Causal effects of foster care: An instrumental-variables approach

This paper describes the use of instrumental-variables (IV) to estimate causal effects of foster care on long- and short-term outcomes. This estimation strategy provides a tool to evaluate what are known as “natural experiments”: settings that mimic randomization usually associated with a controlled trial. The proposed natural experiment involves the effective randomization of investigators to child-protection cases. The results suggest that foster care placement increases like likelihood of delinquency and emergency healthcare episodes. Care must be taken when interpreting IV estimates. The results apply to cases that are part of the natural experiment—“marginal cases” where the investigators may disagree about the placement recommendation.     

Social needs of aboriginal foster parents

A total of 82 Aboriginal foster parents drawn from a provincial registry of foster parents participated in a telephone interview. The interview included the question “What do you need socially to be a good foster parent?” The responses were grouped together by participants in accordance with Trochim's (1989) concept mapping method. Forty-two unique responses were grouped into 6 clusters. These clusters referred to social participation, social networks, activities, as well as family relationships, healthy community and cultural connections.     

The Impact of Formal and Informal Respite Care on Foster,Adoptive, and Kinship Parents Caring for Children Involved in the Child Welfare System

This paper reports the results of a quantitative 42-item survey that explored foster, adoptive, and kinship parents’ (N = 160) utilization of different types of respite services (formal, informal, and a mixture of formal and informal), as well as their impressions of the impact of respite care on aspects of their lives related to family cohesion and stability, caring for their children, and their personal wellbeing. An exploratory cross-sectional, survey design was used to assess both the formal and informal respite care experiences of the foster, adoptive, and kinship caregivers. Two-tailed Fisher’s exact tests were used to examine the relationship between the type of respite received and caregivers’ respite experiences. Findings indicated that parent experiences differed depending on the type of respite services they received. Specifically, parents who used a mixture of formal and informal respite reported positive experiences related to respite more frequently than the other two types of respite groups, while those who received only informal respite reported less benefit than others. Parents who used formal respite (either alone or mixed with informal respite) reported greater stress reduction. The greatest increase in family stability was reported by parents who received a mix of informal and formal respite. While this study revealed clear benefits for families to using both informal and formal respite services, the findings suggest that formal respite care was helpful to parents regardless of whether used alone or in combination with informal care.     

Locating “youth voice:” Considering the contexts of speaking in foster care

Within social services, an increasingly significant movement supports giving “voice” to children and youth, enabling them to express their views and to have those views taken into account in matters that affect them. In this article, the author draws from narratives of young people who grew up in foster care, examining stories of their efforts to impact the course of their own lives. The article explores the ways that very specific contexts and relationships of power shaped the utterances of young people in the foster care system and distorted, muted, or amplified their abilities to express their need and interests. This is a beginning attempt to identify ways that contexts of speaking in foster care can be understood and altered in order to strengthen the capacity of young people to voice their concerns and aspirations.     

Biogenetic and functional frameworks for the assignment of parentage by the courts: Implications for foster caregivers

Parental authority falls under the established parental-rights doctrine which states that a fit parent possesses a basic right to the custody, care, and companionship of his or her child. Also known as the “natural right” of parenthood, designation as a parent places an individual within a clearly defined sphere of essential constitutional protections and rights. Yet, with technological innovations and shifting marital practices, the definition of individuals who fall within this parental sphere continues to evolve over time. Nondependency case law suggests movement towards an increasingly functional/psychological conceptualization of parentage, stretching far beyond biology. In this article we examine the potential implications of this shift for foster caregivers.     

By private arrangement? safeguarding the welfare of private foster children

A key characteristic of debates on caring for children has been the distinction made between the public and the private or formal and informal sector of care. In particular, the impact on adult relationships of the material, emotional and moral dimensions of this division has been highlighted. What are the implications for children, however, of regarding the child care arrangements made by adults as private affairs between parent and provider? This paper reviews research on childminding registration to assess whether a similar system would regulate private fostering arrangements and thereby protect a hitherto neglected group of vulnerable children, private foster children.     

Gentle iron will: Foster parents' perspectives

In this qualitative exploratory study the perspectives of foster parents in an eastern Canadian province, who had at least five years of fostering experience, were explored through structured open-ended telephone interviews. The interview questions were organized around seven main areas based on the personal experiences as foster parents which were: the misconceptions they encountered, their motivation and the reasons they continue to foster, the joys, as well as the barriers and challenges these foster parents faced, and what advice foster parents would offer future foster parents. Four themes emerged through the data analysis: misunderstood intent, joyful satisfaction, unrealistic expectations, and missing pieces. The emergent theoretical model “gentle iron will” reflects the feelings associated with the obligation resulting from the commitment foster parents made to themselves and the children in their care. This study supports much of the literature on the experiences of foster parents because the participants' responses are reflected in the existing body of literature.     

The relationship of placement experience to school absenteeism and changing schools in young,school-aged children in foster care

Background

Chronic school absenteeism and frequent school changes, particularly among younger children, may be antecedents for the high rates of school failure and subsequent dropout among youth in foster care. However, the relationship of foster care experience to absenteeism and school change has not been well studied.

Objective

This study examined the association of placement experience with absenteeism and changing schools among 209 urban children in foster care enrolled in public elementary schools.

Methods

A cohort of children aged 5 to 8 years who entered non-relative or kinship foster care from 2006–2008 were followed longitudinally for 2 years from entry into foster care. Children residing in foster care were categorized at the end of the study as early stable, late stable, or unstable, if they achieved a permanent placement prior to 45 days, between 45 days and 9 months, or failed to do so within 9 months, respectively. Children who reunified home were classified as a fourth category. Poisson regression, controlling for baseline factors, was used to compare days absent and number of schools attended across categories of placement experience.

Results

Among the 209 children, 51% were male, 79% were African American, and 55% were initially placed with kin. One third of children reunified home; among children who did not reunify, one half was early stable, and a third was unstable. Adjusted rates of school absenteeism increased in stepwise fashion as children's placements became more unstable; children with unstable placements were 37% more likely to be absent than those with early placement stability (p = 0.029). Children who reunified during the study demonstrated the highest rates of absenteeism; however, there was no significant difference in absenteeism before or after reunification. Number of schools attended increased as stability worsened, with the standardized rate of schools attended reaching 3.6 schools (95% CI 3.1–4.1) over a two year period among children in unstable placements.

Conclusions

The relationship between placement experience and school absenteeism and school change illustrates the need to better coordinate the educational experience of high-risk children in foster care. The secondary finding of high absenteeism among children in the process of returning home illustrates that educational challenges for youth may be equally if not more concerning among the greater majority of youth in child welfare who remain home with birth parents.     

Self-care among school-aged children of immigrants

The present study uses data from the National Household Education Surveys Program to examine the unsupervised time (“self-care”) experienced by children in immigrant families. We argue that traditional models of self-care are insufficient for understanding self-care among immigrant families and should be expanded to capture the unique characteristics of this population. Considering the high rates of poverty, limited English proficiency, and unique cultural norms of immigrant parents, children of immigrants may be especially at-risk for self-care. Interestingly, results demonstrate that immigrant parents are not more likely to leave their children unsupervised than native-born parents, however the context surrounding self-care appears to differ, as immigrant children are more likely to be caring for a sibling during self-care. Additionally, we find that within immigrant families, boys and children of parents who speak a non-English language at home are more likely to be in self-care. These findings underscore the importance of examining parental nativity status in research on child care arrangements, as patterns and contextual factors associated with self-care may depend on the immigrant status of the parent.     

Foster parents exposed to political violence: The role of social support in addressing emotional and functional difficulties

BackgroundBeing a foster parent is stressful. It becomes even more stressful when foster parents face major threats to their own families and to the foster children in their care, such as during war situations. This study focuses on foster parents' reactions to the war with Gaza in southern Israel that took place in 2014. The first goal of this study was to describe posttraumatic symptoms (PTS) and problems in functioning among foster parents following their exposure to the war. The second goal was to identify background and social support predictors of PTS and functioning problems among these parents. The third goal was to examine the role of formal and informal support received by the parents as a moderator of the association between exposure to war events and PTS and problems in functioning.MethodsParticipants were 354 Israeli foster parents who were exposed to the war. Participants completed structured instruments of exposure to war events, PTS, functioning, and social support.ResultsExposure to war events was associated with PTS and related functioning problems. Education and religiosity were correlated with PTS and problems in functioning. Contrary to our hypothesis, more formal social support was associated with more PTS. Social support did not moderate the association between exposure to war events and PTS.DiscussionThe unexpected positive correlation between support and PTS was interpreted as either reflecting the fact that foster care agencies targeted foster parents who were most in need, or as a reflection of the inadequacy of the support they received. The findings indicate that foster parents need support during times of major stressful events such as natural disasters and wars, so that they will be able to help the children in their care. Specialized professional training for foster care workers needs to be implemented. Future longitudinal and mix-methods studies are suggested to help address the limitations of the present study.     

The hidden curriculum of youth care interventions—A case study

Themes such as “effectiveness” and “evidence-based practice” currently dominate debates about the professional care of children and youth. Notwithstanding the importance of these themes, this rather narrow focus may leave the values and ideals underlying youth care interventions undiscussed. In this article we will present our case study of EQUIP as an example of the role of this “hidden curriculum” in youth care interventions. Qualitative research has been conducted, consisting of content analysis of documents, interviews and observations. For the analysis an existing theory on the content and structure of values is used (Schwartz, 1992). The results show that there are distinct differences in the way moral behavior is defined in a Dutch and American “version” of EQUIP. The results also suggest that a difference in value perspective might be related to the effectiveness of the program.     

Kinship care: Two case management models

Children in the care and custody of the state are increasingly placed with kin rather than in unrelated foster homes. Current estimates suggest that 400,000 children are in kinship care arrangements, with a projected increase to over a half million by 1995 (Center for the Study of Social Policy, 1990). This article provides an overview of the trend toward increasing use of kinship care for foster children and the reasons for this development. It then presents the case management models currently used in kinship care cases by two large public child welfare agencies, and it concludes with discussion of these models and their implications.     

Kinship care: Two case management models

Children in the care and custody of the state are increasingly placed with kin rather than in unrelated foster homes. Current estimates suggest that 400,000 children are in kinship care arrangements, with a projected increase to over a half million by 1995 (Center for the Study of Social Policy, 1990). This article provides an overview of the trend toward increasing use of kinship care for foster children and the reasons for this development. It then presents the case management models currently used in kinship care cases by two large public child welfare agencies, and it concludes with discussion of these models and their implications.     

Foster parent and teacher assessments of youth in kinship and non-kinship foster care placements: are behaviors perceived differently across settings?

With a growing number of children living in kinship foster care, it is important to understand how youths are faring in kinship care compared to youths in non-kinship care. In the present study, we first evaluate teacher ratings of problem behaviors exhibited in school by youths in kinship and non-kinship foster care. We then examine whether correspondences between parent and teacher ratings of problem behaviors across home and school settings differ by kinship status. The youths in the study represent an ethnically diverse sample (N = 185), with significantly more children of color in kinship placements. Across the majority of problem behavior scales on the Teacher's Report Form (TRF: Achenbach, 1991), teacher perceptions of youth behavior did not differ significantly according to kinship or non-kinship care placement. Furthermore, the youths in this study had elevated scores relative to general population norms on only a few TRF problem behavior scales. A sub-sample (N = 122) with foster parent assessments on the Child Behavior Checklist (CBCL: Achenbach, 1991) permitted comparison of perceptions of youth behavior across the home and school settings for youths in kinship and non-kinship placements. Correlations between the TRF and CBCL composite scale scores (internalizing, externalizing, and total problem behaviors) indicated slightly higher agreement between teacher and foster parent ratings for kinship placements. The non-kinship foster parents reported higher levels of problem behavior at home relative to school. The paper interprets these results and suggests implications for practice and future research directions.     

Foster Parents' Understanding of Children's Problematic Attachment Strategies

ABSTRACT

Foster mothers and biological mothers were interviewed regarding their understanding of children's insecure attachment strategies and their knowledge of foster care issues. In addition, parent sensitivity was assessed and case workers in the foster care system reported on foster mothers' effectiveness. As expected, foster mothers reported significantly more attachment-related difficulties with their foster children than biological mothers reported with their natural children. Foster mothers were not significantly different from biological mothers in their understanding of attachment strategies, knowledge about foster care issues, or sensitivity. Case workers' reports of foster parent effectiveness were significantly related to foster parents' knowledge about foster care issues but were not significantly related to parents' understanding of attachment strategies. We discuss the importance of sensitivity to attachment issues among foster parents.     

Separation and loss: Assessing the impacts on foster parent retention

Foster family homes are utilized as the primary substitute care arrangement for over one-quarter million dependent children annually in the United States. An unsuccessful retention of foster family homes permeates the country's foster care system, thus requiring a determination of the major factors which contribute to foster parent retention or loss. To this end, a comparative census survey of a statewide foster parent population was conducted. When respondents from currently licensed homes were compared with those previously licensed on factors pertaining to the separation and loss experience, significant differences were found in two major dimensions: (1) training and (2) agency services and supports. Both dimensions were indicated to be viable factors of foster parent retention.     

Parent training in foster families with children with behavior problems: Follow-up results from a randomized controlled trial

The present randomized controlled trial examined the four months follow-up effectiveness of Parent Management Training Oregon (PMTO) for parents with foster children (aged 4–12) with severe externalizing behavior problems in long-term foster care arrangements. The aim of PMTO, a relative long and intensive (6–9 months, with weekly sessions) parent management training is to reduce children's problem behavior through improvement of parenting practices. We specifically investigated whether PMTO is effective to reduce foster parenting stress. It was expected that PMTO would reduce parenting stress in foster parents, improve the quality of parenting practices, and reduce children's problem behavior. Multi-informant (foster mothers, foster fathers, and teachers) data were used from 86 families. Multilevel analyses based on the intention to treat principle (retention rate 73%) showed that PMTO, compared to care as usual, had no significant direct, nor indirect or sleeper effects at follow-up on parenting stress, parenting behavior and child behavior problems. Earlier reported immediate effects of PMTO on reduced parenting stress at posttest disappeared at follow-up. Additional analyses on the role of non-specific intervention factors in PMTO effects showed that higher therapist fidelity scores resulted in stronger effects of PMTO on parenting responsiveness, parental explaining and autonomy granting. Unexpectedly, higher fidelity scores also predicted less decrease of parenting stress at follow-up.     

Considering the best interests of infants in foster care placed separately from their siblings

This article offers a perspective on the child welfare practice of placing infants and their siblings in foster care using the theoretical frameworks of attachment and infant mental health. The authors highlight issues for child welfare workers to consider when determining if moving an infant or young child from one home to another for the purpose of placing him with his siblings would cause trauma or disruption; and also issues to consider when determining the infant or young child's best interest when separated from siblings. First, the authors summarize the literature regarding attachment relationships and attachment disruptions. Then, they review outcome studies of children residing in foster care who are placed with their siblings and of those who are placed separately. Finally, the authors conclude with specific recommendations for child welfare workers to aid in making such difficult decisions about placing infants in foster care.     

Are children safer with kin? A comparison of maltreatment risk in out-of-home care

Safety, or the absence of maltreatment, is the primary mandate of the child protection services (CPS) system, both for children living at home and those living away from home. Yet, few research studies have examined maltreatment in out-of-home care due to the low incidence rate and data limitations. This study used statewide administrative data to estimate the association between placement type and experiencing a maltreatment investigation or substantiation in out-of-home care. Over 6% of informal TANF-funded kinship placements experienced an investigation alleging maltreatment by an out-of-home caregiver, compared with just over 3% for formal kinship care and non-relative foster care. However, the monthly risk of maltreatment was lowest in informal kinship care because these placements tended to endure longer before maltreatment occurred. Substantiated maltreatment during an out-of-home placement was rare across all placement types. For both investigated and substantiated maltreatment, risk was highest in the first 3 months.     

The situated self and the negotiation of a “bad” identity in therapeutic foster care

This article presents one of the three main findings from twenty-three observations over four months. The study critically analyzed the naturally occurring discourse used in two foster homes between caregiver and youth to negotiate the self. Three main discourse genres included, “you're bad,” “boys to men,” and “learn the hard way.” This article focuses on the “you're bad” genre and the linguistic tools used to impose and refute the “bad” identity. The findings elicit theoretical considerations, such as addressing aspects of selfhood (e.g., behavioral demonstrations) apart from the naturally occurring day-to-day context within which the self developed (e.g., the pre-placement living environment). It is recommended that future discourse analytic research examines the ongoing development of self upon the return to the pre-placement living environment or other permanent environment.