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Books on the topic 'Foster adolescents'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Jane, Aldgate, Maluccio Anthony N, Reeves Christine, and British Agencies for Adoption and Fostering., eds. Adolescents in foster homes. London: Batsford in association with British Agencies for Adoption and Fostering, 1989.

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2

Separation revisited: Adolescents in foster family care. Aldershot, Hants, England: Ashgate, 1992.

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3

Dunn, Roberta. Therapeutic foster homes: A viable alternative for sexually abused adolescents. [Ottawa, Ont.?]: National Clearinghouse on Family Violence, 1988.

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4

New York (State). Legislature. Senate. Standing Committee on Child Care. In the matter of a public hearing to consider testimony on group home foster care for adolescents. Albany, N.Y: P.E. Williman, certified shorthand reporter, 1991.

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5

M, Kinniburgh Kristine, ed. Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York: Guilford Press, 2010.

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6

Lerner, Steve. State-raised: Kids no one wants : acting-out adolescents in New York City's group foster-care facilities. New York, NY: Foundation for Child Development, 1988.

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7

Blaustein, Margaret. Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York: Guilford Press, 2010.

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8

Blaustein, Margaret. Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competence. New York: Guilford Press, 2010.

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9

Moore, Tom. Angels crying: A true story of secrecy and tragedy. St. John's, NF, Canada: Tomcod Press, 1994.

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10

Heneghan, James. Bank job. Custer, WA: Orca Book Publishers, 2009.

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11

Association, National Foster Care, ed. Fosteringteenagers: Two innovative schemes in Kent. London: National Foster Care Association, 1990.

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12

Jill, Nelson. Helping teens handle tough experiences: Strategies to foster resilience. Minneapolis, MN: Search Institute Press, 2008.

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13

Jill, Nelson. Helping teens handle tough experiences: Strategies to foster resilience. Minneapolis, MN: Search Institute Press, 2008.

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14

New York (State). Legislature. Senate. Committee on Investigations & Government Operations. Crushing lil' hopes: Improving NYS' foster care RTC program. [Albany]: New York State Senaate Committee on Investigations & Government Operations, 2002.

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15

Connecting in your classroom: 18 teachers tell how they foster the relationships that lead to student success. Minneapolis, Minn: Search Institute, 2006.

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16

Viana, Marco Aurélio S. Da guarda, da tutela e da adoção: No Estatuto da criança e do adolescente. Belo Horizonte, MG: Livraria Del Rey, 1991.

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17

Neomaggiorenni e autonomia personale: Resilienza ed emancipazione. Roma: Carocci, 2012.

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18

Corlyon, Judith. Pregnancy and parenthood: The views and experiences of young people in public care. London: National Children's Bureau, 1999.

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19

Lullabies for little criminals. London: Quercus, 2008.

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20

name, No. The handbook of child and adolescent systems of care: The new community psychiatry. San Francisco, CA: Jossey-Bass, 2003.

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21

Paterson, Katherine. The great Gilly Hopkins. New York: Harper & Row, 1987.

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22

Paterson, Katherine. La gran Gilly Hopkins. Madrid: Alfaguara, 1994.

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23

Paterson, Katherine. The greatGilly Hopkins. Basingstoke: Macmillan Education, 1985.

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24

Paterson, Katherine. The great Gilly Hopkins. Santa Barbara, Calif: ABC-Clio, 1987.

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25

Paterson, Katherine. The Great Gilly Hopkins. New York: HarperCollins, 2009.

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26

Pelzer, David J. The Privilege of Youth. London: Penguin Group UK, 2008.

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27

Pelzer, David J. The privilege of youth: A teenager's story. New York: Plume, 2005.

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28

1945-, Aldgate Jane, Maluccio Anthony N, and Reeves Christine, eds. Adolescents in foster families. Chicago, IL: Lyceum Books, 1989.

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29

Farmer, Elaine, JO LIPSCOMBE, and Sue Moyers. Fostering Adolescents (Supporting Parents). Jessica Kingsley Publishers, 2004.

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30

N, Maluccio Anthony, Krieger Robin, and Pine Barbara A, eds. Preparing adolescents for life after foster care: The central role of foster parents. Washington, DC: Child Welfare League of America, 1990.

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31

Maluccio, Anthony N., and Robin Krieger. Preparing Adolescents for Life After Foster Care: The Central Role of Foster Parents. Child Welfare League of Amer, 1990.

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32

Fostering Health: Health Care For Children And Adolescents In Foster Care. 2nd ed. American Academy of Pediatrics, 2005.

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33

ACHIEVING PERMANENCY FOR ADOLESCENTS IN FOSTER CARE: A GUIDE FOR LEGAL PROFESSIONALS. American Bar Association, 2006.

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34

Danckaerts, Marina, and David Coghill. Children and adolescents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0032.

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ADHD is a common neurodevelopmental disorder that is underrecognized and underdiagnosed in many parts of the world but overdiagnosed in others. As there are presently no biological tests or markers available to support the diagnostic process, the cornerstone of case identification remains the clinical interview and assessment. Evidence suggests that a structured approach to assessment can foster good clinical practice and facilitate building a treatment plan that can be adequately monitored over time. Whilst there are several evidence-based clinical guidelines that describe the assessment process, these are not used in routine clinical practice as regularly as they should. This chapter describes the elements of a structured approach to assessment, including commentary on recognition, the clinical interview, observation, school information, questionnaires, diagnostic formulation, and cognitive and somatic examination. Special attention is needed to assess comorbidities and with special populations such as those in preschool and with intellectual impairments.

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35

Mandel, Rachel, and Ruth Gerson. Adolescence. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0010.

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Adolescence is a time of remarkable change—a time of physical and emotional growth with many potential problems. It is a turbulent yet universal stage of life, and mental health providers can be flummoxed in approaching, diagnosing, and treating adolescents, with the ongoing question of “What is normal adolescent behavior?” Providers sometimes lose sight of central issues in adolescent life, such as school, family, trauma, foster care, and burgeoning responsibilities. This chapter provides a case example of a typical teen presentation in the emergency department and uses it to illustrate the complexity of adolescent mental health issues. Favorable outcomes are possible when clinicians are mindful of the special needs of this age group, including risky behavior, the impact of bullying, and academic stress, and when clinicians can navigate the corresponding systems of care.

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36

The Sexualized Child in Foster Care: A Guide for Foster Parents and Other Professionals. CWLA Press (Child Welfare League of America), 2000.

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37

Kazdin, Alan E. Psychosocial Treatments for Conduct Disorder in Children and Adolescents. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0005.

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Significant advances have been made in the treatment of antisocial and aggressive behavior (conduct disorder), a severe source of impairment among children and adolescents. Several psychosocial interventions with strong evidence in their behalf with children and adolescents are highlighted in the chapter. They include parent management training, multisystemic therapy, multidimensional treatment foster care, cognitively based treatments, functional family therapy, brief strategic family therapy, and the Good Behavior Game. The treatments have been very well studied, with multiple replications. There remain questions about the long-term impact of treatments, the persons for whom one or more of these treatments are well suited, and how to optimize therapeutic change.

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38

Chamberlain, Patricia Ph D. Family Connections: A Treatment Foster Care Model for Adolescents With Delinquency (A Social Interactional Approach, Vol 5). 2nd ed. Northwest Media Inc., 1998.

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39

Schneider, Wolfgang, and Elisabeth Löffler. The Development of Metacognitive Knowledge in Children and Adolescents. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.10.

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This chapter aims at depicting the development of metacognitive knowledge from early childhood through early adolescence. Children’s ability to reflect on their mental states develops rapidly in early childhood, beginning around the age of three. Thus the chapter first discusses important precursors of metacognitive knowledge, in particular, the correct use of mental verbs and the development of a “theory of mind.” Subsequently, it highlights essential stages in the acquisition of declarative metacognitive knowledge, with an emphasis on knowledge about the effectiveness of different strategies. Next, it discusses how and when important aspects of procedural metamemory, that is, monitoring and self-control, develop in childhood and how they interact. It then discusses developmental trends in the relationship between metamemory and memory in more detail. Finally, it presents attempts to assess and foster metacognitive skills in applied settings and discusses possible future directions of research on the development of metacognition.

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40

Administration, Washington (State) Children's, Washington (State). Dept. of Social and Health Services., Washington (State). Select Committee on Adolescents in Need of Long Term Placement., and Washington State Library. Electronic State Publications., eds. DSHS responds to recommendations from the Select Committee on Adolescents in Need of Long Term Placement. [Olympia, Wash.]: Washington State Dept. of Social & Health Services, Children's Administration, 2003.

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41

Heineman, Toni V., June M. Clausen, Saralyn C. Ruff, Paula Ammerman, and Tali Barr. Treating Trauma: Relationship-Based Psychotherapy with Children, Adolescents, and Young Adults. Rowman & Littlefield Publishers, Incorporated, 2015.

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42

Treating Trauma: Relationship-Based Psychotherapy with Children, Adolescents, and Young Adults. Rowman & Littlefield Publishers, Incorporated, 2013.

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43

Blaustein, Margaret E., and Kristine M. Kinniburgh. Treating Traumatic Stress in Children and Adolescents, Second Edition: How to Foster Resilience through Attachment, Self-Regulation, and Competency. The Guilford Press, 2018.

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44

David, Berridge, ed. Educating difficult adolescents: Effective education for children in public care or with emotional and behavioural difficulties. Philadelphia, PA: Jessica Kingsley Publishers, 2009.

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45

Tronick, Edward, Joe Tucci, and Janise Mitchell. Handbook of Therapeutic Care for Children: Evidence-Informed Approaches to Working with Traumatized Children and Adolescents in Foster, Relative and Adoptive Care. Kingsley Publishers, Jessica, 2019.

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46

Espelage, Dorothy L., Jun Sung Hong, and Gabriel J. Merrin. Relational Aggression and Bullying in a School Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0015.

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Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.

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47

Bond, Henrietta. Foster Carer's Handbook on Parenting Teenagers. British Association for Adoption & Fostering (BAAF), 2019.

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48

Flammang, Janet A. Civic Engagement and Diplomacy. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040290.003.0007.

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This chapter explores table talk as an avenue for civic engagement and diplomacy. It begins with a discussion of how food can foster community building, citing as an example the restaurant as an inclusive community-gathering place. It then considers civic engagement among adolescents, focusing on the important roles played by associations and schools in the civic development of young people. It also looks at political voice, and especially who frames political discussions; the issue of civility among public officials; gender differences in the conversational dynamics among state legislators; national calls for greater civility and conversations about important topics; and civility among U.S. congresswomen. The chapter concludes with an analysis of diplomacy in the State Department's culinary diplomacy program and the barbecue diplomacy of presidents Lyndon B. Johnson and George W. Bush.

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49

Desetta, Al, Sybil Wolin, and Keith Hefner. Leader's Guide to the Struggle to Be Strong: How to Foster Resilience in Teens. Free Spirit Publishing, Incorporated, 2019.

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50

Del Río, Norma. New Paradigms of Civic Participation among Youth. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037658.003.0004.

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This chapter examines new paradigms of civic participation among Mexico City's youth. In recent years, international human rights organizations have stressed the need for participative democratic change in Mexico City. In response, the Federal District's left-wing administration has enacted a series of laws, including the Federal District Act for the Rights of Boys, Girls and Adolescents and the Act for the Federal District's Youth in 2000, a law to foster citizen participation in 2004, and the act for the prevention and eradication of discrimination in 2006. However, a gap still exists between the legal sphere and the implementation of social policies that manage and provide democratic spaces for the real practice of citizenship. This chapter discusses the demographics of youth activists in Mexico City as well as their educational trajectories, families, organizations they are involved in, social identities, motivations for engagement, social awareness, and political ideas.

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