John T. Pardeck

An Empirical Analysis of Behavioral and Emotional Problems of Foster Children as Related to Re-Placement in Care.

Foster care is seen as a temporary service. However, for many children, foster care involves years of long term care. Most professionals feel that if a child must remain in care, the number of foster homes or re-placements the child experiences should be minimized. Evidence suggests that this lack of stability has a detrimental effect on the childs psychosocial development. Even though the research evidence supports the negative impact of re-placement on the foster child, little empirical research has dealt with identification of factors associated with children likely to be re-placed. This article focuses on foster children with behavioral and emotional problems and analyzes the association of these problems with placement stability and continuity. The findings report that children with behavioral and emotional problems are replaced in foster care more often than those children without similar problems.

Social treatment through an ecological approach

An ecological approach to social work practice is presented. This approach is based on an ecosystems-oriented assessment-intervention model. Strengths and limitations of the ecological perspective for practice are emphasized. A case study is presented.

Profile of the Foster Child Likely to Experience Unstable Care: A Re-Examination.

This research reports the results of a survey exploring characteristics associated with the stability of foster care. The survey was developed from a national profile of the child likely to experience unstable foster care. Findings and implications are discussed.

Treating abused children through bibliotherapy

This article discusses using the bibliotherapeutic technique to treat children who have been abused. Several appropriate childrens books dealing with abuse are mentioned. The application of bibliotherapy with abused children is discussed, as well as its limitations.

Technologically Mediated Therapy: A Critique

Computer technology is being introduced into social service programs to perform a variety of tasks, including therapy. Many practitioners question its effectiveness, primarily because technologically mediated therapy disregards the ways in which language defines persons’ lives and environment.

The Technological World-View and the Responsible Use of Computers in the Classroom.

In this paper it is argued that technology does not merely represent a set of devices that teachers may choose to use, but more importantly advances a world-view that shapes social existence. The image of social life that technology conveys is not currently receiving serious consideration from those who are rushing headlong to incorporate computers into the classroom. As a result, the possible deleterious consequences of a technological education are not being exposed. This paper attempts to correct this deficiency by addressing the philosophy of technology and its impact on education.

An Exploration of Factors Associated With the Stability and Continuity of the Foster Care System in the United States

Foster care in the United States is viewed as a temporary service for children. However, for many children, foster care involves years of long term care. Most pro, fessionals working in the foster care system feel that the number of foster homes these children experience should be kept to a minimum. The evidence suggests that this movement from foster home to foster home has detrimental effects on the psycho-social development of the foster child. Little empirical research has been done on identifying factors associated with this movement. This research reports findings on a number of factors found to be related to this movement, thus giving new insight into the stability and continuity of the foster care system in the United States.

Computerized clinical practice: promises and shortcomings.

Technology is inundating every aspect of modern society, and clinical practice is no exception. Computer programs are currently available that conduct intake interviews, monitor treatment plans, administer, score, and interpret clinical instruments, and conduct actual therapy sessions. A survey of these applications is provided. Technologically generated knowledge may be objective but socially insensitive, because data must be conceptualized as “bits” of information. If practitioners are not careful, computers may reify the therapeutic setting. A critique of computer-generated knowledge is offered, along with suggestions pertaining to the proper use of this technology.

A comparative study of the self-concepts of adolescents from intact and non-intact families

Abstract Data were collected from a sample of 81 6th-, 7th- and 8th-grade children from intact and non-intact families. The self-concepts of the children from both the intact and non-intact families were measured through the use of the Piers-Harris Self-Concept Scale. The data were analyzed through the multiple-regression approach; demographic variables describing the children, the childrens family structures and the number of years since the divorce were built into the analysis. Contrary to much of the clinical literature, the self-concepts of the children in the non-intact families were found not to be negative.

The Minuchin Family Stress Model: A guide for assessing and treating the impact of marital disruption on children and families

The Minuchin family stress model is presented. It is emphasized that the model is built on an ecological perspective which focuses on a systems approach for understanding the impact of stress on children and the family system. Approaches for assessing and treating the effects of marital disruption on children and families through the Minuchin family stress model are covered.