Issues in Differential Response

Autor/inn/en	Hughes, Ronald C.; Rycus, Judith S.; Saunders-Adams, Stacey M.; Hughes, Laura K.; Hughes, Kelli N.
Titel	Issues in Differential Response
Quelle	In: Research on Social Work Practice, 23 (2013) 5, S.493-520 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731512466312
Schlagwörter	Child Abuse; Child Neglect; Social Services; Child Welfare; Child Safety; Delivery Systems; Federal Legislation; Program Implementation; Program Effectiveness; Program Evaluation; Fidelity; Reliability; Validity; Research Methodology; Research Problems; Resource Allocation; Data; Deception; Interviews; State of the Art Reviews; California; Kentucky; Minnesota; Missouri; Nevada; New York; North Carolina; Ohio; Oklahoma; Virginia; Washington; West Virginia + Suchen Sie Ihr Suchwort? Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Social service; Soziale Dienstleistung; Soziale Dienste; Kindeswohl; Auslieferung; Bundesrecht; Programme evaluation; Programmevaluation; Reliabilität; Gültigkeit; Research method; Forschungsmethode; Forschungskritik; Ressourcenallokation; Daten; Täuschung; Interviewing; Interviewtechnik; Entwicklungsstand; Kalifornien
Abstract	Differential response (DR), also referred to as alternative response (AR), family assessment response (FAR), or multiple track response, was developed to incorporate family-centered, strengths-based practices into child protective services (CPS), primarily by diverting lower risk families into an assessment track rather than requiring the traditional CPS investigation. Since the program's inception, researchers have conducted several large evaluation studies of DR programs, and a large body of research and program literature has been published touting the success and benefits of DR. In response to significant concerns about the clarity and consistency of DR program models and the validity and generalizability of its associated research, the authors undertook a comprehensive, three-pronged evaluation to provide guidance in shaping the ongoing development of DR programs. This report summarizes the methodology, findings, conclusions, and recommendations from the review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10