Stephanie Cosner Berzin

Understanding the Impact of Poverty on Critical Events in Emerging Adulthood

Current trends have allowed some youth a lengthened transition to adulthood, in part because of demographic shifts that delay the time until adolescents assume adult roles. Although these trends are well documented, less research has examined how this impacts vulnerable subgroups. Using a sample of predominantly White youth (ages 18-33) from the National Survey of Families and Households (N = 1,517), this study traces the timing of critical events in emerging adulthood. Using survival analysis, results suggest poverty impacts youth experiences of home leaving, marriage, and parenthood. Low-income youth are at greater risk of early home leaving but less likely to leave after age 18. They are less likely to marry, though they have a greater risk of parenthood prior to age 25. Taken as whole, these outcomes can set youth up for negative trajectories throughout adulthood and may not allow poor youth the same opportunity for an extended period of emerging adulthood.

The Influence of Family Economic Status on Home-Leaving Patterns During Emerging Adulthood

Demographic shifts have lengthened the transition to adulthood and altered home-leaving patterns. Though all emerging adults are affected, little research has examined the experience of poor youths in this context. Using The National Survey of Families and Households, this study examined age of home leaving, repeated home leaving, and exit destination (N = 1,517). Poverty was related to these patterns. Young adults who experienced childhood poverty or public assistance were less likely to leave for school; those who experienced poverty were less likely to ever leave or experience repeated home leaving; and those with a public assistance history were more likely to leave early. These emerging adults may require assistance to transition out of the home and transition to school.

Emerging versus Emancipating: The Transition to Adulthood for Youth in Foster Care.

Emerging adulthood has been defined as a distinct developmental stage in which youth experience opportunities for identity development and transition toward independence. While this period has been examined for youth in the general population, less is known about how foster youth experience this transition. This study uses qualitative interviews with 20 foster youth to understand their experiences during emerging adulthood. Consensual qualitative research is used to analyze data and develop core themes around youth experiences. Foster youth not only report sharing many characteristics with youth in the general population during this stage but also have experiences that are uniquely tied to their foster care history. Implications for policy and practice are discussed.

Assessing Model Fidelity in Two Family Group Decision-Making Programs: Is This Child Welfare Intervention Being Implemented as Intended?

Abstract As family group decision-making (FGDM) is a relatively new child welfare intervention, research has not adequately explored its implementation in multiple contexts or the degree to which implementation matches the previously defined goals, principles, and structures of the model. This article outlines the key components of FGDM and discusses the findings from a two county study of FGDM. Data collected from multiple sources participating in Californias Waiver Demonstration Project provide a multidimensional look at model fidelity. Using bivariate analysis and comparing results from multiple sources suggested that although basic FGDM elements were followed, certain philosophies, including community representation and mobilization of supports, were not consistently implemented. In addition, although everyone shared favorable impressions of the conferences themselves, conference participants were more positive than child welfare workers and caregivers about the conferences effectiveness for helping the child. Even if FGDM is implemented as intended, these findings suggest this intervention may not adequately engage family and community members to sustain long-term action which would impact the intended child welfare outcomes. Given the rise in the number of communities utilizing FGDM, measuring intervention fidelity and ultimately linking fidelity to outcomes are important for implementation on a larger scale.

Meeting the social and behavioral health needs of students: rethinking the relationship between teachers and school social workers.

BACKGROUND While school-based mental health professionals obviously must provide mental health services to students directly, the literature is increasingly identifying an empowerment role for these professionals, whereby they support teachers as primary service providers. The purpose of this study was to identify subtypes of school social workers within the context of collaborative practice, and to identify individual and contextual factors associated with these classifications as well as overall levels of collaboration. METHODS Latent class analysis, conducted using data collected as part of the National School Social Work Survey 2008 (N = 1639), was employed to examine underlying subtypes of school social work practitioners in relation to collaborative practices and to examine predictors of collaborative practice. RESULTS Four broad categories of school social workers were identified, including (1) noncollaborators, (2) system-level specialists, (3) consultants, and (4) well-balanced collaborators. These classes were associated with the number of schools served, grade level, education, and clinical licensure status; level of administrative responsibility was not associated with class membership. CONCLUSION While school social workers varied in collaborative practices, opportunities exist to enhance their role in educating and supporting teachers to serve as primary providers to students with social, mental health, and behavioral needs. The implications for school-based mental health providers, teachers, administrators, policymakers, and researchers are discussed.

Family Involvement in Child Welfare Decision-Making: Strategies and Research On Inclusive Practices

Child welfare practice has undergone significant shifts in the relationship between state agencies and families, with families increasingly being considered as partners in decision-making. An emerging body of research shows high family satisfaction with these approaches, but little outcome research currently exists. This article synthesizes practice and research literature on three predominant approaches to family involvement, Family Group Decision-Making (FGDM), Team Decision-Making (TDM), and Community Partnerships for Protecting Children (CPCC). We conclude with recommendations for future research, and for addressing the underlying values and ethics of family involvement.

Examining the Impact of Psychiatric Diagnosis and Comorbidity on the Medical Lethality of Adolescent Suicide Attempts

Specific psychiatric diagnoses and comorbidity patterns were examined to determine if they were related to the medical lethality of suicide attempts among adolescents presenting to an urban general hospital (N=375). Bivariate analysis showed that attempters with substance abuse disorders had higher levels of lethality than attempters without substance abuse. Regression results indicated having depression comorbid with any other diagnosis was not associated with medical lethality. However, having a substance abuse disorder was associated with higher suicide attempt lethality, highlighting the importance of substance abuse as a risk factor for lethal suicide attempts in adolescents. This finding stimulates critical thinking around the understanding of suicidal behavior in youth and the development and implementation of treatment strategies for suicidal adolescents with substance abuse disorders.

Early Adult Identification Among Youth With Foster Care Experience: Implications for Emerging Adulthood

Research is scarce that examines how previous life experiences impact emerging adulthood, generally recognized as a distinct developmental stage between ages 18 and 26. Using cumulative advantage-disadvantage theory, this study explores differences during the transition to adulthood between youth with and without foster care experience. A multiple-step, multiple-mediator model with logistic regression was used with data from Wave III of Add Health (n = 13,574). Results suggest that youth with foster care experience are undergoing an accelerated path to their adult identities. No longer attending school and perceived independence help explain this finding.

Teaching Note—Incorporating Social Innovation Content Into Macro Social Work Education

The practice of social innovation offers promising approaches for addressing social issues. Although many social innovation strategies are congruent with macro social work theory and practice, some of the insights and tactics that have emerged in the social innovation field have the potential to strengthen current macro practice. Based on our experiences with the social innovation program at the Boston College School of Social Work, we focus on 5 aspects of the social innovation cycle and suggest social innovation content that can be incorporated into macro social work curriculum.

Role of State-Level Governments in Fostering Social Innovation

This study examined U.S. state-level policy aimed at fostering social innovation. Using a web-based protocol, searches were conducted on key words: social innovation, social entrepreneurship, social enterprise, social impact, innovation, low-profit limited-liability, benefit corporations, and social impact bonds. Findings suggest states vary considerably in policy action and infrastructure that creates an environment to stimulate innovation. Policies allowing low-profit limited-liability companies and benefit corporations are primary tools, while social impact bonds are being explored in some states. Infrastructure development, including offices and committees are also used. Government can be seen as a key lever to stimulate and embed social innovation practice.