The impact of COVID-19 on campus-based support programs serving students with foster care experience: Focus groups with administrators and students.

The onset of the Coronavirus disease (COVID-19) pandemic forced higher education institutions to abruptly transition to remote services and online learning. Students with a foster care background are a subgroup of students who have been particularly hard hit by the pandemic, as were the campus-based programs (CSPs) designed to support them. The purpose of this study was to learn about the impact of the pandemic on CSPs and CSP participants. Focus groups were conducted with CSP administrators and separately with CSP students from two- and four-year colleges in California. The first theme that emerged from the data focused on challenges exacerbated by the pandemic, with six subthemes zeroing in on breaks in social connections, academic disruptions, technology woes, gaps in basic needs, employment challenges, and the toll on mental health. The second theme described participants' responses, including their creative and collaborative actions. Administrators quickly adapted service delivery, formed partnerships with new units and organizations to ensure students' needs were met, and found creative ways to stay connected with students during a time of pervasive isolation. Students talked about their own efforts to access resources, connect with peers, and use of strategies to manage challenges such as burnout and depression. A second subtheme highlighted the ways participants displayed resilience, such as creating boundaries to manage their own self-care and leaning on each other for support. The findings from this study increase our understanding of the experiences students faced during the pandemic and shed light on implications moving forward to support students with foster care histories in higher education.

Cultivating Resilience in Families Who Foster: Understanding How Families Cope and Adapt Over Time.

Families who foster offer essential care for children and youth when their own parents are unable to provide for their safety and well-being. Foster caregivers face many challenges including increased workload, emotional distress, and the difficulties associated with health and mental health problems that are more common in children in foster care. Despite these stressors, many families are able to sustain fostering while maintaining or enhancing functioning of their unit. This qualitative study applied an adaptational process model of family resilience that emerged in previous studies to examine narratives of persistent, long-term, and multiple fostering experiences. Data corroborated previous research in two ways. Family resilience was again described as a transactional process of coping and adaptation that evolves over time. This process was cultivated through the activation of 10 family strengths that are important in different ways, during varied phases.

How do Students Involved with a Campus Support Program for Students with a History of Foster Care, Relative Care, or Homelessness Fare After Graduation?

Background: Postsecondary education can provide opportunities for students from traditionally hidden populations like those who have experienced foster care or homelessness. To assist these students, campus support programs (CSPs) provide a wide range of services and activities. Objective: Evidence of the impact of CSPs is limited, and little is known about how students who were involved in CSPs fare at or after graduation. This study seeks to address these gaps in knowledge. Methods: This mixed-methods study surveyed 56 young people involved in a CSP for college students who have experienced foster care, relative care, or homelessness. Participants completed surveys at graduation, 6 months post-graduation, and one-year post-graduation. Results: At graduation, over two-thirds of the students felt completely (20.4%) or fairly (46.3%) prepared for life after graduation. Most felt completely (37.0%) or fairly confident (25.9%) that they would get a job after graduation. Six months after graduation, 85.0% of the graduates were employed, with 82.2% working at least full-time. 45% of the graduates were enrolled in graduate school. These numbers were similar a year after graduation. Post-graduation, participants described areas of their lives that were going well, obstacles and hardships faced, changes they would like to see in their lives, and post-graduation needs. Across these areas themes were present in the areas of finances, work, relationships, and resilience. Conclusions: Institutions of higher education and CSP should assist students with a history of foster care, relative care, and homelessness to ensure that after graduation, they have adequate money, employment, and support.

Connected After Care: Youth Characteristics, Policy, and Programs Associated With Postsecondary Education and Employment for Youth With Foster Care Histories.

Recent federal laws and state policies reflect the government's investment in improving education and employment outcomes for youth with foster care histories. However, little research has assessed the roles of these programs using national data. Drawing on data from the National Youth in Transitions Database (NYTD) (n = 7797), this study examines the roles that state-level policies and programs, youth-level participation in programs and services, and youth characteristics play in youths' connection to employment and education ("connectedness") at age 21. Results from multilevel regression analyses find that foster youth in states with widely available tuition waiver programs increases the odds of connectedness to school. The amount of time youth spend in extended foster care, as well as receipt of postsecondary education aid and services, also increases connectedness. Study findings underscore the importance of material and relational supports in supporting foster youths' connection to employment and education in early adulthood.

Risk assessment with actuarial and clinical methods: Measurement and evidence-based practice.

Child welfare agencies have adopted assessment tools and instruments to inform the level of risk and guide the agency's level of intervention with the family. Actuarial assessments may be more uniform but inflexible with respect to practice wisdom whereas clinical or consensus-based assessments are more comprehensive and intuitive but lack objectivity. The purpose of the current study is to compare clinical and actuarial methods of risk assessment used by child welfare workers to make decisions about substantiation and services. The current study examined the (1) association between clinical and actuarial dimensions, (2) association between actuarial dimensions and outcomes, (3) association between clinical dimensions and outcomes, (4) caseworker primary use of actuarial dimensions, and (5) caseworker supplementary use of actuarial dimensions. Findings indicated that the actuarial may not be solely predictive of agency intensity with respect to case decision and service provision. Our findings suggest that dual-measurement does inform intensity, and we speculate from these findings that the measures may be involved with decision-making in a complex way. This study may be best viewed as a means by which researchers begin to parse how decisions are made; with this information, instruments may be better tailored to facilitate clinical, critical thought.

Origin of the endemic fern genus Diellia coincides with the renewal of Hawaiian terrestrial life in the Miocene.

The enigmatic fern genus Diellia, endemic to the Hawaiian archipelago, consists of five extant and one recently extinct species. Diellia is morphologically highly variable, and a unique combination of characters has led to several contrasting hypotheses regarding the relationship of Diellia to other ferns. A phylogenetic analysis of four chloroplast loci places Diellia within 'black-stemmed' rock spleenworts of the species-rich genus Asplenium, as previously suggested by W. H. Wagner. Using an external calibration point, we estimate the divergence of the Diellia lineage from its nearest relatives to have occurred at ca. 24.3 Myr ago matching an independent estimate for the renewal of Hawaiian terrestrial life (ca. 23 Myr ago). We therefore suggest that the ancestor of the Diellia lineage may have been among the first successful colonists of the newly emerging islands in the archipelago. Disparity between morphological and nucleotide sequence variation within Diellia is consistent with a recent rapid radiation. Our estimated time of the Diellia radiation (ca. 2 Myr ago) is younger than the oldest island of Kaua'i (ca. 5.1 Myr ago) but older than the younger major islands of Maui (ca. 1.3 Myr ago), Lana'i (ca. 1.3 Myr ago) and Hawaii (ca. 0.43 Myr ago).

The Role of Empathy in Burnout, Compassion Satisfaction, and Secondary Traumatic Stress among Social Workers.

Social workers are at risk for experiencing burnout and secondary traumatic stress (STS) as a result of the nature of their work and the contexts within which they work. Little attention has been paid to the factors within a social worker's control that may prevent burnout and STS and increase compassion satisfaction. Empathy, which is a combination of physiological and cognitive processes, may be a tool to help address burnout and STS. This article reports on the findings of a study of social workers (N = 173) that explored the relationship between the components of empathy, burnout, STS, and compassion satisfaction using the Empathy Assessment Index and the Professional Quality of Life instruments. It was hypothesized that higher levels of empathy would be associated with lower levels of burnout and STS, and higher levels of compassion satisfaction. Findings suggest that components of empathy may prevent or reduce burnout and STS while increasing compassion satisfaction, and that empathy should be incorporated into training and education throughout the course of a social worker's career.

Using undergraduate researchers to build vector and West Nile virus surveillance capacity.

Vector surveillance for infectious diseases is labor intensive and constantly threatened by budget decisions. We report on outcomes of an undergraduate research experience designed to build surveillance capacity for West Nile Virus (WNV) in Montana (USA). Students maintained weekly trapping stations for mosquitoes and implemented assays to test for WNV in pools of Culex tarsalis. Test results were verified in a partnership with the state health laboratory and disseminated to the ArboNET Surveillance System. Combined with prior surveillance data, Cx. tarsalis accounted for 12% of mosquitoes with a mean capture rate of 74 (±SD = 118) Cx. tarsalis females per trap and a minimum infection rate of 0.3 infected mosquitoes per 1000 individuals. However, capture and infection rates varied greatly across years and locations. Infection rate, but not capture rate, was positively associated with the number of WNV human cases (Spearman's rho = 0.94, p < 0.001). In most years, detection of the first positive mosquito pool occurred at least a week prior to the first reported human case. We suggest that undergraduate research can increase vector surveillance capacity while providing effective learning opportunities for students.