While text-message based interventions that target parents and older students have shown promise for improving a variety of outcomes, evidence on text-based outreach and support for new parents is just emerging. We explore programmatic data from a text-based mentoring intervention designed to support new mothers and promote healthy child development. We coded 18,897 text messages from 162 mother-mentor pairs to describe the characteristics of interactions between new mothers and their text-based mentors.
Purpose: The purposes of the study were to describe baseline data in the implementation of evidence-based clinical practices among health center partners as part of a community-wide teen pregnancy prevention initiative and to identify opportunities for health center improvement.
New evidence from neuroscience, psychology, and other behavioral sciences suggests that TANF programs may be able to improve participants’ outcomes by applying the science of self-regulation. Self-regulation refers to a foundational set of skills and personality factors that enable people to control their thoughts, emotions, and behavior. It is what helps people set goals, make plans, solve problems, reason, organize, prioritize, initiate tasks, manage time, and persist in and monitor their actions.
U.S. children are more likely to live apart from a biological parent than at any time in history. Although the Child Support Enforcement system has tremendous reach, its policies have not kept pace with significant economic, demographic, and cultural changes. Narrative analysis of in-depth interviews with 429 low-income noncustodial fathers suggests that the system faces a crisis of legitimacy. Visualization of language used to describe all forms child support show that the formal system is considered punitive and to lead to a loss of power and autonomy.
The Children’s Bureau funded a multi-phase grant program referred to as Youth At-Risk of Homelessness (YARH) to build the evidence base on what works to prevent homelessness among youth and young adults who have been involved in the child welfare system. To date, there is very little evidence on how to meet the needs of this population.
To help individuals successfully reenter society after time in jail, the U.S. Department of Labor (DOL) awarded $10 million in grants to 20 local workforce development boards (LWDBs) in June 2015 for the Linking to Employment Activities PreRelease (LEAP) initiative. Central to the LEAP initiative was creating jail-based American Job Centers (AJCs) with direct linkages to community-based AJCs.
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research-based, Developmentally Informed) or ‘‘usual practice’’ conditions. The intervention involved brief lessons, ‘‘handson’’ extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home.
The National Institute of Child Health and Human Development (NICHD) Study of Early Child Care compared 3 statistical methods that adjust for family selection bias to test whether child care type and quality relate to cognitive and academic skills. The methods included: multiple regression models of 54-month outcomes, change models of differences in 24- and 54-month outcomes, and residualized change models of 54-month outcomes adjusting for the 24-month outcome. The study was unable to establish empirically which model best adjusted for selection and omitted-variable bias.
This paper reports the results from a randomized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum (PATHS) for preschool-age children in Head Start. PATHS is a universal, teacher-taught social-emotional curriculum that is designed to improve children’s social competence and reduce problem behavior. Twenty classrooms in two Pennsylvania communities participated in the study. Teachers in the 10 intervention classrooms implemented weekly lessons and extension activities across a 9-month period.
The Department of Labor (DOL) funded this study to explore the relationship between nonmonetary eligibility policies and practices and program outcomes, such as recipiency and benefit duration. This report provides an examination of the factors that appear to affect program outcomes in eight states: Four “high recipiency” states (Delaware, Maine, Pennsylvania, Washington) and four “low recipiency” ones (Arizona, South Carolina, South Dakota, Utah).