Evidence-Based Practice in Foster Parent Training and Support ...

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EBP in Foster Parent Training and Supportand reinforce pro-social attitudes, beliefs, and behaviors. Acceptance of thesenorms is expected to make the transition to lower levels of care possible.Findings: All groups gained in moral judgment scores; they did not differsignificantly at the end of the study. The PPC group gained significantly more thanother groups in social skills. The PPC group also showed significant improvementsin conduct and lower recidivism rates over 12 months as compared to the controlgroups.Nas, C. N., Brugman, D., & Koops, W.(2005). Effects of the EQUIP programme onthe moral judgement, cognitive distortions,and social skills of juvenile delinquents.Psychology, Crime, & Law, 11, 421-434.Population: Youth (aged 12-18) in highsecurityjuvenile correction facilitiesSherer, M. (1985). Effects of groupintervention on moral development ofdistressed youth in Israel. Journal of Youthand Adolescence, 14, 513-526.Population: Adolescent gang members(aged 15-18)Limitations: The interpretation of the results of this study is limited by a smallsample size.Method: This study utilized a controlled design to evaluate the efficacy of thePositive Peer Culture (PPC) model. A total of 56 youth (aged 12-18) in high-securityjuvenile correction facilities participated in the study. The study compared youth inan EQUIP program (n=31), which employs the Positive Peer Culture model, at theirfacility with a control group (n=25) made up of youth from two other facilities.Findings: The EQUIP group had lower cognitive distortion scores on covertbehavior, self-centeredness, blaming others, minimizing/mislabeling, stealing andlying than did the comparison group following treatment. The treatment group alsohad more negative attitudes toward delinquent behavior. No differences were foundfor moral judgment, social skills or social information processing.Method: This study used a controlled design to test the effectiveness of the PPCmodel in developing healthy adolescent morals. Participant gang members (32boys and 16 girls, aged 15-18) were assigned to one of three groups. The PPCgroup consisted of gang members who volunteered to participate in a PPC course.The first comparison group consisted of randomly chosen members of the samegangs to which the PPC groups belonged. (Only one gang member was included inthe PPC course from each gang.) The second comparison group consisted ofrandomly chosen members of gangs who had no contact with the PPC course orcourse participants.Findings: PPC group members scored higher on resistance to temptation andmoral development after completing the course. Both the PPC group and samegangcomparison group scored better on feelings after offense and severity ofCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 135
EBP in Foster Parent Training and Supportpunishment than the no-contact comparison group. The authors conclude that thePPC group may have had a positive effect on other members of their gangs.Re-Education of Children with Emotional Disturbance (Re-ED) Emerging PracticeFields, E., Farmer, E. M. Z., Apperson, J.,Mustillo, S., & Simmers, D. (2006).Treatment and posttreatment effects of aresidential treatment using a Re-educationmodel. Behavioral Disorders, 31, 312-322.Method: This exploratory study utilized a pre-test/post-test design to examine theoutcomes of the Re-ED model. 98 youth (aged 7-13) who were admitted to a statesponsoredresidential treatment facility participated in the study. Participants werechildren with at least one psychiatric diagnosis, most with ADHD, externalizingdisorders, and or mood disorders.Population: Youth (aged 7-13) who had atleast one psychiatric diagnosis and whowere admitted to a residential treatmentfacilityRe-ED is an ecological competence approach to helping the range of troubled andtroubling youth entering child serving systems, with their families. Re-ED is basedon 1) replacing pathology with a wellness view, 2) using an ecological orientation,3) focusing on competence and learning, 4) teaching and counseling roles, 5)building relationships, and 6) encouraging a culture of questioning and informationbaseddecision-making.Findings: Youth showed significant improvement in child behavior and personalstrengths, as measured by the Child Behavior Checklist (CBCL) and Behavioraland Emotional Rating Scale (BERS), respectively. Scores deteriorated somewhatover 6 months, but continued to be significantly better than pre-intervention. Themajority of children reached and maintained scores within the normal range on theBERS and about half did so on the CBCL. For the BERS, youth who were younger,male, and from higher SES families improved most by discharge, but thesevariables were not related to scores taken later. Length of stay in the programpredicted higher later BERS scores. The authors note that children with a shorterstay in the program were less likely to consistently receive recommended servicesafter discharge.Hooper, S. R., Murphy, J., Devaney, A., &Hultman, T. (2000). Ecological outcomes ofadolescents in a psychoeducationalresidential treatment facility. AmericanJournal of Orthopsychiatry, 70, 491-500.Limitations: Conclusions from this study are limited by the lack of a comparisongroup and random assignment to treatment groups.Method: This exploratory study used a pre-test/post-test design to investigate theefficacy of the Re-ED program. 111 youth (aged 13-16) who were admitted to astate-run re-education residential treatment program participated in the study.Findings: An average of 58% of youth were functioning adequately in all threedomains (legal, school, and level of care) across the 2 year time span of the study,Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 136
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