Vol 21, No 2 (2012)
Funding bodies of education and treatment increasingly demand the use of evidence-based practice (EBP). Not surprisingly, advocates of every method are contriving studies to "prove" theirs is a blue-ribbon practice. However, researchers are shifting from studying methods to discovering what is actually effective in real-world settings, namely Practice-Based Evidence (PBE). Simply, how do we deliver what works? This issue highlights these essentials for success with challenging children and youth.
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Culture and Development
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Transforming Cultures of Care: A Case Study in Organizational Change
Karyn Purvis, David Cross, Daren Jones, Gary Buff
The authors report on a small organizational case study highlighting the dimensions of trauma-informed care, the processes of organizational change, and the growth of caregiver expertise. The article is framed by the notion of caregiving cultures, which refers to the beliefs, languages, and practices of caregivers and caregiving organizations.
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Cultivating the Social, Emotional, and Inner Lives of Children and Teachers
Linda Lantieri, Madhavi Nambiar
This article highlights research in Social and Emotional Learning (SEL) and demonstrates how teachers help students learn the skills to handle stress, manage emotions, achieve wellness, and develop inner resilience.
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Educational Innovations
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Student Success Stories that Inform High School Change
Jerri Shepard, Chuck Salina, Suzann Girtz, Jonas Cox, Nika Davenport, Tammy L. Hillard
Resilience research and student interviews reveal how relationships, a vision of the future, and meaningful participation in learning can transform troubled lives.
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From the Editor
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Practice–Based Evidence: Delivering What Works
Larry K. Brendtro, Martin L. Mitchell
Many methods claim to be Evidence-Based Practices. Yet success comes not from a particular practice, but principles that underlie all effective helping. This article uses the principle of consilience to tap knowledge from science, values, and practical experience.
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Life Space Crisis Intervention
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Teach Me How to Talk
Katrien Goorix, Franky D’Oosterlinck, Eline Spriet, Mark Freado, Eric Broekaert
Preschool children and toddlers often display emotional and behavioral problems. Without early intervention, these difficulties can lead to serious problems in later years. This research from Belgium explores how Life Space Crisis Intervention and Developmental Therapy-Developmental Teaching can inform work with these young children.
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Treatment and Family
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Pressley Ridge Treatment Foster Care: The Model of Care Thirty Years Later
Annette C. Trunzo, Lauren Bishop-Fitzpatrick, Amy Strickler, James Doncaster
The Pressley Ridge Treatment Foster Care model trains foster parents to teach troubled children skills for effective living. Research evidence on outcomes shows this is an effective intervention.
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Teaching-Family Model: Insuring Quality Practice
Peggy McElgunn
The Teaching-Family Model was one of the earliest approaches to be supported by an extensive research base. As it has evolved over four decades, it retains the focus on teaching and learning but incorporates a strength- and relationship-based orientation. The model is also unique in gathering ongoing practice-based evidence to insure quality.
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Autism and Belonging
Erik K. Laursen, Sasha Yazdgerdi
At my last school I was bullied all the time, every day. But here at Charterhouse I have made lots of friends. Everyone in my class gets along. Sure we argue and disagree sometimes, but in the end we forgive and forget. The staff is nice and makes me feel safe. I think I belong at Charterhouse School.
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“Too Many, Too Much, Too Young”: Red Flags on Medications and Troubled Children
Administration on Children, Youth, and Families
Children and youth in the child welfare system are increasingly being dosed with psychotropic drugs to manage emotional problems and disruptive behavior that might better be addressed by psychosocial treatments to meet their complex needs
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Voices of Youth
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Reclaiming Family Privilege
John Seita
Young people who struggle to cope without stable family connections are profoundly aware of their lack of “Family Privilege.” How can professionals and communities help meet the growth needs of these young persons in order to foster resilient outcomes?
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