Child and Adolescent Social Work Journal (Child Adolesc Soc Work J)

Publisher: Springer Verlag

Journal description

Child and Adolescent Social Work Journal features original articles that focus on clinical social work practice with children adolescents and their families. The journal addresses current issues in the field of social work drawn from theory direct practice research and social policy as well as focuses on problems affecting specific populations in special settings.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
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Website Child and Adolescent Social Work Journal website
Other titles Child & adolescent social work journal, C & A, C and A, Child and adolescent social work
ISSN 0738-0151
OCLC 9495904
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • Child and Adolescent Social Work Journal 06/2015; 32(3):229-235. DOI:10.1007/s10560-014-0363-3
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    ABSTRACT: This qualitative study, framed conceptually by notions from Queer theory and a practice model of “virtue ethics”, attempted to explore the perceptions, attitudes, and self-reported practices of a sample of school social workers in the Northeastern United States with respect to gender socialization and gender variance in the classroom. The data, collected through individual interviews, indicate that the social workers in this study seemed willing to support and to advocate for gender-variant students. However, there also appeared to be some misunderstandings about the nature of gender identity, analyzed in this article with particular reference to the notion of “homonormativity”. It is suggested that full engagement with gender-variant students requires more training, not only for social workers, but for other school personnel, and as part of professional pre-service programs.
    Child and Adolescent Social Work Journal 06/2015; 32(3). DOI:10.1007/s10560-014-0355-3
  • Child and Adolescent Social Work Journal 06/2015; 32(3):257-268. DOI:10.1007/s10560-014-0365-1
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    ABSTRACT: The purpose of this study was to assess the presence of evidence-based information about child maltreatment fatalities (CMFs) and risk factors for CMFs in pre-service child welfare training curricula in the United States. In this first paper to examine the extent to which child welfare workers receive content on CMFs in their pre-service child welfare training, we reviewed curricula from 20 states. We searched for content related to risk assessment and fatality characteristics in the following areas: child risk factors, parent risk factors, and family/household risk factors. Our results suggest that workers’ receive very little content regarding CMFs. We discuss the findings with regard to child welfare training and practice.
    Child and Adolescent Social Work Journal 06/2015; 32(3). DOI:10.1007/s10560-014-0369-x
  • Child and Adolescent Social Work Journal 06/2015; 32(3):219-228. DOI:10.1007/s10560-014-0360-6
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    ABSTRACT: Family Impact AnalysisHave you ever listened to the news or heard about a new policy and thought, “who came up with that—did they even think about what that would look like in real life?” If you answered yes then this editorial may be for you. Family impact analysis (FIA) is not a new strategy when it comes to analyzing policy, but it could provide a useful framework for the challenges that we face as social workers in enhancing the scope and impact of our research and practice. In the spirit of policy and the need to convey an important point in a short amount of time, I will present to you a brief but detailed elevator speech. It is my hope that it will stimulate you to evaluate your research and practice from another angle and think critically about the impact that you could have on policymaking. I will begin by defining FIA, identifying the need for FIA, discussing the historical and contemporary context that makes FIA a practical framework, relating FIA to our current professional ...
    Child and Adolescent Social Work Journal 06/2015; 32(3). DOI:10.1007/s10560-015-0391-7
  • Child and Adolescent Social Work Journal 06/2015; 32(3):281-290. DOI:10.1007/s10560-014-0370-4
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    ABSTRACT: This paper examines a 2006 Child and Adolescent Social Work Journal article (Becker-Weidman in Child Adolesc Soc Work J 23:147-171, 2006a) that purported to show the effectiveness of Dyadic Developmental Psychotherapy (DDP). It is suggested that this claim, based only on weak evidence, has been the foundation of a “woozle” (Nielsen in Psychol Public Policy Law 20:164-180, 2014), a belief system that persists simply because the original statements have been repeated so often. A history of repetition and republication is traced, and current statements by the UK National Health Service and other sources are presented as evidence that acceptance of DDP began with repetition of the 2006 claims. Suggestions are made for editors and reviewers, who are in a position to prevent the creation of new woozles by carefully examining the claims made in submissions to their journals.
    Child and Adolescent Social Work Journal 05/2015; DOI:10.1007/s10560-015-0399-z
  • Child and Adolescent Social Work Journal 05/2015; DOI:10.1007/s10560-015-0400-x
  • Child and Adolescent Social Work Journal 05/2015; DOI:10.1007/s10560-015-0398-0
  • Child and Adolescent Social Work Journal 05/2015; DOI:10.1007/s10560-015-0394-4
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    ABSTRACT: This study examined the relationship between community adversity and childhood internalizing and externalizing problems, and whether this relationship is moderated by service utilization and race. The study involved 3225 children ages 2–17, and their caregivers, who participated in the second cohort of the National Survey on Child and Adolescent Well-Being. Bivariate correlation and regression analysis indicate that childhood internalizing problems were correlated with sex and community adversity. Children externalizing problems were correlated with race, sex, service utilization, and community adversity. Childhood internalizing and externalizing problems were highly correlated. Regression analysis reveals a strong relationship between community adversity and childhood externalizing problems. Service utilization was found to significantly and positively moderate the relationship between community adversity and externalizing problems. While a strong correlation between race and childhood externalizing problems exist, race did not moderate the relationship between community adversity and externalizing problems. Internalizing problems were excluded from the regression analysis since it did not correlate with any of the moderator variables. The findings are discussed and the study limitations are examined. Implications for child welfare practice, policy, and research are highlighted.
    Child and Adolescent Social Work Journal 05/2015; DOI:10.1007/s10560-015-0395-3
  • Child and Adolescent Social Work Journal 04/2015; 32(2):91-92. DOI:10.1007/s10560-015-0386-4
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    ABSTRACT: This study aims to investigate the risk factors and protection factors associated with kinship foster care families (FF) who have overcome difficulties and been strengthened by their experience. Eighty-nine semi-structured interviews with kinship FF (foster carers) from four regions in Spain were conducted to identify the risk factors and protection factors that influence the stability of kinship foster care. Following analysis of the interview content, the results were separated into risk factors and protection factors related to the foster children (FC), the foster care families (FF) and the biological families (BF). The main risk factors for the FC were problems arising from mental and behavioral disorders and disabilities, problems related to foster care families’ overprotection and to the negative perceptions of the FC, and problems arising from the BF inadequate relationship with the foster carers and their infrequent contact and relationship with their children. The main protection factors related to the FC were identified as their levels of autonomy, maturity and adaptability; for the foster carers, these factors were positive relationships with the foster child as well as the formal and informal support received; and for the biological family, these factors included a good relationship and contact with the child. Finally, it discuss the implications that protective and risk factors have for foster child, foster family and biological family. LINK:
    Child and Adolescent Social Work Journal 02/2015; DOI:10.1007/s10560-015-0382-8
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    ABSTRACT: This article explores equine-assisted social work (EASW). Horses’ capacities to mirror human emotions create possibilities for authentic relationships between clients and staff. This study examines what eases or counteracts the horse’s capacity to facilitate relationships perceived by humans to be authentic. Video recordings of the human-horse interactions of three staff members and four female self-harming clients aged 15–21 years in a residential treatment facility were analyzed. The findings show that if the staff gave instructions and advice similar to traditional equestrian sports in combination with viewing the horse as an object, EASW is not facilitated. EASW seems to be facilitated when the horse is perceived as a subject by both staff and clients, provided that the staff gave meaning to the horse’s behavior. The staff needed to highlight empathy for the horse when the horse is not able to fulfill its task without adding depth to the client’s performance, to avoid raising defense mechanisms. The essence of EASW were perceived as eased by staff members when they focus on the client’s emotions and help the client understand that the horse is acting in response to the client’s and the staff’s behavior through mentalizing and enacting emotional labor in regarding the horse as a subject. The results indicate the need for higher demands on staff members in order to facilitate EASW. Depending on whether the staff and the clients focus on performance or on emotions, different positive or negative outcomes on communication, self-confidence, self-esteem, and self-image will be likely to emerge.
    Child and Adolescent Social Work Journal 01/2015; DOI:10.1007/s10560-015-0376-6
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    ABSTRACT: This article reports that urban inner-city African American male youth residing in communities of color are at-risk and warrant interventions custom tailored to meet their unique cultural needs. This article describes a promising community and school-based intervention and prevention program utilizing Washington’s (J Soc Work Gr 2006:14, 2007) pyramid mentoring model designed to foster the positive development of this group, prevent violence, and to reduce contacts with the juvenile and criminal justice system. It discusses and presents African drumming, Spir-rhythms as a Afrocentric cultural arts tool to engage, establish rapport, and provide pyramid group mentoring experiences for African American male youth.
    Child and Adolescent Social Work Journal 01/2015; DOI:10.1007/s10560-014-0367-z
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    ABSTRACT: This article presents part of the results from the research project of learning disabilities (LD) and success in school. The study investigates the interplay between psychosocial wellbeing and study progress and what works to support and empower students at-risk of school failure and dropout. It entails a group of 270 students in Iceland, all born in 1989, 1990 and 1991. At the beginning of their studies they completed the Youth Self Report. Four and a half years later contact was made with the students participating in the research, to attain information regarding their study progress. The results show that large number of students, or 72 %, who began their learning on an academic study track, had completed their studies at upper secondary school, but only 16 % of students who were at-risk of school failure and began their learning on general study track. Ten students with specific LD who began their learning on general track study, and had performed well in their studies and finished upper secondary education, were selected to take part in qualitative interviews. This article presents that part of the research. The school experience was explored from their perspectives regarding what they considered helpful versus obstructing in their learning situation. Three main themes were identified: (a) struggles regarding problem defining, (b) labelling and stigma, (c) support from a caring person in developing selfworth and resilience. This article offers guidelines to help parents and schools to better support students with LD.
    Child and Adolescent Social Work Journal 01/2015; DOI:10.1007/s10560-014-0373-1