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Foster carers' receptiveness to new innovations and programmes: an example from the introduction of social pedagogy to UK foster care
- Authors:
- McDERMID Samantha, et al
- Journal article citation:
- British Journal of Social Work, 52(3), 2022, pp.1213-1230.
- Publisher:
- Oxford University Press
Foster carers characterise a highly diverse workforce that shares the choice to provide a home and family for children who can no longer reside with their family. This diversity makes supporting and providing for carers' training needs a complex task for fostering services. Understanding what might influence their engagement in training would be useful. This article outlines themes related to foster carers' engagement with social pedagogy, using data from the Head, Heart, Hands (HHH) programme evaluation. Analysis of interviews with seventy-six foster carers over a period of three years is presented. The emerging themes were used to devise an illustrative typology of receptiveness to training. The themes relate to the perceived impact of HHH on their practice and compatibility with the existing children's social care (CSC) system. The article explores the factors that may influence foster carers' positioning within the typology. The contributions that such a typology might make to the wider evidence base across CSC, in terms of the implementation and potential impacts of intervention, are discussed. (Edited publisher abstract)
Experiences of youth transitioning out of juvenile justice or foster care systems: the correlates of successful moves to independence
- Authors:
- BRISSON Daniel, et al
- Journal article citation:
- Child and Adolescent Social Work Journal, 39(1), 2022, pp.45-57.
- Publisher:
- Springer
Youth transitioning out of the juvenile justice and foster care systems face many challenges, one of which is securing housing. Unfortunately, programs around the country created to address these challenges often do not use an integrated holistic approach, leaving youth at risk of an unsuccessful transition to independence. This study assesses the Bridging the Gap intervention which integrates housing services and an independent living coach (ILC) to address the instrumental and relational support needs during the youth's transition. This study uses mixed methods to deeply understand the needs of youth transitioning out of juvenile justice and foster care systems and to assess correlates of a successful transition. Qualitative and quantitative results confirm that youth transitioning our of juvenile justice and foster care systems face a wide range of challenges. Results also show that only a participant's age is correlated with a successful transition. Findings from the study can be used to inform other programs addressing both the instrumental and relationship support needs of youth transitioning out of foster care and corrections. (Edited publisher abstract)
Impact of COVID-19 among young people currently and formerly in foster care
- Authors:
- ROSENBERG Rachel, et al
- Journal article citation:
- Child Abuse and Neglect, 123, 2022, p.105383.
- Publisher:
- Elsevier
Background: COVID-19 continues to have devastating impacts across the United States, causing high levels of unemployment and disconnection from work and school. Furthermore, some communities are at higher risk for adverse outcomes due to the pandemic, including transition age foster youth. Transition age foster youth report negative impacts on their employment, educational attainment, ability to meet basic needs, and their connection to work and school. Objective: The current study examines the impact of the COVID-19 pandemic on key young adult outcomes including education, employment, financial well-being, and disconnection from work and school. Methods: Young people from the Jim Casey Youth Opportunities Initiative complete a survey every April and October. This study focuses on a subsample of 2117 young people who completed 8004 surveys. Utilizing an interrupted time series design, we examine changes in outcomes at six time points pre-pandemic onset (April 2017–October 2019) and two timepoints post-pandemic onset (October 2020 and April 2021). Results: The pandemic slowed the declining school enrollment rates but did not reverse the downward trend that started before the pandemic. The pandemic decreased the number of young people who were employed and increased the number of those who were disconnected from work and school. The pandemic increased the number of young people who reported having savings. Conclusion: Transition age foster youth needs access to employment and educational opportunities, which were disrupted during the COVID-19 pandemic. Additional resources are needed to ensure young people are connected to work and school. (Edited publisher abstract)
Positive parenting in foster care: a video-feedback intervention to promote positive parenting – theory and practice
- Authors:
- WEST Delphine, et al
- Journal article citation:
- Adoption and Fostering, 45(4), 2021, pp.398-413.
- Publisher:
- Sage
Foster children are known to be at high risk for developing attachment problems. Moreover, their associated behavioural problems can be a burden for the foster family and increase the risk of placement breakdown. A sensitive parenting style promotes a secure attachment which, in turn, can reduce the chance of difficulties arising and protect against placement disruption. Interventions using video-feedback of parent–child interactions offer a method of increasing parental sensitivity and improving the quality of the parent–child attachment. The intervention discussed in this article was part of a wider initiative, Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), fashioned to promote sensitive parenting, secure attachment and a reduction in children’s behavioural problems. Its effectiveness has been shown for a variety of target groups. A variant of the approach was developed specifically for foster and adopted children, Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline – Foster Care/Adoption (VIPP-FC/A). This article discusses the design and delivery of the intervention and illustrates these with case material. (Edited publisher abstract)
Emotions and involvement of foster carers preparing to welcome children arriving from war zones
- Authors:
- EUILLET Severine, et al
- Journal article citation:
- Children and Society, 36(2), 2022, pp.282-297.
- Publisher:
- Wiley
In France, the fosterage of children arriving from war zones is rather marginal and does require the consideration of two major issues: emotions and commitment, both at stake among the foster carers. These issues can be apprehended through the way in which professionals conceive their work, their relationship with the child, but also the singular and specific nature of these children's situation. The researchers, therefore, conducted a qualitative study in the field of Educational Sciences using semi-structured interviews to gather the experience of 11 foster carers preparing to welcome French children coming from war zones. The analysis of their discourses shows that this exceptional situation reinforces their involvement and their emotional bond. The time devoted to the preparation of the child's reception is precious as it gives meaning to the work, arouses ambivalent emotions and builds an imaginary child. (Edited publisher abstract)
Exploring the support services of foster care leavers: an institutional ethnographic study
- Authors:
- CUDJOE Ebenezer, et al
- Journal article citation:
- Health and Social Care in the Community, 30(2), 2022, pp.685-694.
- Publisher:
- Wiley
Research has documented the challenges faced by foster care leavers in their transition to independent living or adult lives revolving around education, employment, accommodation, substance use and criminal involvement. Although studies have investigated the support available to foster care leavers, there is inadequate research on the contribution of social service organisations where most foster leavers receive services. More particularly, in Denmark, child welfare services do not reach foster care leavers as a specific target group beyond 23 years. Therefore, the perspectives of foster care leavers about their experiences with support resources from a non-governmental social service organisation in Denmark were explored. This was an institutional ethnographic study involving in-depth interviews with 17 foster care leavers at the organisation where they received services. Data from the interviews were analysed following a thematic analysis. Themes including networking and social skills, practical support and sense of family were reported. The study demonstrates that the need for social connections and relationships, education and employment is a priority for foster care leavers. Professionals working with foster care leavers should teach the population relevant skills that could help them build healthy relationships with others. Policies should be developed to support the roles performed by such social service organisations to ensure that foster care leavers do not experience difficult transitions into independent living. (Edited publisher abstract)
Home or care? A comparison of educational outcomes for maltreated children
- Authors:
- CUSWORTH Linda, et al
- Journal article citation:
- British Journal of Social Work, 51(8), 2021, pp.3055-3076.
- Publisher:
- Oxford University Press
Previous research has highlighted the poor educational attainment of children in out-of-home care, until relatively recently seen as a potential failure of the care system itself. However, the relationship between care and education outcomes is complex. It is important to disentangle the impact of the care system from that of adverse circumstances leading to admission to care. In this study, educational outcomes for 68 children (aged 3–9 years) in foster-care due to concerns about abuse or neglect were compared to those for 166 children with current or past child welfare involvement living at home. Data from teacher assessments of communication and literacy, and a standardized measure of receptive vocabulary were analysed. Accounting for key differences between the two groups, there was little evidence that educational attainment of children in care was significantly worse than that of children living at home. The findings suggest that being in care is unlikely to be the direct cause of poor educational achievement amongst children in care relative to the wider population of children. The study has implications for the ways in which schools and other services, both across the UK and internationally, work with children in and on the margins of care. (Edited publisher abstract)
Systematic review of factors affecting foster parent retention
- Authors:
- HANLON Ryan, et al
- Journal article citation:
- Families in Society, 102(3), 2021, pp.285-299.
- Publisher:
- The Alliance for Children and Families
This study utilized the PRISMA protocol to conduct a systematic review of the literature published in the United States from 1989 to 2018 to identify factors that affect foster parent retention. Foster parent perception of their own limitations within the child welfare system, the child welfare system’s ability to function fluidly, and the foster parents’ relationship with the agency affects retention. In addition, the lack of material resources or inadequacy of funding to cover the cost of services for the child was identified as a barrier to retention. Personal attributes such as flexibility, confidence, and motivation contributed to the caregiver retention as did attending pre-service and in-service training, and having peer support from an experienced foster parent. (Edited publisher abstract)
Out-of-home care in childhood and socio-economic functioning in adulthood: ONS longitudinal study 1971-2011
- Authors:
- SACKER Amanda, et al
- Journal article citation:
- Children and Youth Services Review, 132, 2021, p.106300.
- Publisher:
- Elsevier
Background: Children who spent time in non-parental care report poor outcomes in many aspects of their later lives on average, but less is known about differences by type of care. This study examined whether socioeconomic, family, and living arrangements of adults who had been in non-parental care across the first three decades of adult life varied by type of care (residential, non-relative and relative) Methods: This study used longitudinal data from the Office for National Statistics Longitudinal Study (LS). Participants were aged <18 years and had never been married at baseline of each census year from 1971 to 2001 (n = 242,843). Separately for each adult follow-up age (20-29; 30-39; 40-49), multi-level logistic regression models were used to compare socioeconomic, family, and living arrangements by different out-of-home care (OHC) experiences. Results: Any OHC increased the likelihood of poorer functioning in the three domains of socioeconomic circumstances, family formation and relationships, and living arrangements. This was evident in participants’ 20 s, 30 s and 40 s; the most adverse outcomes were observed for those with a history of residential care, followed by non-relative OHC, and the least adverse outcomes for relative OHC. Moderation by childhood census year and gender altered the relationship between OHC and some, but not all, adult outcomes. The strongest, most consistent, evidence was for widening of inequalities in outcomes across childhood census years. Conclusion: Enduring inequalities in social and economic functioning for OHC-experienced adults were found. The evidence supports the policy to place children in relative care whenever possible, with residential care the least favoured option. (Edited publisher abstract)
Uninformed, afraid and confused: what children need to know at the beginning of their foster care process
- Authors:
- PASTOR Crescencia, et al
- Journal article citation:
- Child Care in Practice, 28(1), 2022, pp.102-118.
- Publisher:
- Taylor and Francis
This article focuses on the information that children need to be given when they are moving to a fostering placement. Generally, children are not consulted or informed prior to the foster decisions being made, nor when they arrive at the placement. Therefore, they do not usually know their foster care situation and the changes it implies for their lives. The literature available shows that informing children is the first step in enabling them to participate in their own fostering process. Participation empowers them and endorses successful intervention. In order to understand which information is crucial for children's wellbeing and adaption to this initial fostering experience, a qualitative research study was carried out. The study was developed in Spain and it used focus groups and interviews as instruments to gather information. The sample was composed of 30 fostered children, 42 parents, and 63 child care professionals. The results show the importance of sharing five essential aspects with children: (a) the real reasons for family separation; (b) the intervention which took place before removing them from their home; (c) their rights as fostered children; (d) the characteristics of the foster placement; (e) the visitation schedule. It helps children to cope with their new situation by empowering them and making them more adaptive to face all of the changes which are coming. Finally, some good practice tips for professional were also stated in order to improve the information sharing experience. (Edited publisher abstract)