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This study explored the personal self-care practices of adoptive parents (N = 229) in one southeastern state. Overall, findings indicate that adoptive parents only engage in moderate modest self-care practices. Significant differences in self-care practices were detected by health status (self-report) and current financial status. In summary, the healthier one perceived themselves to be and the more financially stable they were, the more they tended to engage in self-care practices. Data suggest the need for entities involved with potential and/or adoptive parents need to explicitly engage adoptive parents in education about self-care and training in support of self-care practices. As well, data indicate the need for reframing self-care from an ancillary activity to an integrated tool to assuage the challenges facing adoptive parents. [ABSTRACT FROM AUTHOR]

Indubitably, the process of adopting a young person, no matter the context, can be challenging. To assist adoptive parents in coping with these challenges, entities (e.g., social service/adoption agencies, etc.) have historically fostered the development of support groups. Despite the intent of these efforts, many adoptive parent support groups utilize frameworks that are not congruent with meeting the needs of group participants. This paper examines the process for using Concept Mapping to conceptualize effective support groups based on the perspectives of adoptive parents in one southeastern state. [ABSTRACT FROM PUBLISHER]

Previous research suggests that Positive Behavioral Interventions and Supports (PBIS) can reduce student disciplinary office referrals and out-of-school suspensions, especially when implemented with fidelity. Existing research is mixed as to whether PBIS also contributes to improvements in student achievement, but at least one study has found that PBIS leads to improvements in teachers’ perceptions of overall organizational health, an effect that may help facilitate improvements in student learning. This study uses the TELL (Teaching, Empowering, Leading, and Learning) Kentucky survey to analyze teacher perceptions of their working conditions between PBIS and non-PBIS schools, and among schools varying in level of PBIS implementation fidelity. Furthermore, because the TELL Kentucky survey has been shown to predict increases in student achievement, this study examined the relationship between PBIS implementation and student test score outcomes. Teachers in PBIS schools reported higher levels of student and faculty understanding of behavioral expectations and a stronger atmosphere of professional trust and respect. Although there were no significant differences in student achievement levels between PBIS and non-PBIS schools, analysis did reveal that student academic outcomes were significantly higher at high- and medium-fidelity PBIS schools than low-fidelity PBIS schools. Significance, limitations, and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Despite the use of virtual support groups among adoptive parents, very few studies have empirically examined outcomes of participating in these groups. This research brief investigated the impact of perceived social support, information seeking effectiveness, and homophily on perceived empathy within a pilot-phase virtual support group for adoptive parents (N = 27) in one southeastern state. Researchers also examined the moderating effect of homophily on these relationships. Findings suggest that while perceived social support was significantly positively related to perceived empathy, there was no association between perceived information seeking effectiveness and perceived empathy. Of variables of interest for this study, only homophily uniquely predicted empathy and was not a moderator in other models. While findings lend credence to the notion that perceived similarities among participants is important, there are implications for developing diverse, inclusive adoptive parent support groups. This brief discusses results from this study and apposite areas for future research. • This research brief investigated the impact of social support, information seeking effectiveness, and homophily on perceived empathy. • Findings suggest that perceived social support was significantly positively related to perceived empathy. • Of variables of interest for this study, only homophily uniquely predicted empathy and was not a moderator in other models. [ABSTRACT FROM AUTHOR]

Abstract Despite the importance of self-care to social workers, in general, and those employed in child welfare contexts, specifically, few studies have explicitly examined this area of inquiry. This research brief explores the personal and professional of social workers employed in child welfare (N = 623) in the United States (U.S.). Overall, findings indicate that participants engage in minimal amounts of self-care. Analyses revealed significant differences in self-care by Race , Education Level , Licensing Status , Marital Status , Supervision Status , Professional Organization Membership, and Financial Status, respectively. Findings indicate the need for more explicit attention to education and training related to self-care, and more organizational supports for child welfare workers. Despite the importance of self-care to child welfare workers, few studies have explicitly examined this area of inquiry (Bloomquist, Wood, Friedmeyer-Trainor, & Kim, 2015 ; Grise-Owens, Miller, & Eaves, 2016 ; Lee & Miller, 2013 ; Miller, Donohue-Dioh, Niu, & Shalash, 2018 ; Newell, 2018). This research brief explores the personal and professional of child welfare workers employed in child welfare (N = 623) in the United States (U.S.). After pithily examining relevant background information, this brief will explicate findings from this study and discuss salient implications derived from the data. Highlights • This research brief explores the self-care practices of child welfare workers (N = 623) in the United States. • Overall, findings indicate that participants engage in minimal amounts of self-care. • Findings indicate the need for more explicit attention to education/training and organizational supports related to self-care. [ABSTRACT FROM AUTHOR]