News: Child Welfare
A poverty studies scholar uncovers racial bias in choices states make in the use and distribution of federal assistance benefits….
In a new National Academies report, Interim Dean Irwin Garfinkel and colleagues identify the most effective policy means for reducing…
The September 4 issue of Nature, the world’s leading multidisciplinary science journal, features the work of associate professor Desmond U….
Irwin Garfinkel Appointed to National Panel of Experts to Build Agenda to Cut Child Poverty in Half in 10 Years
The United States may be the world’s richest nation, but according to the U.S. Census, one in three children (a…
Liv Anna Homstead (MS‘12) has been partnering with the School of Social Work in developing a support system for overburdened caseworkers in New York City’s foster care system, as part of her work with Children’s Corps.
SWM-010: Translating Neuroscience into Policy and Practice for At-Risk Children, with Dr. Jack Shonkoff
Dr. Jack Shonkoff, the 2014 Lucille N. Austin Lecturer, has a long connection with the social work profession. In this podcast, he talks about how social work practice may change with at-risk children as a result of new findings on the brain’s early development.
The first findings have been released from the CPRC-Robin Hood survey of New York City families, showing that poverty and hardship are worse than official estimates indicate–findings that may also help inform the national debate over how best to help the poor.
Children who are spanked by their parents go on to have more aggressive behavior, which in turn predicts increased spanking, according to a team of Columbia University researchers. Lead author, CSSW Associate Professor Michael MacKenzie, said: “Parents with more challenging children need support to avoid this escalating pattern.”
A new study led by researchers at our School is making waves in Washington because of its findings on the importance of government transfers in keeping Americans out of poverty.
Children who are spanked by their parents are at greater risk for later problems in both vocabulary and behavior, a team of Columbia University researchers has found. One of them, CSSW Associate Professor Michael MacKenzie, said: “This is an important finding, because few studies in this area have examined effects on cognitive development.”