Understanding subgroups of child welfare placement histories in the context of youth behavior and development: a latent class analysis

ABSTRACT

This study aimed to identify latent classes of child welfare placement histories, with a focus on entry to residential treatment settings (RTS), and how youth behavior and development are associated with the probability of latent class membership. This study utilized secondary child welfare administrative data. The study found that a four-class model was the best fit for the data. The four latent classes were defined by instability while in family settings, stability in kinship care, movement through congregate care settings, and stability in non-kinship foster care. Youth behavior and developmental period were significantly associated with latent class membership.

KEYWORDS:

• Residential treatment for youth
• latent class analysis
• child development
• Child welfare
• Out-of-home care

Acknowledgments

Declaration of Interest: The author reports that there are no competing interests to declare.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lauren Pryce McCarthy

Lauren Pryce McCarthy is the Berger Fellow at the Kempe Center for the Prevention and Treatment of Child Abuse and Neglect. Lauren received her PhD from the University of Maryland School of Social Work. Prior to her PhD, Lauren enjoyed a clinical career providing in-home family therapy to youth in Philadelphia. Lauren’s research interests lie in ensuring equitable access to quality mental health care for all children and their families to reduce the need for residential treatment for youth.