Placement Stability and the Psychosocial Well-Being of Children in Foster Care
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article assesses one of the key assumptions underlying the philosophy of permanency planning—that placement instability adversely affects the psychosocial development of children in foster care. Method: The placement movements and psychosocial well-being of foster care were assessed over an 8-month period. Results: Most of the children who remained in care throughout the period could be assigned to one of three groups: 1 (stable throughout), 2 (unstable throughout), 3 (initially unstable, then stable) Results for these 120 children were generally consistent with a linear trend toward improvement in Groups 1 and 2, whereas Group 3 children displayed improvement only while their placements were unstable. Conclusions: Although results for Group 3 permit more than one interpretation, results for Group 2 suggest that placement instability up to at least the 8-month point is not necessarily damaging to the child.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it