Thomas E. Keller

Approaching the Transition to Adulthood: Distinctive Profiles of Adolescents Aging out of the Child Welfare System

The transition to adulthood is marked by new roles and responsibilities in such interrelated domains as education, employment, and family formation. This study investigates the capacity of adolescents on the verge of emancipation from the child welfare system to navigate this transition. To explore heterogeneity in adolescents’ preparation for independent living, person‐oriented methods are applied to a large, representative sample of youth about to exit foster care. The analysis suggests four subpopulations defined by distinctive profiles on indicators reflecting multiple domains of life experience. Identifying the particular needs and challenges of subpopulations has implications for efforts to match adolescents aging out of the child welfare system with appropriate services.

Foster parent and teacher assessments of youth in kinship and non-kinship foster care placements: are behaviors perceived differently across settings?

Abstract With a growing number of children living in kinship foster care, it is important to understand how youths are faring in kinship care compared to youths in non-kinship care. In the present study, we first evaluate teacher ratings of problem behaviors exhibited in school by youths in kinship and non-kinship foster care. We then examine whether correspondences between parent and teacher ratings of problem behaviors across home and school settings differ by kinship status. The youths in the study represent an ethnically diverse sample (N = 185), with significantly more children of color in kinship placements. Across the majority of problem behavior scales on the Teachers Report Form (TRF: Achenbach, 1991), teacher perceptions of youth behavior did not differ significantly according to kinship or non-kinship care placement. Furthermore, the youths in this study had elevated scores relative to general population norms on only a few TRF problem behavior scales. A sub-sample (N = 122) with foster parent assessments on the Child Behavior Checklist (CBCL: Achenbach, 1991) permitted comparison of perceptions of youth behavior across the home and school settings for youths in kinship and non-kinship placements. Correlations between the TRF and CBCL composite scale scores (internalizing, externalizing, and total problem behaviors) indicated slightly higher agreement between teacher and foster parent ratings for kinship placements. The non-kinship foster parents reported higher levels of problem behavior at home relative to school. The paper interprets these results and suggests implications for practice and future research directions.

A Systemic Model of the Youth Mentoring Intervention

Conceptual and empirical work on youth mentoring naturally tends to focus on the relationship between mentor and child. However, the parent/guardian and agency caseworker also may contribute to the success or failure of the mentoring intervention, and program effects may be partially mediated by the child’s interactions with these individuals. This article presents a systemic model of mentoring depicting the interdependent network of relationships established between mentor, child, parent/guardian, and caseworker against the backdrop of agency policies and procedures. Numerous examples illustrate pathways of influence and patterns of communication in the context of this more holistic model of mentoring.Editors’ Strategic Implications: Drawing upon ecological and systems theories, the author provides a promising conceptual model that focuses on patterns of interpersonal exchange among several key individuals (but not the only possible ones). This model reminds researchers and practitioners that mentoring resides within a mutually reinforcing (or inhibiting) network of other relationships. This systemic thinking has implications for child welfare agency policies and practices.

Understanding Social Support's Role in the Relationship Between Maltreatment and Depression in Youth With Foster Care Experience

This study investigated whether more complex maltreatment experiences predicted higher levels of depressive symptomatology for young adults and examined the role of social support during late adolescence in that association. Specifically, the study tested whether social support had a direct effect on depression and whether it mediated and/or moderated the relationship between self-reported maltreatment and depression in a sample of 513 youth exiting the child welfare system. Indices of maltreatment types (neglect and physical, sexual, psychological abuse) experienced during two periods (precare and during-care) were used in conjunction with a measure of perceived social support (reflecting support availability and social network sufficiency) in negative binomial regression models predicting depressive symptoms. Both precare and during-care maltreatment were associated with depressive symptoms as a young adult. Social support had a direct effect on depressive symptoms as well as moderation and partial mediation effects on the relationship between maltreatment and depression. Social support’s buffering effect was stronger for those experiencing fewer types of maltreatment. This buffering effect appears to diminish as maltreatment histories become more complex.

Parent figure transitions and delinquency and drug use among early adolescent children of substance abusers

Children of substance abusing parents have an elevated risk for experiencing disruptions in household composition and for engaging in problem behaviors. This study investigated whether multiple parent figure transitions predicted the likelihood of delinquency and drug use among a sample of early adolescents with parents receiving methadone treatment for opiate addiction. Controlling for baseline delinquency, child characteristics, family conflict, parental depression, and parent criminal history, a greater number of parenting disruptions during the longitudinal study period was associated with a higher probability of delinquent behavior. Gender moderated the effect of parent figure transitions in a parallel analysis for drug use. After accounting for baseline drug use and potentially confounding factors, only adolescent females had a higher likelihood of drug use as the number of family disruptions increased. In contrast, age was strongly associated with drug use for males. A subgroup of youths who experienced tremendous family instability and had no single consistent parent figure during the study period were at extreme risk for delinquent behavior. The findings are interpreted in terms of cumulative stress resulting from multiple parenting disruptions over time and differential influences on the expression of problem behaviors depending on gender.

Patterns of risk and trajectories of preschool problem behaviors: A person-oriented analysis of attachment in context

A small proportion of children exhibit extreme and persistent conduct problems through childhood. The present study employed the multiple-domain model of Greenberg and colleagues as the framework for person-oriented analyses examining whether parent-child attachment combines with parenting, family ecology, and child characteristics in particular configurations of risk that are linked to this problematic developmental pathway. Using prospective data from a community sample of adolescent mothers and their children, latent variable growth mixture modeling identified a normative trajectory with declining problem behaviors during the preschool period. Consistent with research on early-starter pathways, a distinct group of children featured a higher intercept and a positive slope, indicating an escalation in disruptive behaviors. Attachment security played a role in defining specific risk profiles associated with the probability of exhibiting this problem trajectory. Given particular patterns of risk exposure, secure attachment served a protective function. Avoidant, but not disorganized, attachment was associated with significantly higher likelihood of the disruptive problem trajectory. The results also indicated the general accumulation of risk was detrimental, but the particular configuration of risk made a difference. Overall, the findings suggest early attachment operates in conjunction with personal and contextual risk to distinguish the development of later problem behaviors.

Trauma exposure and PTSD among older adolescents in foster care.

PurposeYouth in foster care represent a highly traumatized population. However, trauma research on this population has focused primarily on maltreatment rather than the full spectrum of trauma experiences identified within the DSM-IV. The current study aims to fill this gap by reporting the prevalence of exposure to specific types of traumatic events for a large sample of youth with foster care experience. The study also reports the likelihood of lifetime PTSD diagnoses associated with each specific type of trauma.MethodData are from a longitudinal panel study of 732 adolescents aged 17 and 18 who were in foster care. Lifetime trauma exposure and PTSD diagnosis were assessed using the Composite International Diagnostic Interview. Statistical comparisons were made using logistic regressions.ResultsThe majority of respondents had experienced at least one trauma in their lifetime. While overall trauma prevalence did not differ by gender, males were more likely to experience interpersonal violence and environmental trauma, while females were more likely to experience sexual trauma. Caucasian participants reported higher rates of trauma exposure than African-American participants did. The types of trauma associated with the highest probability of a lifetime PTSD diagnosis were rape, being tortured or a victim of terrorists, and molestation.ConclusionsYouth in foster care are a highly traumatized population and meet diagnostic criteria for PTSD at higher rates than general youth populations. The ongoing impact of trauma may be particularly problematic for these young people given their abrupt transition to independence.

Student Debates in Policy Courses: Promoting Policy Practice Skills and Knowledge through Active Learning.

This article examines the use of student debates to promote substantive knowledge and policy practice skills. The authors present a pedagogical rationale for student debates, describe the incorporation of debates into a child welfare policy course, and report the results of an evaluation. Students demonstrated significantly greater increases in self-reported knowledge of course topics when they participated in debates than when they observed debates or learned through standard forms of instruction. The majority of students reported satisfaction with the debates, reported that participation improved their policy skills and knowledge, and rated the educational value of debates higher than traditional assignments.

Mutual but unequal: Mentoring as a hybrid of familiar relationship roles

This chapter employs a conceptual framework based on the relationship constructs of power and permanence to distinguish the special hybrid nature of mentoring relationships relative to prototypical vertical and horizontal relationships common in the lives of mentor and mentee. The authors note that mentoring occurs in voluntary relationships among partners with unequal social experience and influence. Consequently, mentoring relationships contain expectations of unequal contributions and responsibilities (as in vertical relationships), but sustaining the relationships depends on mutual feelings of satisfaction and commitment (as in horizontal relationships). Keller and Pryce apply this framework to reveal the consistency of findings across several qualitative studies reporting particular interpersonal patterns in youth mentoring relationships. On a practical level, they suggest that the mentor needs to balance the fun, interest, and engagement that maintain the relationship with the experienced guidance, structure, and support that promote the growth and well-being of the mentee.

Different Roles and Different Results: How Activity Orientations Correspond to Relationship Quality and Student Outcomes in School-Based Mentoring.

This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre–post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by mentees on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.