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Effectiveness of education focused wraparound services to improve academic success for foster youth: A pilot study.
Keeney, Annie J; Glass, Sarah; Vizcarra, Ernesto; Krzywicki, Laura; Jones, Loring.
Afiliación
  • Keeney AJ; San Diego State University, School of Social Work, San Diego, CA, USA. Electronic address: akeeney@sdsu.edu.
  • Glass S; County of San Diego Health and Human Services Agency, Child and Family Well-Being Department, San Diego, CA, USA.
  • Vizcarra E; County of San Diego Health and Human Services Agency, Child and Family Well-Being Department, San Diego, CA, USA.
  • Krzywicki L; County of San Diego Health and Human Services Agency, Child and Family Well-Being Department, San Diego, CA, USA.
  • Jones L; San Diego State University, School of Social Work, San Diego, CA, USA.
Child Abuse Negl ; 155: 106976, 2024 Sep.
Article en En | MEDLINE | ID: mdl-39141990
ABSTRACT

BACKGROUND:

Youth with foster care experience are disproportionality burdened with poor academic outcomes compared to non-foster experience youth. The Fostering Academic Success in Education (FASE) pilot program provides comprehensive onsite educational case management services to foster care youth.

OBJECTIVE:

We used mixed methods to explore the effects of FASE on participating youth's academic performance and perceived self-efficacy to manage mental health services and support. PARTICIPANTS AND

SETTING:

Between 2020 and 2023, the FASE pilot program was delivered to 40 middle and high school students involved in child welfare services and out-of-home placements.

METHODS:

Quantitative data comprised pre-post FASE intervention academic outcomes (GPA, attendance, and tardies) and the Youth Efficacy/Empowerment Scale-Mental Health (YES-MH). Paired sample t-tests and one-way ANOVA were used to assess difference in time outcomes. Qualitative generating questionnaires were administered to FASE youth and school personnel annually.

RESULTS:

After participating in FASE for one academic year, youths' GPA significantly improved (mean 2.38-2.80, p = .001), tardies significantly reduced (mean 3.78-3.1, p = .011), unexcused periods significantly reduced (mean 17.30-9.51, p = .018) and there was a significant improvement in YES-MH scores (mean 46.9-55, p = .001). Female youth had larger GPA and YES-MH score increases than male youth. FASE youth and personnel attributed academic success to the comprehensive support received by the program's educational social worker.

CONCLUSIONS:

The FASE program holds promise in improving academic performance and mental health self-efficacy among foster care-involved youth.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cuidados en el Hogar de Adopción / Éxito Académico Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Child Abuse Negl Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Cuidados en el Hogar de Adopción / Éxito Académico Límite: Adolescent / Child / Female / Humans / Male Idioma: En Revista: Child Abuse Negl Año: 2024 Tipo del documento: Article Pais de publicación: Reino Unido