This brief by the Center for the Study of Social Policy and supported by The Annie E. Casey Foundation is based on more than 80 interviews with organizations, their workers, and the youth that they support. The intent of the brief is to generate and share knowledge that is useful in dealing with youth that face serious challenges. Findings include that when youth face serious adversity, the relationship they establish with a worker is often incremental. The report looks at these “transitional relationships,” what workers actually do to forge successful relationships with the youth, and what their organizations do to create a culture for the workers to succeed. Interviewees for this report are between 16-25 years old and have faced serious challenges including child welfare involvement, substance abuse, and homelessness. Workers interviewed are leaders of organizations noted for their exemplary work and who have repeatedly formed bonds and relationships with such youth.

This blog post from the U.S. Department of Health and Human Services, Administration for Children and Families (ACF) refers to an article written by Jerry Milner, associate commissioner of the Children’s Bureau and acting commissioner for ACF’s Administration for Children, Youth and Families. This article for The Chronicle of Social Change pertains to the Family First Prevention Services Act. The Act is legislation passed as part of the spending bill that changes the funding structure for the child welfare system by trying to prevent at-risk children from entering the foster care system. Milner praises the Act but concentrates on other actions that need to take place to get to true prevention.

In this report from the Center for Promise, three different data sets are examined to research and uncover how adversity affects the lives of young people and what practitioners can to do help them overcome barriers to success. The report summarizes findings collected on youth in America and their caregivers. Findings outlined include that there are too many youth experiencing adversity, and that there is a large disparity in exposure to adversity in terms of income, maternal education, and race and ethnicity. Findings also indicate that the number and types of adversities that youth experience matter, and that relationships within and outside the family can buffer the effects of multiple adversities. Recommendations are outlined to help young people persevere through adversity and achieve success. They include engaging schools as a first line of defense, adopting two-generation approaches to support caregivers and youth in high-adversity situations, and increasing and strengthening opportunities such as re-engagement programs and career pathway programs for young people.

In this three-part video podcast series, Paul Rada from the Truman Medical Center Behavioral Health unit in Kansas City, Missouri presents information and strategies for TANF programs to better serve participants experiencing toxic stress. This resource is intended to aid TANF program administrators and staff in: 

• Understanding the concepts of toxic stress and trauma‐informed care (TIC)
• Distinguishing between toxic stress, trauma, PTSD, and specific related interventions
• Explaining and applying toxic stress and TIC principles within TANF serving systems—specifically as they relate to improving employment outcomes and achieving program goals
• Identifying administrative areas within TANF programs that can be assessed for TIC integration, as well as opportunities for cultural/organizational change which integrates TIC principles
• Understanding methods for TANF participants to assess levels of toxic stress and apply appropriate coping strategies.

This report from the Center on the Developing Child at Harvard University highlights three principles that, in light of recent advances in the science of brain development of children, can guide policy change that most supports healthy brain development. The three evidence-based principles include supporting responsive relationships for children and adults, strengthening core life skills, and reducing sources of stress in the lives of children and families. Policymakers can use these principles at all levels to improve outcomes for children, which improves adult outcomes and economic productivity.

Children who are exposed to violence can experience negative effects throughout their lives, regardless of whether it is violence in the community or domestic violence or abuse at home. This RAND report, sponsored by the Office of Juvenile Justice and Delinquency Prevention, details the Safe Start project, which evaluated evidence-based programs aimed at mitigating the negative impact of violence on children. Safe Start consisted of two phases: the first phase was a demonstration of promising practices to address children’s exposure to violence and the second phase implemented those promising practices in 15 cities across the country. All sites were able to implement their programs, but families received fewer services than planned. The report includes these implementation challenges and offers recommendations for future programs serving children who have been exposed to violence.

This Child Trends blog post provides resources to help children cope after a hurricane. Children often suffer more than adults when exposed to natural disasters, and 14% of children in the U.S. have experienced a natural disaster. The authors analyzed nine major themes from resources and research on how to help children recover after exposure to a natural disaster. Those themes include understanding that reactions to trauma differ, creating a safe environment where a child’s basic needs are met, and keeping children busy. The post concludes with links to additional resources for children and caregivers.

The Office of Family Assistance’s (OFA) Systems to Family Stability National Policy Academy (Policy Academy) was an 18-month intensive technical assistance (TA) initiative in 2015–2016 for seven states and one county interested in modernizing and improving Temporary Assistance for Needy Families (TANF) practice. During the initiative, sites received dedicated coaches, onsite strategic planning, access to expert consultants, and tailored written resources. Additionally, they participated in several in-person convenings, peer exchanges, and virtual training. These state profiles detail the journey and lessons learned of the 8 teams that participated in the Policy Academy.

Mental Health America created this Back to School Toolkit to help students and parents learn the self-regulation and coping skills that lead to better mental health as an adult. Children face a variety of stressors at school and home, and if they do not learn how to manage their emotions, they can have behavior issues. This toolkit includes a variety of materials that explain the relationship between emotions and behavior, and also provides resources for finding treatment when students are in crisis. Toolkit materials include handouts, classroom activities, and media and social media materials aimed at both parents and students.

While low-income parents face challenges, many manage to raise children with socio-emotional competence. This policy report from the National Center for Children in Poverty describes what can be learned from these resilient parents, and analyzes programs and policies that promote parents’ and children’s resiliency. The authors find that policies such as increasing access to health and mental health care, providing training in evidence-based parenting skills, and strengthening key safety net programs all contribute to strengthening resiliency in both parents and children.