@article{haskett_hall_finster_owens_buccelli_2022, title={"It brought my family more together": Mixed-methods study of low-income US mothers during the pandemic}, volume={71}, ISSN={["1741-3729"]}, url={http://dx.doi.org/10.1111/fare.12684}, DOI={10.1111/fare.12684}, abstractNote={AbstractObjectiveWe sought to understand challenges and positive experiences of low‐income families during the pandemic.BackgroundStrength‐based perspectives of economically disadvantaged mothers are missing from literature on the impact of the COVID‐19 pandemic. Although it is imperative to recognize disparities that were highlighted by the pandemic, strengths‐based approaches and a resilience framework can help professionals build upon and learn from ways families manage during those times.MethodWe used a mixed‐method approach to gain understanding of the unique experiences of 15 low‐income mothers at the height of the pandemic. We administered a brief COVID‐19 stress screener, the Five‐Minute Speech Sample measure, and an open‐ended question about potential positive experiences during the pandemic.ResultsWe learned that strength and resilience supersede the liabilities brought on by COVID‐19 that are so often focused on. We found highly divergent experiences across mothers in terms of stress; even mothers with high levels of stress readily identified positive aspects of life during the pandemic. Mothers' responses were indicative of greater feelings of warmth and tenderness than negativity about their children.Conclusion and ImplicationsWe discuss findings in terms of strengths‐based practices and policies for mothers receiving public assistance and provide suggestions for continued research on resilience of mothers during the pandemic.}, number={3}, journal={FAMILY RELATIONS}, publisher={Wiley}, author={Haskett, Mary E. and Hall, Jodi K. and Finster, Heather P. and Owens, Caitlyn and Buccelli, Alexandra R.}, year={2022}, month={Apr} }
 @article{finster_norwalk_2021, title={Characteristics, experiences, and mental health of children who re-enter foster care}, volume={129}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2021.106165}, abstractNote={Permanent placements that are safe and stable promote well-being of children leaving foster care; however, placement disruptions and reentry into the welfare system following placements that were intended to be permanent are common (Konijn et al., 2019). What is not known is whether disruptions during foster care stays are particularly risky for children’s emotional health if they occur in the context of more than one removal of the child from their parents or guardians (i.e., from home). Using the most current data available through the nationally mandated Adoption and Foster Care Analysis Reporting System (AFCARS), we explored characteristics and removal reasons of children who re-enter foster care and used hierarchical, binomial logistic regression to analyze the moderating effect of multiple removals from home on the link between placement disruptions during stays in foster care and emotional disturbance (ED). The sample consisted of 659,105 children served by the U.S. foster care system during Fiscal Year (FY) 2018. Findings suggest that children who re-enter foster care are more likely to be older, and disproportionately more were children of color. Children who re-enter foster care tend to experience more placement disruptions in subsequent removal episodes than children who have been removed from their home only once. Finally, we identified an interaction effect for placement disruptions and multiple removals on the likelihood of a child in foster care having ED. This study discusses implications for targeted permanency and post-permanency services.}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Finster, Heather P. and Norwalk, Kate E.}, year={2021}, month={Oct} }
 @article{subotnik_olszewski-kubilius_khalid_finster_2021, title={A developmental view of mentoring talented students in academic and nonacademic domains}, volume={1483}, ISSN={["1749-6632"]}, DOI={10.1111/nyas.14286}, abstractNote={AbstractThe role of mentors for talented students varies according to developmental level and domain. Domains differ as to when they begin, peak, and end. Therefore, mentoring at the beginning of a talent trajectory may take place in middle school for a science student and in elementary school for a violinist. In the later stages of talent development, mentors are more likely to select their protégés than to be organizationally matched with mentees. As mentees gain the requisite skills and knowledge, mentors place more emphasis on modeling and coaching for psychosocial skills and insider knowledge (access to networks of information, attitudes, and behaviors rewarded by gatekeepers) that allow their mentees to stand out and, if necessary, endure pushback derived from proposing creative ideas or performances that challenge the status quo. The conclusions reported here are derived from studies of mentoring talented students, with an emphasis on identifying similarities across domains, and recognition that mentors’ provision of insider knowledge is particularly important for low‐income children and youth.}, number={1}, journal={ANNALS OF THE NEW YORK ACADEMY OF SCIENCES}, author={Subotnik, Rena F. and Olszewski-Kubilius, Paula and Khalid, Maha and Finster, Heather}, year={2021}, month={Jan}, pages={199–207} }