The Foster Care Research Project: Summary and Analysis

1988 ◽  
Vol 33 (6) ◽  
pp. 509-516 ◽  
Author(s):  
P.D. Steinhauer ◽  
M. Johnston ◽  
M. Snowden ◽  
J. Santa-Barbara ◽  
B. Kane ◽  
...  
Keyword(s):  
Foster Care ◽  
Support Groups ◽  
Foster Parents ◽  
Extended Family ◽  
Foster Parent ◽  
Parent Satisfaction ◽  
Group Model ◽  
Research Project ◽  
Care Research ◽  
Clinical Vignettes

This paper analyzes and summarizes five more detailed papers describing the Foster Care Research Project (F.C.R.P.). This compared two (individual and group) models of foster care as to their effects on foster parent satisfaction, placement breakdowns and several indices of children's adjustment in care. The group model is described and contrasted with other “extended family” models, and the results of the project, which were mixed, are summarized. A critique of the experimental design suggests why clinical gains noted in the children were not borne out experimentally. Following a clinician's analysis of the process by which the group model operated (illustrated by clinical vignettes), the paper ends by describing the content and process of two support groups for the natural children of the foster parents.

scholarly journals Contact with biological parents following placement in foster care: Associations with preschool child externalizing behavior

2021 ◽  
pp. 135910452110492
Author(s):  
Karine Poitras ◽  
George M. Tarabulsy ◽  
Natalia Varela Pulido
Keyword(s):  
Foster Care ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Foster Parents ◽  
Foster Parent ◽  
Externalizing Behavior Problems ◽  
Foster Child ◽  
Child Externalizing Behavior ◽  
Biological Parents ◽  
Child Externalizing

Externalizing behavior problems are a salient issue in the context of child protection services, where associations with placement stability and caregiving behavior have been documented. Moreover, although research on the association between contact with biological parents and foster child externalizing behavior problems is scarce and has yielded mixed results, several studies have shown links between the two variables. The purpose of this study is to determine the association of face-to-face contact with biological parents and externalized behaviors, while taking into account placement instability and foster parent interactive sensitivity. Fifty preschoolers and their foster parents were visited at home. Child externalizing behavior problems were self-reported by foster parents, foster parent sensitivity was measured via play observations, and information relative to placement was collected through interviews with biological parents and gathered from social services data. Results reveal that more frequent contact with biological parents and lower levels of foster parent sensitivity are independently linked to greater levels of externalizing behavior problems even after controlling for placement instability. Discussion focuses on the importance of children’s relationship experiences during foster care and the necessity to investigate their role to more clearly understand foster child socioemotional development.

Sibling Relationship in Foster Care: Foster Parent Perspective

2018 ◽  
Vol 39 (9) ◽  
pp. 2590-2614 ◽  
Author(s):  
Armeda Stevenson Wojciak ◽  
Bryan P. Range ◽  
Dumayi M. Gutierrez ◽  
Nathan A. Hough ◽  
Casey M. Gamboni
Keyword(s):  
Foster Care ◽  
Foster Parents ◽  
Sibling Relationships ◽  
Foster Parent ◽  
Protective Role ◽  
Sibling Relationship ◽  
Parent Perspective ◽  
The Past ◽  
Semistructured Interviews ◽  
Youth In Foster Care

The sibling relationships of youth in foster care has garnered increased attention over the past few years indicating the potential protective role these relationships can have. Despite this growth, very little is known about how foster parents perceive the sibling relationships of youth in foster care and ways to promote these relationships. Thematic analysis was used to analyze semistructured interviews of 15 foster parents. Three major areas emerged as a result of the analysis: (a) the experience of sibling relationships in foster care, (b) how sibling relationships should be treated in foster care, and (c) ways to promote sibling relationships. All of the foster parents in this study discussed the importance of sibling relationships for the youth in their care and offer ways to promote these relationships through collaboration and education. Implications for foster parent training and child welfare practice are discussed.

Family-Centered Practice with Foster-Parent Families

1996 ◽  
Vol 77 (9) ◽  
pp. 545-558 ◽  
Author(s):  
Emily Jean McFadden
Keyword(s):  
Foster Care ◽  
Foster Parents ◽  
Foster Parent ◽  
Family Care ◽  
Foster Families ◽  
Critical Issues ◽  
Family Style ◽  
Specialized Foster Care ◽  
Work Done ◽  
Family Centered

Foster parents face many stresses in their family life, whether they provide kinship care, general foster care, specialized foster care, or treatment family care. Critical issues include maintaining open boundaries while sustaining cohesion and integrity of the core family structure. Pressures from the agency, the community, the foster child, and his or her parents affect the way in which this family style functions. Focusing on the work done by family-centered practitioners with foster parents facing various types of developmental and situational crises, the author examines the responses of foster families to the multiple and chronic experiences of loss that they face. Guidelines for practitioners include placement issues, therapeutic issues, and knowledge of systems that clinicians need to work effectively with foster-parent families. Case materials illustrate the crises of dismemberment and demoralization as well as the crisis of accession.

scholarly journals Foster parents' understanding of the foster child's perspective: Does it matter and can it be changed?

2021 ◽  
Author(s):  
◽  
Wendy Joan Kelly
Keyword(s):  
Foster Care ◽  
Foster Parents ◽  
Foster Parent ◽  
Training Programme ◽  
Behaviour Problems ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Post Test ◽  
Parent Child

<p>Socio-emotional outcomes for children placed in care are more positive when foster parents have a secure state of mind regarding attachment and are able to think about the child’s unique psychological perspective (Dozier, Stovall, Albus & Bates, 2001; Schofield & Beek, 2005a). One aspect of parents’ thinking about the child has been conceptualised as mind-mindedness (Meins, 1998) and is measured by the proportion of mind-related comments made when a parent is asked to describe their child. The first study examines whether foster parent’s mind-mindedness and attachment perceptions, amongst other child and foster parent characteristics, are positively associated with the foster parent-child relationship and the child’s emotional and behavioural outcomes.  The study found that foster parents with higher mind-mindedness had foster children with fewer behaviour problems and this relationship was enhanced by foster parents having positive attachment perceptions. Moreover, foster parent mind-mindedness was not related to the quality of the parent-child relationship, except when parents had positive attachment perceptions. Regarding the child’s placement characteristics, the number of previous placements the child had experienced predicted the child’s emotional and behaviour problems and the age at which the child was placed predicted the quality of the foster parent-child relationship. The best placement predictors of both outcome variables considered together were the age at which the child was placed and short term placements.  Drawing on attachment theory, and guided by the findings of study one, the author developed a a training programme and a Relational Learning Framework (RLF) to assist foster parents and foster care practitioners to understand the child’s psychological perspective. The second study employed a multiple- baseline design to evaluate the effectiveness of the RLF guided training programme. Statistically significant improvements were found regarding parents’ reports of children’s behaviour problems, parents’ daily stress, the attachment relationship and children’s overall functioning at post-test. However, at follow-up, only the children’s overall functioning remained significantly improved, although increases in positive mind-mindedness became statistically significant, relative to post-test. Some foster parents showed decreases in wellbeing scores, relative to their scores at pre- and post-test.  The third study used a pre- post-test design to evaluate the effectiveness of the training programme to assist foster care practitioners to apply the RLF in their clinical practice and to deliver the training programme to foster parents. At post-test, practitioners’ empathy and reflectiveness showed a statistically significant increase but no statistically significant increases were found in practitioners’ mind-mindedness. The training was rated highly by participants and a thematic analysis of diary entries showed that they used the RLF in their practice, were able to help foster parents understand the child’s perspective, and reported positive therapeutic gains from utilising these techniques.  The research provides preliminary evidence that foster parent mind-mindedness, in conjunction with attachment perceptions, is associated with the child’s emotional and behaviour problems and the foster parent-child relationship. The results from the intervention study with foster parents showed initially promising gains, which were not maintained at follow-up, and the results from the foster care practitioners study indicated improvements in practitioners’ empathy and reflectiveness, as well as positive outcomes of using the training material.</p>

scholarly journals Foster parents' understanding of the foster child's perspective: Does it matter and can it be changed?

2021 ◽  
Author(s):  
◽  
Wendy Joan Kelly
Keyword(s):  
Foster Care ◽  
Foster Parents ◽  
Foster Parent ◽  
Training Programme ◽  
Behaviour Problems ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Post Test ◽  
Parent Child

<p>Socio-emotional outcomes for children placed in care are more positive when foster parents have a secure state of mind regarding attachment and are able to think about the child’s unique psychological perspective (Dozier, Stovall, Albus & Bates, 2001; Schofield & Beek, 2005a). One aspect of parents’ thinking about the child has been conceptualised as mind-mindedness (Meins, 1998) and is measured by the proportion of mind-related comments made when a parent is asked to describe their child. The first study examines whether foster parent’s mind-mindedness and attachment perceptions, amongst other child and foster parent characteristics, are positively associated with the foster parent-child relationship and the child’s emotional and behavioural outcomes.  The study found that foster parents with higher mind-mindedness had foster children with fewer behaviour problems and this relationship was enhanced by foster parents having positive attachment perceptions. Moreover, foster parent mind-mindedness was not related to the quality of the parent-child relationship, except when parents had positive attachment perceptions. Regarding the child’s placement characteristics, the number of previous placements the child had experienced predicted the child’s emotional and behaviour problems and the age at which the child was placed predicted the quality of the foster parent-child relationship. The best placement predictors of both outcome variables considered together were the age at which the child was placed and short term placements.  Drawing on attachment theory, and guided by the findings of study one, the author developed a a training programme and a Relational Learning Framework (RLF) to assist foster parents and foster care practitioners to understand the child’s psychological perspective. The second study employed a multiple- baseline design to evaluate the effectiveness of the RLF guided training programme. Statistically significant improvements were found regarding parents’ reports of children’s behaviour problems, parents’ daily stress, the attachment relationship and children’s overall functioning at post-test. However, at follow-up, only the children’s overall functioning remained significantly improved, although increases in positive mind-mindedness became statistically significant, relative to post-test. Some foster parents showed decreases in wellbeing scores, relative to their scores at pre- and post-test.  The third study used a pre- post-test design to evaluate the effectiveness of the training programme to assist foster care practitioners to apply the RLF in their clinical practice and to deliver the training programme to foster parents. At post-test, practitioners’ empathy and reflectiveness showed a statistically significant increase but no statistically significant increases were found in practitioners’ mind-mindedness. The training was rated highly by participants and a thematic analysis of diary entries showed that they used the RLF in their practice, were able to help foster parents understand the child’s perspective, and reported positive therapeutic gains from utilising these techniques.  The research provides preliminary evidence that foster parent mind-mindedness, in conjunction with attachment perceptions, is associated with the child’s emotional and behaviour problems and the foster parent-child relationship. The results from the intervention study with foster parents showed initially promising gains, which were not maintained at follow-up, and the results from the foster care practitioners study indicated improvements in practitioners’ empathy and reflectiveness, as well as positive outcomes of using the training material.</p>

The Foster Care Research Project: Clinical impressions.

1989 ◽  
Vol 59 (3) ◽  
pp. 430-441 ◽  
Author(s):  
P. D. Steinhauer ◽  
M. Johnston ◽  
J. P. Hornick ◽  
P. Barker ◽  
M. Snowden ◽  
...  
Keyword(s):  
Foster Care ◽  
Research Project ◽  
Care Research

Recruiting Foster Parents: Socio∽Economic Characteristics of Foster Parents of Intellectually Handicapped & Non∽Intellectually Handicapped Children in Queensland

1983 ◽  
Vol 8 (2) ◽  
pp. 3-9 ◽  
Author(s):  
Jill Volard
Keyword(s):  
United Kingdom ◽  
Foster Care ◽  
Foster Parents ◽  
Foster Parent ◽  
Parent Population ◽  
Handicapped Children ◽  
The United Kingdom

Although there have been a number of studies carried out over the years about various characteristics of foster parents, most of them have been undertaken in the U.S.A. and the United Kingdom. Very little research has been done in Australia about foster care in general, recruiting foster parents, or about foster parents of intellectually handicapped children. This lack of Australian research raises questions as to whether findings of studies in other countries can be generalised to all foster care situations. It cannot automatically be assumed, for example, that the Australian foster parent population is the same as abroad, and yet for years workers in Australia have tended to rely on overseas statistics as a basis for decisions on foster care.

scholarly journals FOSTERING BY CAREGIVERS WITH NO COMMON-LAW DUTY OF SUPPORT: AT LAST, SOME CLARITY IN THE LAW SS v Presiding Officer, Children’s Court, Krugersdorp 2012 (6) SA 45 (GSJ)

Obiter ◽  
2021 ◽  
Vol 34 (3) ◽  
Author(s):  
F Noel Zaal
Keyword(s):  
Foster Care ◽  
Extended Family ◽  
Foster Parent ◽  
Best Interests ◽  
Substitute Care ◽  
Parent Status ◽  
Aids Pandemic ◽  
Biological Parents ◽  
Children's Court ◽  
Children’S Court

Some serious shortcomings in foster care law which adversely affected large numbers of children have been addressed recently in SS v Presiding Officer, Children’s Court, Krugersdorp (2012 (6) SA 45 (GSJ), hereinafter SS) and Manana v Presiding Officer, Children’s Court, Krugersdorp (SAFLI I (A3075/2011) [2013] ZAGPJHC 64 (12 April 2013), hereinafter Manana). For reasons of scope, and because the issues were somewhat different, the discussion below primarily offers an analysis of the former judgment. As will be seen, SS provided the first reported solutions to some severe problems affecting numerous children and is thus worthy of consideration in its own right. By way of background, one consequence of the AIDS pandemic in South Africa is that many children are left to be nurtured by extended family members or non-relatives, rather than by biological parents. Substitute caregivers often have limited financial means and apply to children’s courts to be designated as foster parents. Where they are successful they become eligible for monthly fostercare grants paid by the state. The best available legal ground for many foster-parent applications is contained in section 150(1)(a) of the Children’s Act 38 of 2005 (the “Act”). Unfortunately, this provision has proved difficult for children’s courts to interpret. It sets as a ground for a child being “in need of care and protection” and thus eligible for foster care: “if, the child has been abandoned or orphaned and is without any visible means of support”. One uncertainty has been whether a child can be found to be abandoned in terms of this provision if currently receiving substitute care volunteered by a caregiver who has already replaced a parent. The phrase “without any visible means of support” has also been difficult tointerpret. It is unfortunate that in selecting this phrase the legislature relied on a vague, centuries-old description by English vagrancy law. Children’s court magistrates have understandably varied in their interpretations of section 150(1)(a). This has led to discrepancies in its application. A negative consequence has been that impoverished carers whose nurturing skills render them suitable parent substitutes sometimes fail in attempts to achieve foster-parent status. Vulnerable abandoned and orphaned children are then left with neither foster-care grants nor caregivers who can properly exercise parental responsibilities. This unfortunate situation, which is obviously not inthe best interests of children, has been a major concern for the department of social development. In SS, Saldulker J provided the first reported interpretation of section 150(1)(a). It will be shown that, although some issues were insufficiently dealt with, the judgment has brought much-needed clarity on several crucial aspects of foster-grant eligibility. It has also provided guidelines for eligibilityof foster-parent applicants who do not have a maintenance obligation in respect of the child. It has additionally provided directions for practitioners (particularly children's court magistrates and social workers) on evidence requirements and stages of proceedings in foster-care applications.

Support for Non-Relative Female Foster Parents in South Africa: Quality of Care and Placement Outcomes

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Samuel Emovon ◽  
Priscilla Gutura ◽  
Ngenisiwe Ntombela
Keyword(s):  
South Africa ◽  
Quality Of Care ◽  
Foster Care ◽  
Foster Parents ◽  
Nuclear Family ◽  
Extended Family ◽  
Vulnerable Children ◽  
Children In Foster Care ◽  
The Government

Caring for and protecting vulnerable children in foster care continues to be an important realisation of the rights of children in South Africa. The weakening of the extended family and the increasing number of orphaned and vulnerable children give rise to the relevance of non-relative fostering. This article discusses the different sources of support used by female non-relative foster parents when caring for the children. The findings come from a broader doctoral study that explored the experiences of non-relative foster parents. The data were collected using semi-structured interviews and a focus group discussion. The findings indicate that the participants received the same support as relative foster parents, including financial support from the government in foster care grants, support from faith-based organisations, and support from nuclear family members. Most participants were self-supported through personal incomes and savings, which differed from relative foster parents who relied solely on the foster care grant. The participants received limited or no support from social workers or agencies. This article concludes that the type of support available to non-relative foster parents is the same as that for relative foster parents, and it influences the quality of care and placement outcome. With adequate support, the burden of caring is lessened therefore improving the quality of care. Therefore, it is necessary to provide holistic support to non-relative foster parents to secure their willingness to continue caring, thus improving the quality, recruitment, and retention of foster parenting.

Strengthening Foster Parent–Adolescent Relationships Through Filial Therapy

2012 ◽  
Vol 20 (4) ◽  
pp. 427-432 ◽  
Author(s):  
Jennifer E. Capps
Keyword(s):  
Foster Care ◽  
Foster Parents ◽  
Foster Parent ◽  
Filial Therapy ◽  
Therapeutic Interventions ◽  
Care Experience ◽  
Adolescent Relationships ◽  
Placement Disruptions ◽  
The Relationship ◽  
Parent Child Relationships

The purpose of this article is to explore the application of filial therapy as a means of strengthening relationships between foster parents and adolescent foster children. Adolescents in foster care experience a number of placement disruptions and while a number of therapeutic interventions are implemented to assist adolescents in foster care, very few are aimed at strengthening the foster parent–foster child bond. Studies have repeatedly shown filial therapy as an effective method for strengthening parent–child relationships. Filial therapy is discussed as an intervention for improving the relationship between adolescents in foster care and their foster parents. A review of the literature is presented as well as a description of filial therapy and the adaptations necessary to implement filial therapy with adolescents and their foster parents.

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