Suchergebnisse

Frontmatter -- Contents -- Part I Background -- Introduction -- 1 Framework for the Book -- 2 Description of the Midwest Study -- Part II Findings -- 3 Exploring College Outcomes -- 4 College Enrollment Patterns -- 5 Predictors of College Enrollment -- 6 Predictors of College Persistence -- 7 Predictors of Degree Completion -- 8 The Role of Avoidant Attachment on College Persistence and Degree Completion -- 9 Impact of Extended Foster Care on College Outcomes -- Part III Recommendations -- 10 Policy and Practice Recommendations to Increase College Enrollment and Completion -- Appendix A Statistics in Plain Language -- Appendix B Making Sense of Odds Ratios -- Appendix C What Is Multivariable Regression and Why Do We Need It? -- Appendix D Description of Study Predictors -- Acknowledgments -- Notes -- References -- Index -- About the Author

Changing social work from a profession with innovators to a profession that innovates will likely require an innovation movement. This article draws on lessons from a prior movement in social work to suggest implications for a future innovation movement. Empirical clinical practice (ECP), a movement in social work in the 1970–1990s, sought to transform social work into a profession that was thoroughly grounded in the empirical investigation. The success of ECP was stifled by four factors around investment from key stakeholders, developing useable and effective technologies, propagating the movement, and addressing workplace barriers. This article argues that an innovation movement will require early investment from many sectors and levels of the profession, effective arrangements for generating new options for addressing social problems, effective methods for diffusing and implementing the movement, and frank appraisal of organizational contexts that can stymie innovation.

Recent federal laws and state policies reflect the government's investment in improving education and employment outcomes for youth with foster care histories. However, little research has assessed the roles of these programs using national data. Drawing on data from the National Youth in Transitions Database (NYTD) ( n = 7797), this study examines the roles that state-level policies and programs, youth-level participation in programs and services, and youth characteristics play in youths' connection to employment and education ("connectedness") at age 21. Results from multilevel regression analyses find that foster youth in states with widely available tuition waiver programs increases the odds of connectedness to school. The amount of time youth spend in extended foster care, as well as receipt of postsecondary education aid and services, also increases connectedness. Study findings underscore the importance of material and relational supports in supporting foster youths' connection to employment and education in early adulthood.