This study explores various youth empowerment programs for young people aging out of foster care in the U.S. Youth Empowerment Programs (YEPs) are interventions that encourage youth to make meaningful decisions about program design, implementation, and/or evaluation. This dissertation employed three methods to contribute to the evidence-base on the effect of YEPs for youth aging out of foster care: a qualitative historical study, a comprehensive literature review, and a quantitative cross-sectional survey that utilized a contemporaneous comparison group. The historical study examined the different program aspects of the Children's Aid Society (CAS) to see if there were any empowering parts. CAS was the precursor to the modern day foster care system in the U.S. The study found that much of the programming that occurred in the Boys Lodging Houses in New York City could be classified as youth-led or youth-informed. Specifically, the children's bank, lending library, and military cadet companies provide detailed examples of youth participating in meaningful programmatic decision-making. Other program aspects in the boys lodging houses could be classified as youth dominated or anarchical. The child placement process was found to be disempowering. There was very little evidence of younger children and girls engaging in programmatic decision-making. The literature review included four studies from 2,631 potentially relevant titles and abstracts. Three of the four studies were qualitative and no randomized controlled trials were found, thus meta-analysis was not possible. The review found that the state of the evidence of the effectiveness of YEPs for youth aging out of foster care is sparse and methodologically weak. All four studies found that YEP participation improved various youth development outcomes. One study reported three iatrogenic effects for a subset of youth. The cross-sectional survey examined the level of psychological empowerment of 193 foster care alumni (ages 18-25) who did (n= 99) and did not (n=94) participate in at least one YEP in Florida. Those who participated in a YEP experienced significantly higher perceived control (B = .25, p =.007), motivation to influence their environments (B = .30, SE B =.09, p =.001), self-efficacy for socio-political skills, and participatory behavior (B = .586, SE B= .136, p =.000), than non-YEP participants even when controlling for age at program entry, gender, race, time in foster care, number of placements, and Pinellas County location. Findings from this dissertation suggest that youth empowerment is possible in child welfare and might be beneficial. Implications for research and practice are discussed.

Educators play a crucial role in the detection of child abuse, but there is limited research understanding the role of teachers in responding to maltreatment concerns. The purpose of this dissertation was to utilise three sequential studies, with multiple methodologies, to understand how Canadian educators are situated to detect, respond, and report suspected child abuse. In the first study, a national Canadian database was utilised to compare educator reported cases of child maltreatment to reports from all other professionals. In study two, 245 teachers completed a questionnaire examining their experiences of reporting child abuse, attitudes and beliefs, and perceived barriers and supports in reporting. Lastly, in the third study, semi-structured qualitative interviews were conducted with seven teachers who had recently reported child abuse. In integrating the results from these studies, three conclusions were drawn regarding the role of educators within the child welfare system. These included; 1) Teachers are well-positioned to detect and advocate for the needs of maltreated children; 2) Teachers have a need for greater confidence, and an increased ability to cope with uncertainty, when responding to child abuse; and 3) There is often a mismatch between the goals of teachers in the education system and the perceived response of the child welfare system. Three recommendations were then presented; 1) Educators are a key resource in supporting early detection and intervention initiatives to address child abuse and their role in these initiatives should be further explored; 2) Teachers should be provided with additional strategies to address perceived barriers in reporting child abuse; and 3) Initiatives to promote increased communication between the education and child welfare systems are required. Overall, results supported the unique child-centred perspective of educators in reporting child maltreatment. Study limitations and areas for future research were then discussed.

Educators play a crucial role in the detection of child abuse, but there is limited research understanding the role of teachers in responding to maltreatment concerns. The purpose of this dissertation was to utilise three sequential studies, with multiple methodologies, to understand how Canadian educators are situated to detect, respond, and report suspected child abuse. In the first study, a national Canadian database was utilised to compare educator reported cases of child maltreatment to reports from all other professionals. In study two, 245 teachers completed a questionnaire examining their experiences of reporting child abuse, attitudes and beliefs, and perceived barriers and supports in reporting. Lastly, in the third study, semi-structured qualitative interviews were conducted with seven teachers who had recently reported child abuse. In integrating the results from these studies, three conclusions were drawn regarding the role of educators within the child welfare system. These included; 1) Teachers are well-positioned to detect and advocate for the needs of maltreated children; 2) Teachers have a need for greater confidence, and an increased ability to cope with uncertainty, when responding to child abuse; and 3) There is often a mismatch between the goals of teachers in the education system and the perceived response of the child welfare system. Three recommendations were then presented; 1) Educators are a key resource in supporting early detection and intervention initiatives to address child abuse and their role in these initiatives should be further explored; 2) Teachers should be provided with additional strategies to address perceived barriers in reporting child abuse; and 3) Initiatives to promote increased communication between the education and child welfare systems are required. Overall, results supported the unique child-centred perspective of educators in reporting child maltreatment. Study limitations and areas for future research were then discussed.

Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 29, 2010). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Anita Morgan, Robert G. Barrows, Daniella J. Kostroun. Includes vitae. Includes bibliographical references (leaves 108-113).

This study explores the subjective experiences of mothers living with HIV from Southeastern Ontario when accessing health and social services. Drawing on principles of feminist participatory action research, 5 MLWH were brought together in order to share their stories of accessing health and social services and to participate in the creation of a collage as part of the storytelling process. Intersectional feminist theory was chosen as a theoretical lens for this project to highlight the ways women’s multiple identities intersect and contribute to HIV-stigma. Emerging from the storytelling and arts based process were stories about the women’s interactions with the criminal justice system, Children’s Aid Societies, social welfare programs and women-specific supports. The key concerns that the women raised in connection to these interactions included having to re-tell their story, concerns about confidentiality and disclosure and experiencing a loss of control as a result of depending on a myriad of health and social services. In addition, the participants identified changes they would like to see within health/social services including more opportunities for peer support and an increase in services available to support the unique psychosocial challenges of MLWH. / Thesis / Master of Social Work (MSW)

Indiana University-Purdue University Indianapolis (IUPUI) / A group of well-to-do women formally organized the Indianapolis Free Kindergarten and Children’s Aid Society with the goal to open kindergartens for children like Onis Williams. Reverend Oscar C. McCulloch, a social gospel proponent, was influential in organizing these women as well as several other Indianapolis charitable organizations. The clubwomen of the Indianapolis Free Kindergarten and Children’s Aid Society collected funds and goods from local businesses and wealthy businessmen to support their work; the clubwomen also hosted teas, parties, and an annual ball to raise money. At first, the women of the Indianapolis Free Kindergarten and Children’s Aid Society (hereafter IFK) opened kindergartens and distributed clothing to young children in the poorest districts of the city. Over time, however, IFK expanded to include adult programs, programs for children of all ages, and opened a teachers’ training school. This thesis consists of three chapters. The first chapter will focus on the Indiana Primary and Normal Training School, the teacher training school run by IFK. The second chapter will discuss the various social and academic programs available to Indianapolis children, including the actual kindergarten. The third chapter will focus on six different programs available to mothers whose children attended kindergartens and other programs. This thesis will show how some Indianapolis clubwomen used the teacher’s school, the kindergartens, and the programs for mothers of IFK to create a successful Progressive program that endured for nearly seventy years.