Helen Cahalane

Approaches to patient and family education with affective disorders.

This paper provides an overview of prevalence, types, effects and treatment for affective disorders, with particular emphasis on educational and psychoeducational interventions. It reviews several models of psychoeducation including the approaches used in various programs at the Psychiatric hospital in which the authors work. These approaches are based on the Psychoeducational Model of Family Treatment developed by Dr. Carol Anderson and colleagues. Outcome data from several studies are also presented evidencing the positive impact of these interventions on patients and families.

Developmental and Social-Emotional Screening in Child Welfare: Implications for Young Children in Rural Settings

Studies of child maltreatment in rural areas are equivocal, with some showing higher rates and others showing no differences compared with other communities. The current study presents findings on developmental and social-emotional screenings among young child welfare-involved rural children (N = 1,321). Almost half of these children showed problems requiring further assessment. Children who spent time in the Neonatal Intensive Care Unit and children in foster care demonstrated more developmental problems, while biracial children and children referred for parental substance abuse had more social-emotional concerns. This study adds to the scarce literature on the needs, challenges, and strengths of child welfare-involved families in rural communities.

Socioemotional Problems Among Young Children in Out-of-Home Care: A Comparison of Kinship and Foster Care Placement

This study examined socioemotional problems among children age 0 to 5 years in formal kinship and foster care across a northeastern state. Findings revealed that more than one third of children in both types of care showed socioemotional problems. More children were placed in kinship care when they lived in rural settings, were biracial, or spent time in the neonatal intensive care (NICU) after birth. Unique child and maltreatment characteristics predicted socioemotional problems scores for each placement type. Among children in kinship care, being biracial, spending time in the NICU, and being referred to child welfare for either caregiver substance abuse or neglect were related to socioemotional problems. When children were in foster care, spending time in the NICU, being referred to child welfare for child neglect, or being referred for intimate partner violence were all related to socioemotional problems. The results have implications for child welfare policy and practice, especially in light of increased efforts to place children with kin.

Family Engagement Strategies in Child Welfare Practice

Engagement with families involved in the child welfare system is challenging for even the most seasoned professionals. Effective engagement can become compromised by the complexity of legal mandates, the crisis nature of the work, the economic and social challenges faced by children and families, an often critical public, and less than optimal agency staffing patterns. Opportunities to impact the lives of children and families in crisis, to improve a family’s capacity to care for their children, and to enhance a young person’s options for permanency rest upon the ability to engage clients in a meaningful partnership. Workers who operate from a strengths-based, solution-focused perspective are able to see opportunities for change in even the most complicated family situations and understand that establishing a meaningful connection is the first step in addressing difficult life issues.

Organizational Effectiveness Strategies for Child Welfare

Child welfare agencies are dynamic, multifaceted organizational structures that exist by statute and are driven by bureaucratic policies and procedures. These complex, hierarchical social structures often function within a larger human services system and are influenced by a myriad of social, political, economic, and environmental factors. As with all social systems, child welfare agencies vary in effectiveness. Some are highly functioning, others struggle to meet professional standards, and many fall somewhere in between. Practice models exist for promoting organizational effectiveness within child welfare agencies, and draw from applied work in organizational development, performance management, quality improvement, organizational learning, and leadership. One such model is DAPIM™ which is a systematic approach to organizational effectiveness that enables work teams to drive continuous improvement using learning-by-doing methodology. The model provides a sequential process of activities directed toward helping organizations leverage their strengths, address areas where performance does not meet established goals, and continuously improve across all areas of work.