Vernon Loke

Changes in Parental Assets and Children's Educational Outcomes

Several countries, including Canada, Singapore and the United Kingdom, have enacted asset-based policies for children in recent years. The premise underlying these policies is that increases in assets lead to improvement in various child outcomes over time. But little existing research examines this premise from a dynamic perspective. Using data from the NLSY79 mother and child datasets, two parallel process latent growth curve models are estimated to examine the effects of parental asset accumulation on changes in childrens achievements over six years during middle childhood. Results indicate that the initial level of assets is positively associated with math scores, but not reading scores, while faster asset accumulation is associated with changes in reading scores, but not in math scores. Overall, the results suggest that the relationship between assets and various child outcomes may not be straight-forward. Different dimensions of the asset experience may lead to different outcomes, and the same dimension may also have different effects. Implications for future research and for asset-based policies are discussed. There is increasing interest in asset-based policies and interventions as a social investment strategy, and a number of countries have implemented or are exploring this new policy approach. In recent years, the asset-building discussion has expanded to include children, with the implementation of national asset- based policies targeting children in Canada, Singapore, South Korea and the United Kingdom. Underlying these policies and interventions is the premise that the possession and accumulation of assets lead to a range of positive effects in children. With regard to childrens cognitive and educational outcomes such as math and reading achievements, it is postulated that higher levels of assets possessed and greater asset accumulation will be associated with improvement in childrens cognitive and educational development over time, which, in turn, leads to better attainment in these areas. Little existing research, however, examines this premise from a dynamic perspective.

Financial Capability and Asset Building in the Curricula: Student Perceptions

ABSTRACT Although social work education competencies include economic justice, and practice includes addressing client finances and assets, social work curricula lack an emphasis on these topics. Little is known about students’ perceptions of the relevancy of this information or how well their program is preparing them for contemporary practice. This study explores the perceptions of 643 BSW and MSW students and finds a general consensus that social workers have an important role in addressing client economic issues. However, respondents perceive limited use of client financial information in practice and limited coverage of the topic in curriculum areas. Results indicate respondents’ perceptions may significantly differ based on their preferred fields of practice, level, and student program status. Curricula implications are discussed.

An exploration of social work needs of select rural behavioral health agencies in Washington state

ABSTRACT Mental health disorders rank among the top five chronic illnesses in the United States and counties and states across the nation struggle to provide effective services to address these disorders. In order to design and deliver mental health education and training tailored to meet regional needs, an assessment of the staff training and education needs of three rural behavioral health centers in Washington State was conducted. The purpose of this qualitative study was to explore the service and staffing patterns, educational and training needs, and strengths as well as barriers to providing a professionally trained behavioral health workforce. Findings indicate both strengths and challenges for rural behavioral health agencies and include: (1) place/setting themes, (2) practice themes, (3) policy themes, and (4) training needs and opportunities. Rural behavioral health agencies need social workers who have generalist knowledge and training in a range of theories and skills, particularly in evidence-based treatments and crisis intervention.

Building Children's Assets in Singapore: The Post-Secondary Education Account Policy

Children Development Account (CDA) targeting children from birth to age 6, and the Edusave account for school-going children aged six to 16. Unused balances in CDAs, Edusave accounts and PSEAs will be rolled over to the Central Provident Fund (CPF)2 account which follows the account holder for the rest of his/her life. Together, these four accounts provide a comprehensive cradle-tograve asset building system for Singapore’s new generation.

Are Graduating Students Ready for Financial Aspects of Social Work Practice

ABSTRACT Graduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students’ attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive a limited function for discussing client financial circumstances in practice, (b) understand the relevance, however, of client finances, (c) are unprepared to address this aspect, and (d) are supportive of integrating this content into required policy and practice courses. Teaching and curricular implications, along with programmatic recommendations, are included.

SEED Account Monitoring Research

In SEED, nonprofit community organizations established subsidized, matched accounts for lowand moderate-income children and youth. In general, SEED participants had three to four years to save and accumulate match dollars. Although some youth participants used their savings to purchase an asset during the initiative, in almost all cases, savings are being held for long-term use such as higher education.