Sexual and reproductive health policies for foster youth in California: A qualitative study of child welfare professionals' experiences and perceptions of policies

Child welfare professionals and foster parents increasingly suggest the importance of establishing clear and consistent policies and procedures to address the sexual and reproductive health of youth in foster care. The present study examines the content and context of such policies across 18 California counties through a search of publically available county policy documents, and surveys and expert interviews with child welfare professionals (N = 22). A policy framework for agenda setting and policymaking was used to guide the data collection and analysis process. Child welfare professionals were aware of multiple sources of information, support and services for foster youths' sexual and reproductive health, though few practiced in counties with formal policies that outline the resources and support that youth should receive. Participants demonstrated widespread recognition that issues of youth sexual and reproductive health were significant; posing challenges to youth, foster parents and child welfare staff. Identified policy solutions included: 1) training for social workers and foster parents; 2) collaborative partnerships with public health nurses and community providers; 3) data tracking and monitoring of outcomes to assess youth needs and evaluate the impact of programs and policies; and 4) involvement by advocacy organizations in defining problems and advocating for improved services and support for youth in care. Social workers largely perceived that support from child welfare administrators and policy leaders is necessary to prioritize this issue and initiate policy formation. Additional research is needed to further examine the impact of policy mandates on social workers, foster parents and youth in foster care.     

Preparing and Partnering with Families to Support the Adoption of Children from Foster Care

ABSTRACT

This investigation evaluated the effectiveness of a pre-placement education and preparation curriculum (PREP) for prospective foster/adoptive parents in improving attitudes toward children with prenatal substance exposure and their substance-using birth parent and increasing willingness to adopt these children. Participants included 1,836 prospective parents seeking adoption through foster care who received three 3-hour sessions of PREP. Prospective parents completed questionnaires assessing their knowledge about important issues involved in adopting a child from foster care, attitudes, and willingness to adopt children with a variety of characteristics. Changes from pre- to post-intervention were examined. Results indicated significant increases in self-reported knowledge; significantly more positive attitudes toward substance-abusing parents and children with prenatal substance exposure; and significantly increased willingness to adopt children with a variety of potential difficulties, including children with serious behavior problems, attention deficit hyperactivity disorder, and a biological history of mental illness. In sum, findings suggest that prospective adoptive parents who attended the PREP sessions felt better prepared by the end of training with regard to issues related to adoption of high-risk foster children with special needs, particularly those with prenatal substance exposure.     

Positive Reaction to Disclosure and Recovery from Child Sexual Abuse

ABSTRACT

Factors associated with improvement in the behavioral-emotional functioning of sexually abused children, from 6 to 18 years of age, were investigated. Children were classified by their therapist according to current level of disclosure regarding past abuse. Ratings of degree of support offered by significant people in the children's lives were also made. Findings showed children who were in an actively disclosing stage to be exhibiting significantly less externalizing behavior problems than non-disclosing children. Children who were fully disclosing without recantation showed significantly lower dissociation than did all other subjects. Children who recanted with or without re-disclosure showed significantly more post-traumatic stress symptomatology. As all the subjects were in foster care, the reactions to disclosure of foster parents proved to be most salient with respect to current functioning. Children who received full support from foster parents showed significantly lower depression scores than did children who received only partial support.

Other significant findings pertain to the effects of time since initial disclosure, age of subjects, and type of sexual abuse on behavioral-emotional functioning. Implications for developing structured training programs for foster parents and their caseworkers are discussed. Recommendations are made for future study using the present design with a non-foster care population and investigating the effect that the timing of supportive reactions to disclosure has.     

Stress and Coping in Homeless Children

The possible moderating effects of social support and self-competence on the relationship between stressful life events and behavior problems were examined in 49 homeless children residing in shelters in New York City. The children's mothers were administered measures of their children's stressful life events, social support, and behavior problems; the children themselves were administered measures of their social support and perceived self-competence. There was support for the buffering hypothesis for social support, with the mothers' perceptions of their children's social support moderating a relationship between stressful life events and behavior problems. Social support also was related to self-competence and to behavior problems. The children's perceived self-competence did not function as a moderator. Implications for preventively oriented interventions with homeless children are discussed.     

The Use of Online Social Support by Foster Families

ABSTRACT

The extent to which foster families utilize social support on the Internet is examined in a sample of 34 foster families in a digital divide intervention program and a comparison sample of 30 foster families who were not part of the program. In spite of increased Internet access, the frequency of using online social support is low. A minority of parents and children increased their use of the Internet to give and receive help, communicate with other foster families and e-mail with their foster care worker. More than half of foster youth have used the Internet to stay in touch with friends and relatives and have “made a new friend” over the Internet. Implications for child welfare practice and for further research are discussed.     

Keeping Foster Children Connected to Their Biological Parents: The Impact of Foster Parent Training and Support

A primary goal of the foster care system is to reunite foster children with their biological parents. Keeping foster children connected to their biological parents, through visiting and other forms of contact, is essential for reunification because it helps to reestablish and maintain family ties during out-of-home placement. Parent-child contact can also increase the child's well-being while in care. Although foster parents are expected to help foster children stay connected to their biological parents, their actual involvement in this process remains problematic. This study tests the hypothesis that agencies can promote foster parent involvement in the parent-child connection by providing foster parents with specialized training and ongoing support. The findings support the notion that training and support increases the involvement of foster parents in parent-child contact.     

Foster Parents Speak: Preferred Characteristics of Foster Children and Experiences in the Role of Foster Parent

Foster parents play a pivotal role in the child welfare system. A study that employed focus groups with foster parents was conducted at a private foster care agency with the initial purpose of understanding the characteristics of foster children that foster parents both preferred and not preferred. In the qualitative research tradition, their answers addressed the topic of characteristics and expanded to provide additional data on their experience as foster parents. Using theme analysis, the following themes were generated: foster care as service; foster parents' preferences of foster children's characteristics; foster parents do not feel valued or trusted; increased caseworker and foster parent partnership; problems in the foster care and related systems; and focus group as support. Implications for research and practice are forwarded.     

Do Foster Parents and Care Workers Recognize the Needs of Youth in Family Foster Care with a History of Sexual Abuse?

Children in family foster care have the right to participate in decisions regarding their life, however, adults often advocate on behalf of children. This Q methodological study explored whether shared perspectives among foster parents and care workers resemble shared perspectives of youth regarding the psychosocial needs experienced by youth with a history of sexual abuse. Participants sorted a set of statement cards according to what they thought was most important for youth. By-person factor analyses examined how the Q sorts of foster parents and care workers related to those of youth. The results showed that foster parents mostly recognized the group of youth who value an instrumental relationship with their carers, while care workers mostly recognized the group of youth who value support of both foster and birth parents with regard to their preparation for independent living. The two youth groups characterized by ambivalence and autonomy were barely recognized. Results are discussed in light of the expected roles of foster parents and care workers, and youth’s contact with birth parents. Lastly, this study highlights the importance of youth participation, because youth offer unique and varying perspectives about their needs.     

Internet Risks for Foster Families Online

ABSTRACT

Foster parents and children (n = 64 families) who participated in a program to reduce the digital divide among foster children were surveyed about difficulties experienced in use of online communications. Providing Internet access to foster families increased Internet use, but was not perceived by parents or children as taking away time from other family or social relationships. A minority of parents and foster youth, however, reported a variety of problems ranging from benign arguments over access to the computer or frustration over equipment failure to serious concerns about children receiving pornography or meeting a sexual predator online. Although the majority of both parents and social workers were confident in their ability to deal with Internet-related problems, approximately one-third had low confidence in their ability to deal with foster family's Internet-related difficulties. Training foster parents on using filtering software to prevent pornography from coming into the child's experience of the Internet significantly reduced problems related to pornography when compared to foster families not in the program. Implications for social work practice are discussed.     

Foster parent perceptions of placement breakdown

The purpose of the study was to describe the perceived causes of placement breakdown by foster parents. Sixty-three foster parents from fifty families were asked to describe their challenges in response to the following question: “What would make you consider ending a foster placement”? The responses to this question were analyzed using multidimensional scaling and cluster analysis, to yield nine themes. Foster parents indicated that they would consider ending a placement if there was a danger to their family, if the child could not adapt to the home or if they could not handle the child's behavior. Participants reported that the complex health needs of a foster child, problems dealing with the foster agency, and several unsuccessful attempts to make the placement work would cause a placement to breakdown. Foster parents also indicated that they would consider ending a placement if their personal circumstances changed, their own health deteriorated, or there was a lack of appropriate external support in place. The results of the study point to gaps in the research on violence in general foster care, foster parent perceptions of contributions to a foster child's transition back to his or her birth family, and the process of foster parent decision-making in cases of placement breakdown.     

Factors associated with provision of instrumental social support for physical activity in a foster parent population

PurposeTo examine demographic and psychosocial factors associated with foster parent’s provision of instrumental social support for physical activity among foster youth.MethodNinety-one foster parents completed surveys to assess perceptions of foster child physical activity (activity level, enjoyment, and coordination), five psychosocial variables from Theory of Planned Behavior (positive and negative behavioral beliefs, normative beliefs, perceived behavioral control) and self-efficacy to provide instrumental social support for youth physical activity. Associations between these variables and instrumental social support were determined using multiple regression analysis.ResultsMore supportive normative beliefs and higher self-efficacy for providing instrumental social support, and length of time a foster child resided in the foster parent household were significantly associated with greater provision of instrumental social support.ConclusionAmong foster parents, the perceived social expectations about providing instrumental social support and self-efficacy to provide instrumental social support for physical activity appear to be important influences on foster parent provision of instrumental social support for youth physical activity.     

Concept mapping the needs of grandmothers who take care of their grandchildren in formal foster care in Flanders

Concept mapping was used to identify the needs of grandparents who take care of their grandchildren in formal foster care in Flanders (Dutch speaking part of Belgium). One hundred and nine grandmothers were asked to describe their needs in response of the question: “What do you need to be a good foster parent for your grandchild(ren)?” Next, the unique responses were sorted by 41 grandmothers, and analyzed using multidimensional scaling and cluster analysis. Furthermore, grandmothers were asked to indicate the degree of importance of each statement. Twenty-eight unique responses were grouped into eight clusters. In descending order of importance these clusters referred to the parenting relationship with their grandchild, parenting conditions, support and trust in the future and the child's schooling, collaboration with and support from the foster care agency, material conditions, social support from the wider context, respite care, and contact arrangements. Their needs resemble the needs of regular foster parents, with the exception of some specific needs related to their specific situation, such as feeling ‘out of step’ with innovations and new technologies, health issues, finding a balance between the grandparent role and foster parent role, and the need for a positive and reassuring vision of the future.     

A Comparative Analysis of Adoptive Family Functioning with Gay,Lesbian, and Heterosexual Parents and Their Children

Abstract

The objectives of this comparative study were to examine adoptive family functioning with a sample of gay, lesbian, and heterosexual adoptive parents and their children. The results suggested that parent sexual orientation is not a significant predictor of adoptive family functioning, adopted child's behavior, and parent's perceptions of helpfulness from family support networks. Furthermore, a regression analysis suggested the following variables were associated with higher levels of family functioning: adoptive parents who were previously foster parents and children who had more previous placements prior to adoption. Lower family functioning was associated with children adopted through CPS; with children who had mental health diagnoses, learning disorders, or other handicapping conditions; and with children who were in a higher grade in school. The results of this comparative study of adoptive families support the need for more methodologically rigorous research that includes gay and lesbian adoptive parents along with heterosexual parents.     

Responsive engagement in mental health services for foster youth transitioning to adulthood

ABSTRACT

As youth near the transition to adulthood and aging out of the foster care system, exposure to stress increases, especially for youth who have less-than-adequate support systems. Although mental health problems among foster youth often continue into adulthood, service use decreases dramatically within a year of turning age 18. Understanding how foster youth experience mental health services as they transition from care provides social workers and other mental health professionals important insight that can lead to specific, targetable strategies. This study sought to explore what situations were helpful in supporting mental health as foster youth transitioned to adulthood. Focus groups and interviews with former foster youth and professionals informed the development of a quantitative instrument, which was used to identify the most supportive and frequently encountered situations former foster youth experienced. Findings indicate the most helpful situations were those in which professionals and mentors were flexible and responsive to their individual needs and trusted their ability to make decisions. Supportive adults who honored their choices and collaborated in decision-making were also helpful. Engaging, empowering, and partnering with transition-age youth may increase the likelihood of positive mental health outcomes for this population, offering implications for family-centered, strengths-based practice.     

Socioemotional characteristics of minors in foster care: A comparison between the estimation of parents,teachers and children

During the child's first few years, it's of fundamental importance the presence of a strong emotional base as long as it creates the possibility to open themselves to physical and social world with confidence, and as it acts as a facilitator of cognitive development. For this reason, if the family cannot ensure such base, social services are forced to resort to foster care, a resource that has a lot of difficulties, leading to different implications in the development of the child and of the foster family. It is therefore important to analyze in depth the socio-emotional variables that characterize children who are in a situation of foster care in order to provide adequate assistance to optimize their development. For this 32 minors in foster care, 31 foster parents and 28 teachers from the city of Valencia, were administered the BASC. The results highlight that parents are evaluating children, in general, worse than tutors. Specifically they consider children more aggressive, they detect more behavioral and attention problems and recognize in them a greater tendency to externalize the problems, while the teachers consider these children as with more social and adaptive skills. There were no significant differences between the scores of parents, teachers and children. High levels of psychopathology (which are clinically significant in various cases) and the fact that host parents evaluate minors as more problematic, are indicators of parents' and minors' need of support from public organizations.     

Voices of 65 Young People Leaving Care in Sweden: “There Is So Much I Need to Know!”

Abstract

The purpose of this study is to examine young care leavers’ experiences of supportive and nonsupportive factors after leaving care. Telephone interviews were conducted with 65 young people, between 18 and 26 years old, who had left care in Sweden within the previous 3 months to 3 years. The care-leaving process was in many cases described by the young people as badly planned and compressed. Some interviewees received support from the formal network (social services, foster carers, residential homes, contact persons) for housing (37) and financial matters (36), but few received support from the formal network concerning employment (14) and education (11). Emotional support was mainly provided by partners and friends. Altogether, the results suggest that access to support is a helpful factor for young people leaving care, but also that many of our interviewees had no such access, from neither formal nor informal networks.     

Fostering cultural development: Foster parents' perspectives

Given the increased number of children from racialized groups requiring foster care and the decreasing number of foster parents from racialized groups, transcultural foster placements are on the rise. Addressing racial and cultural diversities within the context of transcultural foster care placements is one of the most pressing dilemmas of contemporary child protection practice, in Canada. In this qualitative exploratory study, the perspectives of regular non-kinship foster parents in two Canadian provinces, who provide foster care to children and youth from racialized groups, were explored through open-ended semi-structured interviews. Participants consisted of nine foster parents, between the ages of 30 and over 60 years old, who were asked to share their experiences regarding transcultural foster care placements. The results of this study indicated foster parents were culturally receptive and ‘fostering cultural development’ in their homes as well as their respective communities.     

Examining risk,strengths, and functioning of foster families: Implications for strengths-based practice

ABSTRACT

Foster families provide safe and stable homes for children and youth who are removed from their homes due to maltreatment. Despite the stressors associated with bringing children in and out of a family’s home, many maintain healthy family functioning and continue fostering for many years serving an essential function in the child welfare system. This study sought to understand the factors that explained higher levels of family functioning within foster families. Collaborating with one statewide public child welfare agency, 681 licensed foster parents participated in an online survey that examined the association between family functioning with family strengths and risk factors. Findings from this study can inform strengths-based practice including training, assessment, and interventions for new and existing foster families to strengthen families and improve the well-being of children and youth in their care.     

Social support needs of families adopting special needs children

A grounded theory begins to explain parental practices in seeking social support. Interviews with 20 parents who had adopted children with special needs and 5 health care providers indicated that parents lacked awareness of available resources; preferred informal support systems; sought help only when "failing" to solve problems; and perceived that health care providers lacked knowledge of adoption issues, family dynamics, and common health issues. Parents preferred informal to formal supports, and felt upset when formal supports were judged ineffective or non-existent.     

Exploring the needs of parents for achieving reunification: The views of foster children,birth family and social workers in Spain

BackgroundFamily reunification refers to the process through which children and adolescents under a measure of temporary separation (foster care or residential) return to live with their biological families. The research has begun to reflect a paradigm change in intervention and support for these families that affects the consolidation of reunification and the prevention of new processes of separation and reentry into the protection system.ObjectivesThis article examines the needs of parents who are susceptible to an educational intervention from a positive focus that contributes to the consolidation of family reunification.MethodEighteen semi-structured interviews were conducted and 22 discussion groups were convened with 135 participants (63 protection-system professionals, 42 parents and 30 children and adolescents). The data were analyzed through content analysis and were subject to peer revision.ResultsA series of parents' specific educational needs when their children return home was recognized. These needs can be the objects of family intervention based on a positive focus directed toward highlighting parents' strengths and are related to awareness of family progress, emotional management, giving and receiving help from other families and social support. The participants' comments show that feelings of self-sufficiency and positive reinforcement are fundamental for consolidation of the process.ConclusionsSocial support through formal and informal networks may be a path to explore for providing more and better support after returning home. Empowering families so that they can be agents of support for other families can be a way to consolidate reunification, allowing families to be active agents in the reunification process. In addition, listening to children's voices can be a good strategy for family consolidation.