The child advocacy activities of Nicholas Hobbs are recounted. Hobbs provided leadership in such areas as mental health care for children and their families and education of the mentally retarded and emotionally disabled. (PP)

Discusses the results of the 1982 elections to the United States Congress and implications for the future of family and children's services and programs. (MP)

Examined the impact of the AFDC mandatory work registration policy on AFDC clients and their families. Data showed 19 percent reported positive and 28 percent reported negative individual effects; five percent reported positive and 24 percent reported negative family effects. (Author)

Explains Family Systems Theory and its application in extension programs. Discusses understanding the family as a system, teaching family life education to whole families, and making the impact of changed behavior clear to the individuals. (JOW)

This country has many programs that affect families, but it has no family policy. Present understanding of what causes changes in the family is not an adequate guide to the formation of a comprehensive family policy. The temporary alternative lies in limited, carefully weighed responses to selected problems. (Author)

Discusses the need for a life cycle approach to parent education, implemented through use of resources centers, workshops, curriculum development, and teacher training. (MS)

Discusses considerations in adapting intensive family preservation services developed in the United States to the Australian culture and service system. Based on an evaluation of a pilot Homebuilders-style program in the state of Victoria, Australia. Implications for adapting programs to different cultures and service systems are considered. (JPB)

Considering the many problems affecting today's children, school-based family services represent a caring, comprehensive model for addressing the needs of students and their families. Examines the rationale for this evolving model, the need to streamline administrative procedures, and the leadership skills required of school administrators seeking…

Assesses a range of family support policy and practice interventions with particular reference to models of assessment, methods of support, and measures of effectiveness. Concludes that there is a renaissance in indirect, voluntary family support in which a range of activities are being undertaken on the basis of limited empirical evidence of…

This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (1) the physical environment, (2) teaching and therapeutic strategies, and (3) family-focused services. Examples of normalized practices within each dimension are offered, and issues related to normalization are…

Analyzes data from three recent studies and identifies three models of family-centered programs: crisis intervention programs; home-based programs; and family treatment programs. Discusses the models' similarities and differences and lays the groundwork for further definitive research. (NH)

Discusses social service needs of homeless children and families. Provides suggestions for implementing changes in programs for the homeless that will better meet those needs. (PCB)

This approach to developing Individualized Family Support Plans for families of handicapped children is derived from a needs-based family systems model of assessment and intervention. The process and format are designed to be both flexible and functional in order to be continually responsive to the concerns and needs expressed by families. (JDD)

Describes the roles of case manager and home visitor in relation to handicapped infants, toddlers, and their families. Strongly advocates combining the roles in this service. (SAK)

Director of Yale University's Bush Center in Child Development and Social Policy comments on the lessons learned over three decades on the process of social change. (HTH)