Monitoring of Social-Emotional Problems in Transitioning Foster Children Aged 0 to 5
1 online resource (48 pages) : PDF
University of North Carolina at Charlotte
BACKGROUND: Foster children who have experienced adverse childhood events are at-risk for developing social-emotional problems that may ultimately lead to toxic stress. There is a lack of research on whether administration of a standardized questionnaire aids in the clinical documentation of social-emotional problems of foster children. The Ages and Stages Questionnaire: Social Emotional (ASQ:SE) is recommended by the American Academy of Pediatrics to identify social-emotional problems. The purpose of this DNP scholarly project is two-fold (a) to assess the social-emotional problems of foster children aged 0-5 using the ASQ:SE, and (b) to determine if administration of the ASQ:SE will identify social-emotional problems and improve clinical documentation versus use of provider surveillance only. METHODS: A retrospective chart review of a convenience sample of ten foster children, from birth to 4 years of age, was completed in a multispecialty clinical setting to examine documentation for social-emotional problems. The ASQ:SE was administered with the legal guardians of the same foster children.RESULTS: Both provider surveillance and administration of the ASQ:SE detected social-emotional problems in foster children aged 3 months-4 years. However, use of the standardized ASQ:SE detected more consistent behaviors across adaptive, affect, autonomy, communication, compliance, interaction and self-regulation themes than provider surveillance only. CONCLUSION: The systematic use of the ASQ:SE specifically improved identification of social-emotional problems in foster children up to 4 years of age compared to provider surveillance only and significantly improved clinical documentation, thus decreasing risk of toxic stress.
ADVERSE CHILDHOOD EXPERIENCESASQ:SEPROVIDER SURVEILLANCERETROSPECTIVE CHART REVIEWSOCIAL-EMOTIONALTOXIC STRESS
Health Services Research
Woods, StephanieJordan, Kathleen
Mittal, MadhurLaditka, James
Thesis (D.N.P.)--University of North Carolina at Charlotte, 2017.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.