MPH, University of Cincinnati, 2024, Medicine: Global Health

Background: This thesis examines the health differences experienced by immigrant youth in foster care by comparing them to non-immigrant youth in foster care and non-immigrant youth who have never been in foster care. The introduction gives a lot of contexts while drawing attention to the complicated relationships among immigrant status, health outcomes, and foster care experience. The purpose of this study is to examine these connections and find possible explanations for the observed variations in health outcomes, recognizing the significance of these dynamics. Methods: Descriptive and bivariate statistical methods such as chi-square and Fisher's exact tests are used to conduct a comprehensive comparison analysis. Multiple health indicators were statistically evaluated in this study using this analytical approach. These indicators included rates of sexually transmitted infections (STIs), physical and sexual abuse, mental health disorders, chronic diseases, substance use, and pregnancy. The study included three cohorts. Using this strategy, the health outcomes of immigrant and non-immigrant foster children were compared. Results: Multiple statistical analyses, including chi-square and Fisher's exact tests, confirmed a statistically significant difference among the health indicators of the three cohorts analyzed in the study. Compared to their non-immigrant counterparts, immigrant children in foster care were more likely to experience mental health concerns, substance use, chronic conditions, physical and sexual abuse, STIs, and pregnancy. Immigrant children in foster care face distinct challenges and dangers, as shown by the results. In general, the most favorable results were seen in children who were neither immigrants nor foster children. Discussion: Observed health inequalities faced by immigrant children in foster care are likely the result of social, economic, and environmental elements that influence health equity. Immigrant children in (open full item for complete abstract)

Committee: Sarah Beal Ph.D. (Committee Member); Michelle Burbage Ph.D. (Committee Chair) Subjects: Public Health Education

Specialist in Education (Ed.S.), University of Dayton, 2021, School Psychology

Foster families face a range of experiences during the fostering process that affect all members of the family both positively and negatively, including the biological children of foster parents. While recent research has begun to focus on support for foster families, most research focuses on training and support for foster parents. Where research does address effects on biological children, there is a gap in the literature concerning long-term supports for these family members. The purpose of this study was to explore the experiences of the biological children of foster parents while investigating suggestions for school-based supports. Following the phenomenological, qualitative method of research, ten participants ages 10-24, whose families chose to foster one or more children in their homes, were interviewed using a semi-structured interview protocol. Through a thematic analysis, categories and themes emerged, including: positive experiences (new siblings, diverse experiences, helping others, closer relationships with parents and biological siblings, and sharing in a unified family mission) and negative experiences (foster kids' trauma and behavior, ending/temporary nature of placements, older siblings carrying weight for younger siblings, busy schedule, split attention and effect on academics). Three specific recommendations for supports emerged from the data: community, someone to talk to, and validation of experiences. The findings from this study can be used to inform school-based supports for the biological children of foster parents.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Brenda Gerhardt Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Psychology; School Counseling; Social Work

Doctor of Philosophy, University of Toledo, 2021, Counselor Education

There are roughly 440,000 fostered youth living in the United States. Coupled with experiences of child welfare inequalities, foster youth are at an increased risk to develop mental and behavioral health issues. Mental health counselors are trained to advocate for their clients mental and emotional wellbeing. However, minimal research demonstrates a counselors' ability to work with foster youth. The current study adds to the current body of research surrounding fostered youth, using a constructivist lens and Transcendental Phenomenology to explore the experiences of mental health counselors working with fostered youth. Participants (N = 11) were interviewed about their knowledge, skills, and feelings of preparedness to work with fostered youth in a clinical setting. Implications for counseling practice, supervision, and counselor education are provided.

Committee: Madeline Clark (Committee Chair); John Laux (Committee Member); Susan Long (Committee Member); Jennifer Reynolds (Committee Member) Subjects: Counseling Education; Mental Health

Doctor of Education (EdD), Ohio University, 2018, Educational Administration (Education)

Pedagogical and existential problems of the foster child population were examined including the history of orphan management and current methods for care. Also examined was the increasingly popular practice of homeschooling as well as its most autonomous variant, unschooling. Utilizing the methodology of bricolage, I leveraged the literature spanning both foster care and homeschooling juxtaposed against my own unschooling practice (with my own children) and interviews with other unschoolers to suggest a potential avenue for improvement to the education and subsequent life outcomes of the fostered population.

Committee: Charles Lowery (Committee Chair); Krisanna Machtmes (Committee Member); Karl Wheatley (Committee Member); Laura Harrison (Committee Member) Subjects: Education; Education Policy; Pedagogy; Social Work

Doctor of Philosophy, Case Western Reserve University, 2018, History

The Civil Rights Act and the expansion of Title IV of the Social Security Act in 1962 vastly increased the number of children and families eligible for child welfare services in the 1960s. States and counties were able to offer a significant and sustained increase in government support for expanding existing institutional child welfare programs and creating new community based programs. The combination of increased demand and increased funding resulted in the transformation of children's institutions from mostly custodial and residential charitable organizations to mostly therapeutic and community-based government-subsidized nonprofit organizations. This dissertation examines the history of three children's homes affiliated with the National Benevolent Association of the Disciples of Christ from their founding around the turn of the twentieth century to the passage of the Child Abuse Protection and Treatment Act in 1974. These case studies demonstrate how federal legislation, state regulation, and the work of a national accreditation organization, The Child Welfare League of America, influenced the creation of modern child welfare agencies.

Committee: David Hammack (Advisor) Subjects: American History; Modern History; Religion; Welfare

Psy. D., Antioch University, 2017, Antioch Santa Barbara: Clinical Psychology

The number of children entering foster care has increased significantly in recent years, leading some to categorize the foster system as being in a state of crisis. More foster parents are needed, as are better retention methods. It is pertinent to understand the experiences that foster parents have that affect their decision to continue or cease fostering. The purpose of this phenomenological qualitative study was to understand the needs of foster parents based on their experiences and perceptions. The overarching research question sought to determine the lived experiences of foster parents who were navigating through, or taking part in, the foster system. Seven foster parents living in California, who had been fostering for at least six months and who had had a child in their home participated in the study. Data was collected via one-on-one interviews using open-ended questions. Responses were analyzed and revealed four themes: 1) parents decide to foster for a variety of reasons, the most common being altruistic purposes and the awareness of the need for good foster parents; 2) parents find fostering to be a life-enhancing experience; 3) fostering involves significant challenges, the most common being handling a child who had been through traumatic experiences prior to being in the foster care system; and 4) parents felt strongly motivated to continue fostering. The findings from the current study aligned with previous literature regarding the overall positive feelings associated with fostering, and the descriptions of challenges faced by foster parents. The experience of being a foster parent could be improved if the foster care system underwent internal changes to lighten the burden for social workers so they can better respond to foster parents. This Dissertation is available in Open Access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu and OhioLink ETD Center, http://www.ohiolink.edu/etd

Committee: Salvador Treviño Ph.D. (Committee Chair); Denise Mock Ph.D. (Committee Member); Jody Kussin Ph.D. (Other) Subjects: Psychology; Psychotherapy

Specialist in Education (Ed.S.), University of Dayton, 2014, School Psychology

Children who live in foster care are an educationally vulnerable population. They often experience academic challenges, emotional instability, and behavioral difficulties. Classroom teachers who instruct these children often feel under-informed and unsupported in serving the needs of foster students. The present study examined how teachers are informed of a student's foster care status, the supports and services available to teachers in working with children, and the supports and services teachers feel they need in order to provide an appropriate education to this population. Ten teachers were interviewed to gain insight into their experiences educating foster children. Results indicated there is inconsistency in how teachers are informed of a child's foster care status and that teachers are dissatisfied with the lack of background information provided regarding a child's foster care status. Participants reported feeling supported by the school when designing and implementing behavioral interventions, however many expressed a need for more collaboration among the school, home, and social service agency. Suggestions are made for school systems and social service agencies to provide more information, training, and collaboration to teachers of students who live in foster care.

Committee: Susan Davies Ed.D. (Committee Chair); Elana Bernstein Ph.D. (Committee Member); Kelli Arndt Ph.D. (Committee Member) Subjects: Education; Psychology; School Counseling; Social Work

Master of Arts, Ursuline College, 2008, Art Therapy and Counseling

The trauma endured by children entering foster care can be horrific. The child often works diligently to recover from the abuse and neglect that he or she has endured. The pain that the child experiences through the healing process may hamper the recovery. The child may resolve or identify issues by using art to lessen the burden and pain he may hold within himself. Art therapy as part of a treatment team approach with a child who has many needs, such as a foster child, is usually welcomed by the child, and can be very effective as part of an overall treatment plan.

Committee: Cecile Brennan (Advisor); Gail Rule-Hoffman (Advisor); Diane Merros (Advisor); Valerie Treisch-Chirdon (Other) Subjects: Art Education; Behaviorial Sciences; Mental Health; Physiological Psychology; Psychology; Social Psychology; Therapy

MA, University of Cincinnati, 2002, Allied Health Sciences : Communication Sciences and Disorders

Twenty-one subjects were selected for this study from a database for the Preparation for Parenting Program. All subjects who were administered the Preschool-Language Scale-3 were included in the study. Total, receptive, and expressive language scores were analyzed for children who experienced maximal (2 or more) and minimal placements (0 or 1). Language scores from the Preschool-Language Scale-3 were analyzed statistically. Results indicated that multiple placements alone do not adversely affect the speech and language development of young children in foster care. Implications and recommendations for future research were also discussed.

Committee: Dr. Sandra Grether (Advisor) Subjects: Health Sciences, Speech Pathology

Psy. D., Antioch University, 2011, Antioch Santa Barbara: Clinical Psychology

The purpose of this qualitative study was to determine the factors which helped these foster care alumni to persevere and to succeed. The intent was to provide a framework for equipping youth in foster care more effectively by building on their strengths and the resources available in foster care. The study's method incorporated the interviewing of ten ethnically diverse individuals who had experienced the foster care system. Based on their insights and the themes which emerged, the WARRIORS Model was created. This acronym represents the key themes derived from the interviews: Wounded, Advocacy, Reality of Belonging, Resources, Inspired to Succeed, Obtain Life Skills, Resilience and Spirituality. A Wounded past was the reality of every participant yet many found purpose and meaning in their Advocacy roles. The Reality of Belonging was vital in each of their lives in addition to accessing Resources for post-high school educational and housing options, both implicating the significance of foster parent involvement. All were Inspired to Succeed both personally and educationally and were receptive to Obtain the Life Skills necessary for their future independence and success. They demonstrated such hopeful countenance and profound Resilience, in addition to accessing and benefitting from their chosen avenues of Spirituality. Finally, while navigating through both the negative and positive aspects of their lives, these youth have revealed the strength of the human spirit which has given them every right to be identified as WARRIORS. The WARRIORS Model can be utilized by clinicians and professionals involved in the systems addressing the needs of youth in foster care and training foster parents. Greater opportunities are needed for youth in foster care to advocate for themselves and others with the hope of gaining a sense of worth as their opinions are valued by the adults claiming to represent them. Finally, further research is needed concerning the spiritual development (open full item for complete abstract)

Committee: Michele Harway PhD (Committee Chair); Randy Wood PhD (Committee Member); Ryan M. Smith PsyD (Committee Member); Peter J. Pecora PhD (Committee Member) Subjects: Clinical Psychology; Families and Family Life; Psychology; Social Work; Spirituality

Psy. D., Antioch University, 2009, Antioch Seattle: Clinical Psychology

Due to continued fragmentation and gaps in mental health services and the increase in the prevalence of mental health problems for children, youth, and their families, these populations remain underserved. In 2003, the federal New Freedom Commission (Commission) responded by publishing policies to address these concerns. As directed in 2005, the Substance Abuse and Mental Health Services Administration (SAMHSA) funded planning incentive grants to states to transform their delivery of care.The study reviewed the federal policy, specifically the recommendations of the Commission's Subcommittee on Children and Families, and Washington State's policy and implementation actions of its five-year SAMHSA incentive grant. The method included searching, reviewing, and analyzing the literature on the topic published since approximately 2002. The analysis distilled the recommended determinants in children's mental health care transformation: prevention, early intervention, and screening in child welfare (juvenile justice and foster care) strategies; evidence-based practices; geographic disparities; workforce barriers; cultural competence aspirations; and consumer, schoolbased mental health, and primary care providers' role expectations. Despite innumerable studies, policies and services remain fragmented with gaps. The following topics from the outcome data require continuing attention: increasing the 2 cultural competency of professional services that are efficacious, and designing and promulgating measures for evidence-based practice specific to children. Three themes emerged regarding how to serve children's mental health needs in Washington State in a more efficacious manner. Within the penumbras of cultural competency and outcome-based measures, constructs for evidence-based practice for children need to be age-developmentally appropriate. Simultaneously, both the family role and venues of service delivery need to be considered, e.g., schools, out-of-home placement, and c (open full item for complete abstract)

Committee: Liang Tien Psy. D. (Committee Chair); Margaret Heldring Ph.D. (Committee Member); Molly Reid Ph.D. (Committee Member) Subjects: Mental Health; Psychology

Doctor of Philosophy in Urban Studies and Public Affairs, Cleveland State University, 2013, Maxine Goodman Levin College of Urban Affairs

The purpose of this study was to identify possible factors that may contribute to the variations in effectiveness of foster care networks in a rural and an urban Ohio county. The effectiveness of the networks was assessed based on the success of the foster care networks to provide permanency for children who are placed in out-of-home care. For the purpose of this study the foster care network organizations in each county included the child welfare agencies, the juvenile courts, private foster care agencies and foster families. The child welfare agencies in each of Ohio counties operate independently, and their success in securing permanency for foster children varies for each county. This variation is particularly evident when comparing the Ohio's rural and urban counties. The available descriptive data indicates that the foster care networks in Ohio's smaller rural counties are on average more successful in securing permanency for children than the larger urban counties. The existence of such variations was confirmed through comparison of existing descriptive data for 40 counties (20 rural and 20 urban) for the child permanency indicators. Since this researcher could not find information in the existing literature to explain these variations, this study was designed to identify the possible factors that may be responsible for such variations through exploring the perceptions of individuals who are closely connected with the foster care networks. This study explored the perceptions of 30 foster care network stakeholders through in-depth field interviews. The individuals interviewed for this study (15 from each of the urban and rural counties selected for this study) included staff from the child welfare agencies, the juvenile courts, private foster care agencies, as well as the foster families. The staff members from various levels of each organization were interviewed, which included child welfare agency directors, juvenile court judges (open full item for complete abstract)

Committee: Mittie Davis Jones Ph.D. (Committee Chair); Camila Stivers Ph.D. (Committee Member); Frederick Hampton Ph.D. (Committee Member) Subjects: Individual and Family Studies; Mental Health; Public Administration; Public Policy; Social Work