This book is the first attempt to validate behavior modification techniques in a carefully controlled experimental treatment environment for emotionally disturbed children. Such special settings permit carefully conducted research experiments can be carried out. This is the first book to synthesize scientific and clinical approaches to human behavior, indicating that behavior modification may one day be as much an applied science as engineering or medicine. This experimental approach introduces scientific rigor to the clinical setting, as evidenced by precise measurement of behavior variables, detailed specification of treatment procedures, and the use of sophisticated experimental designs to provide objective evaluation of the effectiveness of treatment programs. In this approach, series of idiographic (single-subject) case studies are conducted in a precise manner with each patient-subject admitted to the treatment program. The general research methodology is similar to that used in the broad area of operant conditioning, and most work reported in the book was conducted within a learning theory or behavior-modification framework. Browning and Stover discuss the general problems of developing and controlling a total therapeutic milieu, presenting practical discussions of problems of data collection, decisions about treatment programs to be used, staffing problems, and documental opinion on the relative values of various treatment techniques. Throughout attention is devoted to developing a method for answering common questions of parent, child-care worker, and professional. The authors conducted symposia on the material contained in this book at various national and regional meetings and have lectured extensively on college campuses. It is a ground-breaking study.
The CARE practice model provides a framework for residential care based on a theory of how children develop, motivating both children and staff to adhere to routines, structures, and processes, minimizing the potential for interpersonal conflict. The core principles of the model have a strong relationship to positive child outcomes, and can be incorporated into a wide variety of programs and treatment models.
Residential and inpatient treatment of children and adolescents is a field that is still in the process of defining itself and of demonstrating its effectiveness. Because of the continuous nature of the field's development, it is especially important that a broad range of its theoretical orientations and therapeutic techniques be considered and critically appraised. Residential and inpatient treatment is unique in its potential for both positive and negative outcomes. No other interventions can bring about the major changes in all aspects of a child's environment that inpatient hospitalization or residential treatment can. These changes may result in rapid and significant improvements in a child's condition, or they may conceivably lead to additional maladaptive behavioral patterns or inappropriate emotional and cognitive responses. Therefore, the obligation to consider the entire range of treatment alterna tives and to empirically determine the effectiveness of specific interventions is particularly great. Residential and inpatient treatment is also an expensive and limited resource, and our wise utilization of it should be guided by a comprehensive understanding of its benefits and limitations.
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
The increasing focus on children's welfare has given rise to tremendous growth in the field of child psychology, and the past decade has witnessed significant advances in research in this area.