Social Work Commons^™

The Negative Effects Of Adverse Childhood Experiences (Aces) On Behavioral Problems Of Children In Kinship Care: The Protective Role Of Kinship Caregivers' Mental Health, Yanfeng Xu, Merav Jedwab, Kerry Lee, Sue E. Levkoff

Graduate School of Social Work and Social Research Faculty Research and Scholarship

This study aims to examine the (a) prevalence of adverse childhood experiences (ACEs) among children in kinship care; (b) relationships between the number and type of ACEs and children’s internalizing and externalizing problems; and (c) moderating role of kinship caregivers’ mental health on the relationships between ACEs and children’s internalizing and externalizing problems. A sample of children in kinship care (N = 224) obtained from the National Survey of Child and Adolescent Well-Being II was used. Ordinary least squares regression models were conducted. Results indicated that neglect followed by parental substance abuse were found to be the most prevalent …

System Dynamics Of Cognitive Vulnerabilities And Family Support Among Latina Children And Adolescents, Peter S. Hovmand, Esther J. Calzada, Lauren E. Gulbas, Su Yeong Kim, Saras Chung, Jill Kuhlberg, Carolina Hausmann-Stabile, Luis H. Zayas

Graduate School of Social Work and Social Research Faculty Research and Scholarship

The paper describes an approach to developing a data-driven development of a feedback theory of cognitive vulnerabilities and family support focused on understanding the dynamics experienced among Latina children, adolescents, and families. Family support is understood to be a response to avoidant and maladaptive behaviors that may be characteristic of cognitive vulnerabilities commonly associated depression and suicidal ideation. A formal feedback theory is developed, appraised, and analyzed using a combination of secondary analysis of qualitative interviews (N = 30) and quantitative analysis using system dynamics modeling and simulation. Implications for prevention practice, treatment, and future research are discussed.

The Campbell Collaboration’S Systematic Review Of School-Based Anti-Bullying Interventions Does Not Meet Mandatory Methodological Standards, Julia H. Littell, Dennis M. Gorman

Graduate School of Social Work and Social Research Faculty Research and Scholarship

Background

Many published reviews do not meet the widely accepted PRISMA standards for systematic reviews and meta-analysis. Campbell Collaboration and Cochrane reviews are expected to meet even more rigorous standards, but their adherence to these standards is uneven. For example, a newly updated Campbell systematic review of school-based anti-bullying interventions does not appear to meet many of the Campbell Collaboration’s mandatory methodological standards.

Issues

In this commentary, we document methodological problems in the Campbell Collaboration's new school-based anti-bullying interventions review, including (1) unexplained deviations from the protocol; (2) inadequate documentation of search strategies; (3) inconsistent reports on the number of …