Skip to main content



Child-Maltreatment-Research-L (CMRL) List Serve

Browse All Past CMRL Messages

Welcome to the archive of past Child-Maltreatment-Research-L (CMRL) list serve messages (11,000+). The table below contains all past CMRL messages (text only, no attachments) from Nov. 20, 1996 - January 31, 2024 and is updated every two months.

Instructions: Postings are listed for browsing with the newest messages first. Click on the linked ID number to see a message.

Message ID: 10864
Date: 2021-01-05

Author:Grinnell Davis, Claudette L.

Subject:RE: Questions Regarding Rural Substitute Care/Youth Mental Health Needs

Good morning! There are actually a whole bunch of assumptions bound up in many of your questions that need to be unpacked generally about service provision. First, I’m not sure what you mean by a “rural child welfare agency.” While this varies from jurisdiction to jurisdiction, in many rural counties there may be one super-generalist who covers child protection, permanency, economic self-sufficiency, etc. The idea of a “rural child welfare agency” is a bit odd – it may be one person in a state office. Further, just notions of “rural” themselves are problematic, which is why rural demography is a real thing. There may very well be differences in rurality in, say, states like Michigan where there is a rural population particularly north of US-10 and in the UP, but still more infrastructure at hand versus a “frontier state” like Montana, Nebraska, Wyoming, etc. (Disclosure: I grew up, worked in, and graduated from schools in Michigan; my first post-PhD position was in Nebraska.) Second, there is a dearth of people to provide these services generally, and in many cases, there are significant months-long waiting lists in rural areas – this is why SAMHSA prioritized rural children’s mental health service delivery a while back. As a result, youths tend to get shipped out rather than receive services close to home – including assessment. This is why much of rural mental health work has actually ended up falling to schools. Susan Sheridan, professor at the College of Education and Human Sciences at the University of Nebraska-Lincoln, has done a lot of work on “teachers and parents as partners” (TAPS) precisely to make up the significant mental health provision gaps in rural Nebraska. If you are doing research on this (and given you’re at Michigan, I have good guesses who you’re working with), I’m happy to share other thoughts from my anecdotal experience. That said, NCANDS and AFCARS, both of which I’ve used to look at rural issues as yet unpublished, also have urban-rural identifiers that may be useful if you want to wade into that sea of data. Please don’t hesitate to reach out. Claudette L. Grinnell-Davis, PhD, MSW, MS, MTS Assistant Professor, University of Oklahoma Anne and Henry Zarrow School of Social Work 4502 E. 41st St. Office 2H19 Tulsa, OK 74135 clgdavis@ou.edu From: bounce-125264762-79448493@list.cornell.edu On Behalf Of Atticus Solomon Sent: Tuesday, January 5, 2021 7:00 AM To: child-maltreatment-research-L@cornell.edu Subject: Questions Regarding Rural Substitute Care/Youth Mental Health Needs Many of the initiatives to address the gap in mental health services for youth in substitute care identify the importance of collaboration and relationships between child welfare agencies and community behavioral health providers. We know such relationships are prevalent in a number of urban areas across the U.S., we know a lot less about how these relationships function in rural areas. 1) What have rural child welfare agencies learned about screening for mental health needs of youth in substitute care? How have they addressed these needs in a timely manner? 2) What are the best practices for rural areas to address the mental health needs of youth in substitute care? -- Atticus Anna Ruth Solomon They/Them/Theirs MSW Student University of Michigan, 2021 C: 517-927-3726 Learn more about the importance of correct pronouns here Land Acknowledgement We acknowledge that the University of Michigan, named for Michigami, the world’s largest freshwater system and located in the Huron River watershed, was formed and has grown through connections with the land stewarded by Niswi Ishkodewan Anishinaabeg: The Three Fires People who are Ojibwe, Odawa, and Potawatomi along with their neighbors the Seneca, Delaware, Shawnee and Wyandot nations. Legacies As we live and learn on these territories, we must keep in mind the community struggles for self-determination and colonial legacies of scholarly practices. I use community struggles broadly to include indigenous peoples, enslaved peoples, and those peoples of the Mexico-Republic of Texas territories. I use colonial legacies to reflect our existing social structures, institutions, systems, and policies built from colonial domination. (Language borrowed from Professor Karen M. Staller)

Good morning! There are actually a whole bunch of assumptions bound up in many of your questions that need to be unpacked generally about service provision. First, I’m not sure what you mean by a “rural child welfare agency.” While this varies from jurisdiction to jurisdiction, in many rural counties there may be one super-generalist who covers child protection, permanency, economic self-sufficiency, etc. The idea of a “rural child welfare agency” is a bit odd – it may be one person in a state office. Further, just notions of “rural” themselves are problematic, which is why rural demography is a real thing. There may very well be differences in rurality in, say, states like Michigan where there is a rural population particularly north of US-10 and in the UP, but still more infrastructure at hand versus a “frontier state” like Montana, Nebraska, Wyoming, etc. (Disclosure: I grew up, worked in, and graduated from schools in Michigan; my first post-PhD position was in Nebraska.) Second, there is a dearth of people to provide these services generally, and in many cases, there are significant months-long waiting lists in rural areas – this is why SAMHSA prioritized rural children’s mental health service delivery a while back. As a result, youths tend to get shipped out rather than receive services close to home – including assessment. This is why much of rural mental health work has actually ended up falling to schools. Susan Sheridan, professor at the College of Education and Human Sciences at the University of Nebraska-Lincoln, has done a lot of work on “teachers and parents as partners” (TAPS) precisely to make up the significant mental health provision gaps in rural Nebraska. If you are doing research on this (and given you’re at Michigan, I have good guesses who you’re working with), I’m happy to share other thoughts from my anecdotal experience. That said, NCANDS and AFCARS, both of which I’ve used to look at rural issues as yet unpublished, also have urban-rural identifiers that may be useful if you want to wade into that sea of data. Please don’t hesitate to reach out. Claudette L. Grinnell-Davis, PhD, MSW, MS, MTS Assistant Professor, University of Oklahoma Anne and Henry Zarrow School of Social Work 4502 E. 41st St. Office 2H19 Tulsa, OK 74135 clgdavisou.edu From: bounce-125264762-79448493list.cornell.edu On Behalf Of Atticus Solomon Sent: Tuesday, January 5, 2021 7:00 AM To: child-maltreatment-research-Lcornell.edu Subject: Questions Regarding Rural Substitute Care/Youth Mental Health Needs Many of the initiatives to address the gap in mental health services for youth in substitute care identify the importance of collaboration and relationships between child welfare agencies and community behavioral health providers. We know such relationships are prevalent in a number of urban areas across the U.S., we know a lot less about how these relationships function in rural areas. 1) What have rural child welfare agencies learned about screening for mental health needs of youth in substitute care? How have they addressed these needs in a timely manner? 2) What are the best practices for rural areas to address the mental health needs of youth in substitute care? -- Atticus Anna Ruth Solomon They/Them/Theirs MSW Student University of Michigan, 2021 C: 517-927-3726 Learn more about the importance of correct pronouns here Land Acknowledgement We acknowledge that the University of Michigan, named for Michigami, the world’s largest freshwater system and located in the Huron River watershed, was formed and has grown through connections with the land stewarded by Niswi Ishkodewan Anishinaabeg: The Three Fires People who are Ojibwe, Odawa, and Potawatomi along with their neighbors the Seneca, Delaware, Shawnee and Wyandot nations. Legacies As we live and learn on these territories, we must keep in mind the community struggles for self-determination and colonial legacies of scholarly practices. I use community struggles broadly to include indigenous peoples, enslaved peoples, and those peoples of the Mexico-Republic of Texas territories. I use colonial legacies to reflect our existing social structures, institutions, systems, and policies built from colonial domination. (Language borrowed from Professor Karen M. Staller)