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A report of a project that established systems of respite care and training of parents who have developmentally disabled members in their home is presented. Attention is directed to project objectives, activities, and outcomes and to the following specific components: collection and analysis of data on factors promoting utilization and effectiveness of respite care services, technical assistance and information dissemination, and the development of university based models for parent training. The project involved the collaboration of the City University of New York and the United Cerebral Palsy Associations, Inc., as well as demonstration programs in Central Maryland, Northeastern Maine, and Philadelphia. Outcome data are presented on services used by survey respondents and their effect on family functioning, and the effectiveness of respite care workers. Additionally, parent training models are summarized, and evaluation data are provided for workshops on communication, behavior management, motor development, and feeding skills. Additional materials include: student comments on their attitudes and skills in working with parents, a family questionnaire, parent interview questions, a respite care worker questionnaire, information on workshops, lists of nine references for professionals, a list of eight references for parents and six audiovisual training materials, and a list of 19 parent training/support programs. (SEW)

This annotated bibliography addresses issues, principles, programs, and research about respite care published in articles and books from 1978-1988. It covers a wide range of topics, from comprehensive overviews of respite issues, services, and policies to descriptions of specific respite care program models. A number of the bibliographic entries offer discussions of the benefits of respite care, and present the findings from studies designed to assess the impact of respite care on the lives of families. Policy issues, including funding questions, are examined, along with training issues, such as the need for training, necessary knowledge and skills for respite care providers, and an evaluation of training approaches. The 42 bibliography entries are presented in alphabetical order by author. Each annotation contains a summary of the main points or findings in considerable detail. The document concludes with a list of 43 respite care programs across the United States. (JDD)

This annotated bibliography presents a selective overview of materials on the topic of children with special health needs. Materials are divided into the following topics: (1) early identification and intervention (21 resources); (2) family-centered, community-based, culturally competent care (23 resources); (3) financing services (10 resources); (4) guides to resources (9 resources); (5) legislation, program, and policy issues (12 resources); (6) medical reference books (8 resources); (7) nutrition (8 resources); (8) parenting (21 resources); (9) respite care (8 resources); (10) school issues (4 resources); (11) siblings (4 resources); and (12) transition (15 resources.) Materials include books, periodicals, reports, and videotapes. (CR)

This directory contains information about organizations in the United States that offer the following types of services to parents of children and youth with emotional and behavioral disorders: support groups; education; training; referral; advocacy at the case or systems level; transition services; or direct assistance such as respite care, child care, or transportation. The listings represent a wide range of organizational types, including, among others, self-help organizations coordinated by and for parents with no professional involvement, groups started by staff members of service-providing agencies, and groups sponsored by other organizations. The first section provides an overview of mental, emotional, and behavioral disorders of children and youth. The second section lists national resources available to parents and professionals. The third section, comprising the bulk of the document, lists the states alphabetically with the resources available within each state. For each state, there is also a list of the state's contacts for the Child and Adolescent Service Program (CASSP) office, the Protection and Advocacy Center, and the state's mental health department. (JDD)

This bibliography lists training programs and training materials, both print and audiovisual, related to aging irrespective of the source of language used. Materials emanate from Australia, Canada, Chile, Israel, New Zealand, Norway, the former Soviet Union, Thailand, the United Kingdom, and the United States as well as from several international organizations: the International Labor Organization, HelpAge International, and the International Federation on Ageing. The volume is organized into 11 sections according to subject matter: general training, community services, health, caregiving, institutional care, intergenerational programs, voluntarism, religion, employment, life course planning/retirement planning, and women. In a number of cases, a training program could have fit under more than one subject category, but it is placed in what was felt to be the most appropriate category with cross-references provided. The bulk of the volume is devoted to the description of training programs that are listed alphabetically within each section or subsection. Programs using only written materials precede programs incorporating audiovisual components, which are listed separately as "Audiovisuals." References to other resources, such as books and organizations, are found at the end of a section or subsection under the heading "Resources." Each entry consists of title, source, and annotation. (YLB)

Caregiver education and support programs help decrease the stress and burden on family caregivers of the elderly. This directory profiles 72 programs for caregivers of elders. Programs are grouped into the categories of education, respite, and support. Education programs address skills and techniques for caregiving and include program implementation instructions. Respite programs offer either information and strategies for starting a respite program or content and methods for providing education and support to respite workers. Support programs describe how to start, sustain, and facilitate a support group. Each profile contains the date the program was developed or published; developer's name or organization; an abstract; curriculum content; setting for which the program was designed; implementation, funding, and evaluation information; reviewer comments; and source for program materials. Where appropriate, reviewers suggest adaptations that would facilitate use of the materials in rural settings. Some profiles include information on the usefulness of program materials for minority groups. Contains a list of program reviewers, an index by program descriptors, an index by program developer, and descriptions of other Center on Rural Elderly publications. (KS)