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You searched for +publisher:"University of Connecticut" +contributor:("Anne F. Farrell"). Showing records 1 – 8 of 8 total matches.

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University of Connecticut

1. Randall, Kellie G. Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake.

Degree: MA, Human Development and Family Studies, 2012, University of Connecticut

  Many families involved in the child welfare system also face housing difficulties. Housing problems can disrupt family preservation efforts and delay reunifications from foster… (more)

Subjects/Keywords: supportive housing; child welfare; risk assessment

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APA (6th Edition):

Randall, K. G. (2012). Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/236

Chicago Manual of Style (16th Edition):

Randall, Kellie G. “Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake.” 2012. Masters Thesis, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/gs_theses/236.

MLA Handbook (7th Edition):

Randall, Kellie G. “Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake.” 2012. Web. 22 Jul 2019.

Vancouver:

Randall KG. Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/gs_theses/236.

Council of Science Editors:

Randall KG. Supportive Housing for Families in Child Welfare: Client Characteristics and Risk Factors at Intake. [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/236


University of Connecticut

2. Bryce, Katherine. Client Perceptions of Engagement in Child Welfare and Housing Services.

Degree: MA, Human Development and Family Studies, 2015, University of Connecticut

  For families to benefit from services, they must be engaged. A number of factors in child welfare contribute to client engagement, among them individual,… (more)

Subjects/Keywords: Child Welfare; Housing; Engagement; Strength Orientation

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APA (6th Edition):

Bryce, K. (2015). Client Perceptions of Engagement in Child Welfare and Housing Services. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/815

Chicago Manual of Style (16th Edition):

Bryce, Katherine. “Client Perceptions of Engagement in Child Welfare and Housing Services.” 2015. Masters Thesis, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/gs_theses/815.

MLA Handbook (7th Edition):

Bryce, Katherine. “Client Perceptions of Engagement in Child Welfare and Housing Services.” 2015. Web. 22 Jul 2019.

Vancouver:

Bryce K. Client Perceptions of Engagement in Child Welfare and Housing Services. [Internet] [Masters thesis]. University of Connecticut; 2015. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/gs_theses/815.

Council of Science Editors:

Bryce K. Client Perceptions of Engagement in Child Welfare and Housing Services. [Masters Thesis]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/gs_theses/815


University of Connecticut

3. Collier-Meek, Melissa. Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback.

Degree: PhD, Educational Psychology, 2013, University of Connecticut

  Assessing treatment integrity is vital to ensure an intervention is implemented as planned and to appropriately evaluate student outcomes. Performance feedback, an empirically supported… (more)

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APA (6th Edition):

Collier-Meek, M. (2013). Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/91

Chicago Manual of Style (16th Edition):

Collier-Meek, Melissa. “Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback.” 2013. Doctoral Dissertation, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/dissertations/91.

MLA Handbook (7th Edition):

Collier-Meek, Melissa. “Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback.” 2013. Web. 22 Jul 2019.

Vancouver:

Collier-Meek M. Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/dissertations/91.

Council of Science Editors:

Collier-Meek M. Increasing Parents' Treatment Integrity to a Homework Intervention Through Conjoint Behavioral Consultation and Performance Feedback. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/91


University of Connecticut

4. Saxena, Mamta. Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities.

Degree: PhD, Human Development and Family Studies, 2013, University of Connecticut

  Today, 72% of individuals with intellectual and developmental disabilities (IDDs) in the United States live with a caregiver (Braddock & Rizzolo, 2013). In many… (more)

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APA (6th Edition):

Saxena, M. (2013). Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/288

Chicago Manual of Style (16th Edition):

Saxena, Mamta. “Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities.” 2013. Doctoral Dissertation, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/dissertations/288.

MLA Handbook (7th Edition):

Saxena, Mamta. “Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities.” 2013. Web. 22 Jul 2019.

Vancouver:

Saxena M. Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/dissertations/288.

Council of Science Editors:

Saxena M. Empirical Examination of Caregiver Empowerment, Appraisal, and Depressive Symptoms among Adult Siblings of Individuals with Intellectual and Developmental Disabilities. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/288


University of Connecticut

5. Mudrick, Hannah B. Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation.

Degree: PhD, Human Development and Family Studies, 2016, University of Connecticut

  Goal-corrected partnership (GCP) is the co-constructed, dyadic process by which parents and children negotiate a balance between children's urges for autonomy and self-assertion with… (more)

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APA (6th Edition):

Mudrick, H. B. (2016). Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/1156

Chicago Manual of Style (16th Edition):

Mudrick, Hannah B. “Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation.” 2016. Doctoral Dissertation, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/dissertations/1156.

MLA Handbook (7th Edition):

Mudrick, Hannah B. “Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation.” 2016. Web. 22 Jul 2019.

Vancouver:

Mudrick HB. Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation. [Internet] [Doctoral dissertation]. University of Connecticut; 2016. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/dissertations/1156.

Council of Science Editors:

Mudrick HB. Goal-Corrected Partnerships: Young Children’s Representations of Mother-Child Negotiation. [Doctoral Dissertation]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/dissertations/1156


University of Connecticut

6. Jaffery, Rose. Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings.

Degree: PhD, Educational Psychology, 2013, University of Connecticut

  The quality of cross-systems collaboration has been associated with improvements in parental satisfaction, student outcomes, and family-school partnerships. This is particularly relevant for students… (more)

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APA (6th Edition):

Jaffery, R. (2013). Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/48

Chicago Manual of Style (16th Edition):

Jaffery, Rose. “Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings.” 2013. Doctoral Dissertation, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/dissertations/48.

MLA Handbook (7th Edition):

Jaffery, Rose. “Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings.” 2013. Web. 22 Jul 2019.

Vancouver:

Jaffery R. Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings. [Internet] [Doctoral dissertation]. University of Connecticut; 2013. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/dissertations/48.

Council of Science Editors:

Jaffery R. Improving Outcomes for Students with Autism and Their Families: Investigating the Use of Direct Behavior Rating to Collect and Communicate Student Data Across Settings. [Doctoral Dissertation]. University of Connecticut; 2013. Available from: https://opencommons.uconn.edu/dissertations/48


University of Connecticut

7. Randall, Kellie G. Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems.

Degree: PhD, Human Development and Family Studies, 2015, University of Connecticut

  Crossover youth (COY) is a broad term that describes those who are served, at any point, by both the child welfare and juvenile justice… (more)

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APA (6th Edition):

Randall, K. G. (2015). Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems. (Doctoral Dissertation). University of Connecticut. Retrieved from https://opencommons.uconn.edu/dissertations/742

Chicago Manual of Style (16th Edition):

Randall, Kellie G. “Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems.” 2015. Doctoral Dissertation, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/dissertations/742.

MLA Handbook (7th Edition):

Randall, Kellie G. “Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems.” 2015. Web. 22 Jul 2019.

Vancouver:

Randall KG. Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems. [Internet] [Doctoral dissertation]. University of Connecticut; 2015. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/dissertations/742.

Council of Science Editors:

Randall KG. Crossover Youth: Person-Centered Approaches to Understanding Youth Involved in the Child Welfare and Juvenile Justice Systems. [Doctoral Dissertation]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/dissertations/742


University of Connecticut

8. Goodrich, Samantha A. Connecting Children and Families: Expectations and Experiences of Professional Foster Parents.

Degree: MA, Human Development and Family Studies, 2010, University of Connecticut

Subjects/Keywords: foster care; foster parents; treatment foster care

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Goodrich, S. A. (2010). Connecting Children and Families: Expectations and Experiences of Professional Foster Parents. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/38

Chicago Manual of Style (16th Edition):

Goodrich, Samantha A. “Connecting Children and Families: Expectations and Experiences of Professional Foster Parents.” 2010. Masters Thesis, University of Connecticut. Accessed July 22, 2019. https://opencommons.uconn.edu/gs_theses/38.

MLA Handbook (7th Edition):

Goodrich, Samantha A. “Connecting Children and Families: Expectations and Experiences of Professional Foster Parents.” 2010. Web. 22 Jul 2019.

Vancouver:

Goodrich SA. Connecting Children and Families: Expectations and Experiences of Professional Foster Parents. [Internet] [Masters thesis]. University of Connecticut; 2010. [cited 2019 Jul 22]. Available from: https://opencommons.uconn.edu/gs_theses/38.

Council of Science Editors:

Goodrich SA. Connecting Children and Families: Expectations and Experiences of Professional Foster Parents. [Masters Thesis]. University of Connecticut; 2010. Available from: https://opencommons.uconn.edu/gs_theses/38

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