtitle>Social Work</addtitle><description>Children in foster care comprise a population of students at great risk for school failure. The child welfare agency, schools, and home must all work together to provide the services and supports required to achieve better results. The purpose of this study was to conduct focus groups with participants from each sector to discuss their views on the educational problems and needs of students in foster care and their recommendations for what is needed to improve the academic prospects of foster students. The article provides details of the distinct themes identified by caregivers, school liaisons, and agency advocates and reveals how each group—while recognizing that foster students face substantial school problems—operates independent of each other and lacks a shared view on what is needed. The article concludes with recommendations for designing a model program that involves all the sectors and provides an arena for strategically addressing barriers to school success.</description><subject>Academic Achievement</subject><subject>Adolescent</subject><subject>Advocacy</subject><subject>Advocacy services</subject><subject>Agency Cooperation</subject><subject>At Risk Students</subject><subject>Attitude Measures</subject><subject>Attitudes</subject><subject>Barriers</subject><subject>California</subject><subject>Care and treatment</subject><subject>Caregivers</subject><subject>Carers</subject><subject>Child</subject><subject>Child care</subject><subject>Child Welfare</subject><subject>Child Welfare Services</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>Company business management</subject><subject>Company business planning</subject><subject>Education</subject><subject>educational barriers</subject><subject>Educational 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great risk for school failure. The child welfare agency, schools, and home must all work together to provide the services and supports required to achieve better results. The purpose of this study was to conduct focus groups with participants from each sector to discuss their views on the educational problems and needs of students in foster care and their recommendations for what is needed to improve the academic prospects of foster students. The article provides details of the distinct themes identified by caregivers, school liaisons, and agency advocates and reveals how each group—while recognizing that foster students face substantial school problems—operates independent of each other and lacks a shared view on what is needed. 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| identifier | ISSN: 0037-8046 |
| ispartof | Social work (New York), 2010-07, Vol.55 (3), p.245-254 |
| issn | 0037-8046 1545-6846 |
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| source | MEDLINE; Sociological Abstracts; Applied Social Sciences Index & Abstracts (ASSIA); Jstor Complete Legacy; Oxford University Press Journals All Titles (1996-Current); Education Source |
| subjects | Academic Achievement Adolescent Advocacy Advocacy services Agency Cooperation At Risk Students Attitude Measures Attitudes Barriers California Care and treatment Caregivers Carers Child Child care Child Welfare Child Welfare Services Child, Preschool Children & youth Company business management Company business planning Education educational barriers Educational Needs Female Focus Groups Foster Care Foster Children Foster Home Care foster youth Humans Individualized Education Programs Individualized Instruction Liaison liaisons Lobbying Male Management Mathematics Skills Needs Assessment Planning Practice School age children Schools Social work Special education Stakeholders Students Young Adult |
| title | Caregivers, School Liaisons, and Agency Advocates Speak Out about the Educational Needs of Children and Youths in Foster Care |
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