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This paper addresses the importance of parent involvement in facilitating positive transitions from early childhood settings to elementary school for children with challenging behaviors and/or those at risk for more serious emotional/behavioral disorders. Qualitative interviews with parents of children with social-emotional/behavioral challenges, their Head Start teachers and advocates, and their kindergarten teachers were conducted to gain an understanding of how these parents experienced various transition activities provided by preschools or receiving schools and how these activities functioned to help support parent involvement in the transition process. Based on these data, we developed a conceptual model linking parent needs to elements of transition supports that can be provided through preschools and receiving schools. Key elements of this model include communicating information, providing emotional support, and preparing parents to act as their children's primary advocate within the school system. [ABSTRACT FROM AUTHOR]

Family Drug Treatment Courts (FDTCs) are an increasingly prevalent program designed to serve the multiple and complex needs of families involved in the child welfare system who have substance abuse problems. It is estimated that over 301 FDTCs are currently operational in the United States. Few rigorous studies of FDTCs have examined the effectiveness of these programs. This paper reviews current FDTC research and summarizes the results from four outcome studies of FDTCs. Results suggest that FDTCs can be effective programs to improve treatment outcomes, increase the likelihood of family reunification, and reduce the time children spend in foster care. However, further research is needed to explore how variations in program models, target populations, and the quality of treatment services influence effectiveness. [ABSTRACT FROM AUTHOR]

Although service provision models that emphasize individualization of services and family-centered decision making have been widely adopted by a variety of programs for children and families, to date there is little evidence that service provision has changed to reflect these program philosophies. In this study, data collected by staff at 3 community-based family support centers were used to demonstrate an approach to documenting the extent of family-centered practice. Two primary research questions were addressed. First, what evidence is there that program services were delivered in ways consistent with family-centered program philosophies? Second, are there family demographic or psychosocial characteristics that can predict the amount, type, and intensity of service involvement in such voluntary services? Results indicate that although families utilized a wide array of services, there is little evidence that services were provided based on individualized needs of families. However, families who were categorized as being at high risk for negative child outcomes tended to receive more services of all types, more intensive services, and remained in the programs longer compared to low-risk families. [ABSTRACT FROM AUTHOR]