African American Single Mothers Thriving Despite Society's Obstacles

There are myriad reasons why one may be a single mother. From the woman who chose to pursue a career first and in vitro fertilization at an older age, the widow, a divorcee, one who chose to adopt a child alone, someone serving as a foster parent due to their inability to conceive, to the teenage mother. Regardless of the circumstance, society often places a stigma on a single mother without knowing her full story. This is especially true for African American single mothers. This chapter will explore anecdotal experiences of various African American single mothers. It will tap into the circumstances of how the journey began and how these single mothers have navigated their circumstances to defy the odds to attain success.

Fostering in a Carefare Regime

This chapter is about foster parents and their work. Recent changes in the regulation of foster care illustrate the formation and operation of a carefare regime: the transformation of state policies and services and the integration of foster parents into the “deserving” female working and caring underclass. Relying on two years of participant observations and interviews with foster parents, experts, guardians, social workers and foster parent agency personnel, I describe the highly skilled care work most foster parents provide in demanding circumstances for a practically endless number of work hours. I explain how their status has been transformed from being volunteers to being contracted employees who work in increasingly precarious circumstances for extremely low wages. I argue that sentimentalization of care work is used by policy makers to discipline foster mothers into accepting the new terms of their relationship and by foster parents too to rationalize their compliance.

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

<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>

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

<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>

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

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.

Pelatihan Parenting Pola Asuh Pada Orang Tua Asuh Di Rumah Yatim Ymaju Talang Bakung Jambi

ABSTRAK Orang tua merupakan pihak yang bertanggung jawab atas terbentuknya karakter anak. Pola asuh yang diberikan dan diterapkan berpengaruh untuk masa depan anak. Untuk menjadi orang tua asuh merupakan suatu tantangan, karena memerlukan kesabaran dan keikhlasan. Agar tidak salah dalam menerapkan pola asuh, penting bagi orang tua asuh untuk mengetahui macam-macam pola asuh. Tujuan pelatihan parenting ini adalah untuk meningkatkan pengetahuan orang tua asuh tentang pola asuh yang dapat diterapkan pada anak asuh di Rumah Yatim YMAJU Talang Bakung Jambi. Kegiatan yang dilakukan pada pelatihan berupa pemberian materi, tanya jawab, diskusi kelompok dan dilakukan pemutaran video terkait pola asuh. Selain itu, untuk menyalurkan kreativitas anak, disediakan fasilitas bermain dan mini pustaka. Terdapat peningkatan pengetahuan peserta tentang pola asuh setelah diberikan pelatihan parenting serta sebagian besar anak bermain pada taman bermain dan mengunjungi mini pustaka. Kata Kunci: Pelatihan parenting, pola asuh, taman bermain, mini pustaka ABSTRACT Parents are responsible for the formation of children's character. The parenting style that is given and applied affects the future of the child. Becoming a foster parent is a challenge because it requires patience and sincerity. In order not to be wrong in applying to parents, foster parents need to know the various parenting patterns. The purpose of this parenting training is to increase the knowledge of foster parents about parenting that can be applied to foster children at YMAJU Yatim House Talang Bakung Jambi. Activities carried out in the training included providing material, question and answer, group discussions, and video screenings related to parenting. In addition, to channel children's creativity, play facilities and mini-libraries are provided. There was an increase in participants' knowledge about parenting after being given parenting training and most of the children played on the playground and visited the mini library. Keywords: Parenting training, parenting, playground, mini library

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)

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.