Elizabeth M. Timberlake

Early Head Start and Access to Early Intervention Services: A Qualitative Investigation.

This qualitative study of 32 low-income families with infants or toddlers with developmental delays or disabilities (a) examines whether participation in one Early Head Start (EHS) program increased the likelihood that the families would pursue early intervention services, (b) identifies the phases through which the EHS families progressed in accessing such services, and (c) describes how EHS helped the families obtain access. The study analyzes data from interviews, program records, and research measures. The authors found that the EHS families obtained early intervention services at higher rates than the control families. Case studies illustrate how EHS staff developed individualized strategies to help the families obtain early intervention services.

Mother and Soldier: Raising a Child with a Disability in a Low-Income Military Family

This article presents the results of a study of six low-income women, each of whom is raising a child with a suspected or diagnosed disability while also serving as an active member of the armed forces. Their experiences as they attempt to strike a balance between the highly demanding work role of the military and their role as a mother of a child with disabilities are examined. This article also discusses the personal strengths these women display, the barriers they confront, the strategies they use to negotiate competing demands, and the impact of this effort on their personal and professional lives. Practice and policy implications are drawn for early intervention and family support programs.

Termination of foster care for the older adolescent: Issues of emancipation and individuation

Adolescents currently constitute almost one-half of the foster care population and social work with this population now often includes helping the adolescent make the often fairly abrupt transition to independent living. The authors suggest that this process can be productively viewed as a microcosm of the first individuation process, analogous to the early individuation of self from mother with opportunities for individuation and further growth. The effect of the workers own level of individuation and self-awareness on this process is discussed.

Psychosocial Functioning of Adolescents in Foster Care

Foster parents of seventy-one older adolescents were asked to provide information about their foster childs psychosocial functioning on eight conceptual dimensions. The practice implications of the findings, an asset profile, and a vulnerability profile are explored.

Children with no place to call home: Survival in the cars and on the streets

The author reports the results of a study about how 200 children between the ages of 6 and 12 understand and cope. with their homelessness. This study is theoretically framed and empirically grounded in the person-in-environment tradition of social work. Data collected through interviews with the children and questionnaires completed by their teachers were subjected to qualitative and quantitative analysis. Statistically significant differences in psychosocial functioning in the classroom, personal meaning of homelessness, and coping with concept of self as homeless were found between the 65 children identified as academically successful and the 135 identified as demonstrating academic problems.

Adolescent emancipation from foster care

This demonstration project tested the degree to which a short-term, competence-oriented service delivery model prepared 31 older adolescents to move into responsible independent living upon termination of foster home placement. The adolescents achieved significant growth as measured by independent living, employment, and social network skills but not in level of psychosocial functioning.

Self-concept protection by children with physical differences

In exploring how elementary school children cope with being physically different, this study of twenty children who are also experiencing academic difficulty found that 85% used five defensive-adaptive techniques at least several times a week to protect their sense of self and self-worth from a mental representation of body image as different or defective. Significant differences in coping style were identified between children born with physical differences and children acquiring these differences later in that members of the first group were more likely to use defensive-adaptive techniques designed to repair the difference symbolically while members of the latter group were more likely to use techniques designed to eradicate the physical difference.

Needs and Aspirations of the Working Poor: Early Head Start Program Applicants

This field study identified the characteristics, needs, and goals of 85 applicants for a new, suburban Early Head Start program, a recent federal initiative designed to address the needs of economically disadvantaged infants and toddlers and their families. Most applicants were working-poor, two-parent families with inadequate resources for meeting their basic needs, child-care needs, and personal wants; they had goals for becoming economically self-sufficient through more education, better jobs, and more income. Yet these applicants clearly were not a monolithic group. That the three distinct sociocultural subgroups identified within the sample differed significantly in characteristics, needs, and goals highlighted the critical importance of subgroup profiles for individualized family program planning. This also indicated the need for building coordinated and culturally sensitive community service systems and for developing and implementing individualized family service agreements to facilitate child well-being and family economic self-sufficiency.

Peer Group Supervision for Supervisors

Increasing emphasis on the role of the middle-management supervisor led to the development of a peer group supervisory model that enhances professional development without stifling autonomy, responsibility, and creativity. Examples of the models objectives, learning phases, and benefits and limitations are presented.

Assessing clinical progress: A case study of Daryl

In this single case study, the authors conceptually framed their understanding of dissociation and splitting as defensive/adaptive coping mechanisms through which children respond to abusive/neglectful environments and the developmental deficits of abused/neglected children as related to failure in separation/individuation. Case study methodology with a nested experimental research design employed content analysis of process recordings to identify targeted defenses and developmental themes and then to assess therapeutic effectiveness during the first six months of psychodynamic play therapy with Daryl. In-session cliniial progress was assessed through charting changes in defenses and developmental themes, identifying degree of goal achievement, and clinically observing treatment stage progression. Visual analysis of the frequency charts identified a slight cyclical decline in use of splitting and guarding against dissociation and a somewhat uneven increase in the developmental theme of coexistence/integration. While these changes in targeted outcome variables were not statistically significant, the amount of change did exceed the predetermined outcome goals for decreased splitting and increased coexistence but not the goal of decreased guarding against dissociation. Review of the process recordings also identified clear markers of treatment progression through two therapeutic stages in the first six months of long term psychodynamic play therapy and further supported the clinical meaningfulness of the observed changes.