Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample

A primary goal of the U.S. child welfare system (CWS) is to maintain children investigated for maltreatment in their parents' homes whenever safely possible. This study explores the possibility that early care and education (ECE) services (e.g., child care, preschool, day care) can help the CWS achieve this goal by using a nationally representative sample of children referred to CWS for suspected maltreatment to measure the relationship between ECE receipt and the likelihood that 0–5 year olds in the CWS will be placed in foster care approximately 18 months later. Specifically, logistic regression analyses explore the relationship between: (1) regular ECE participation (yes/no), and (2) type of ECE arrangement (Head Start, other center- or home-based ECE, family/friend/relative ECE, other ECE, and multiple types of ECE) and foster placement risk. After controlling for multiple socio-demographic characteristics and foster placement risk factors, children who received ECE (yes/no) were no less likely to be placed in foster care than children who received no ECE. However, when exploring type of ECE arrangement, children who received Head Start were 93% less likely to be placed in foster care than children with no ECE. Children who participated in multiple types of ECE were almost seven times more likely to be placed in foster care than children with no ECE. These results suggest that Head Start may help maltreated children avoid foster placement and that experiencing multiple types of ECE is a risk factor for foster placement. It is recommended that caseworkers routinely assess the ECE service history and needs of families with young children who come in contact with the CWS, paying attention to the type and number of ECE services used.     

Child welfare supervised children's participation in center-based early care and education

Research suggests that early care and education (ECE) services, particularly center-based ECE, may help prevent child maltreatment and also mitigate some of the negative developmental outcomes associated with child maltreatment. There is also preliminary evidence to suggest that ECE could reduce the likelihood that maltreatment allegations will be substantiated by child welfare authorities and/or result in children being placed in out-of-home care. However, little is known about rates of ECE participation among children receiving child welfare services, nor the factors that determine ECE participation for this population. Data from the first wave of the National Survey of Child and Adolescent Wellbeing II, a nationally representative sample of children referred to the United States (U.S.) child welfare system (CWS) for suspected maltreatment, were used to measure the frequency with which 0–5 year olds participate in center-based ECE. Additionally, logistic regression analyses explored the effects of maltreatment type, substantiation, and children's living arrangements (i.e., with parents, relatives, or foster parents) on this outcome, controlling for a range of child and family covariates associated with ECE participation in the general population. Results indicate that less than a third of 0–5 year olds receiving child welfare services in the U.S. are participating in center-based ECE. Among the various categories of maltreatment type measured, being reported to the CWS for suspected physical abuse was associated with decreased odds of center-based ECE participation; however, other types of maltreatment, substantiation, and living arrangement were unrelated to center-based ECE participation. These findings suggest that, despite recent efforts by the U.S. federal government to promote ECE participation for CWS-supervised children, the vast majority of young children in the U.S. CWS are not receiving center-based ECE, and physically abused children are particularly disadvantaged when it comes to accessing these services.     

Child Care Use and Parental Desire to Switch Care Type Among a Low-Income Population

This study investigates the use of and satisfaction with child care among low-income families, who are those likely to be affected by recent changes in public policy that emphasize increased work effort. Data from the Survey of Wisconsin Works Families portray differences in the use of center-based care depending on whether or not the family received a child care subsidy. A multivariate analysis of a measure of parental satisfaction, whether a parent would switch child care sources if all care were available at no charge, suggests that parents tend to be more satisfied with center-based care than with alternative forms of care. The analysis also suggests that mothers who received a child care subsidy were significantly more likely to have their children in center-based care.     

Improving Relationships in Child Welfare Practice: Perspectives of Foster Care Providers

Foster parents care for our nation’s most vulnerable children and adolescents. Their ability to provide care is impacted directly and indirectly by their interactions with public child welfare agencies and workers. This study examines the perspectives of 1095 foster parents in a southwestern state in the U.S. regarding what they believe child welfare workers are doing well and their suggestions for ways to improve relationships between foster care providers and child welfare workers. Foster parents commended caseworkers who were responsive to their needs and provided ongoing concrete and emotional support, and believed there was a need for improved communication and enhanced teamwork. Foster parents consistently acknowledged an overwhelmed child welfare system and the impact on child welfare workers and child welfare-involved families. Understanding the perspectives of foster parents can improve relationships between child welfare workers and foster parents, improve recruitment and retention efforts of foster parents, prevent disruption of children from foster homes due to license closure, and improve the overall well-being of child welfare-involved children and families.     

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.     

Externalizing problems in young foster children: Prevalence rates,predictors and service use

Objective

Examining the prevalence of externalizing problems, their predictors and mental health service use for these problems by foster children and foster parents in a representative group of foster children aged 3 to 12 in Flanders.

Method

Survey data were collected on 212 foster children, who had been in the foster family for approximately four months. Foster parents filled out a Child Behavior Checklist to measure foster children's externalizing problems. Foster care workers reported on several potential risk variables for externalizing problems and on foster children's and foster parent's mental health service use. Predictors of externalizing problems were identified from a large number of variables using the method of purposeful selection of variables in linear regression.

Results

40.6% of the foster children had externalizing problems. Foster children who were placed because of behavioral problems had more externalizing problems. Only 20.9% of the foster children with externalizing problems and only 13.9% of their foster parents received professional help.

Conclusions

This study showed that externalizing problems are prevalent in this young foster care population, that it is hard to predict which foster children had externalizing problems, and that foster children and their foster parents rarely receive services for these problems. These findings call for a standard protocol of assessment of foster children's externalizing problems. Moreover, from a preventive viewpoint, guidelines are needed to systematically link young foster children with externalizing problems and their foster parents to appropriate services.     

Estimating the effects of Head Start on parenting and child maltreatment

We examine the effects of Head Start participation on parenting and child maltreatment in a large and diverse sample of low-income families in large U.S. cities (N = 2807), using rich data from the Fragile Families and Child Wellbeing Study (FFCWS). To address the issue of selection bias, we employ several analytic approaches, including logistic regressions with a rich set of pretreatment controls as well as propensity score matching models, comparing the effects of Head Start to any other arrangements as well as specific types of other arrangements. We find that compared to children who did not attend Head Start, children who did attend Head Start are less likely to have low access to learning materials and less likely to experience spanking by their parents at age five. Moreover, we find that the effects of Head Start vary depending on the specific types of other child care arrangements to which they are compared, with the most consistently beneficial protective effects seen when Head Start is compared to being home in exclusively parental care.     

A forum for foster children

As part of a joint conference, foster children from five to 20 years of age attended a group session to explore their thoughts and feelings about foster care. The professional leaders reported their observations to a subsequent meeting of foster parents and caseworkers. The comments and behaviors of the children at this meeting were both illuminating and moving. Foster children must be heard.     

Who Uses Formal,Early Child Care in California? A Comparative Study of Children from Immigrant and Nonimmigrant Families

The purpose of this study is to examine the predictors of formal, early child care usage and to study the differences between immigrant and nonimmigrant families in their use of formal (center-based, preschool, Head Start, and family child care) and informal child care arrangements (grandparent and nanny) among California’s children. Since the California Health Interview Survey (CHIS) had children from California’s immigrant and nonimmigrant families, the data for 897 preschool age children who attended child care for 10 h or more were retrieved from the CHIS 2005 Child Survey. This study found that immigrants are twice more likely (OR = 2.006; p < 0.005) to use formal child care than nonimmigrant families in California. The study concludes with implications for social work.     

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.     

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.     

Hardiness of Foster Families and the Intent to Continue to Foster

ABSTRACT

Recent research in the area of foster care has examined a number of external factors that may influence foster family retention. However, insufficient research has been devoted to the question of foster family hardiness, or internal strengths of foster families, and how it may affect retention. Hardiness in families means that families possess a belief that they can control or influence events of their experience, feel deep commitment, and anticipate change as a positive challenge. Additionally, hardy families exhibit a confidence in their abilities. Utilizing the Family Hardiness Index, this research reports findings from a study of 82 foster families from one southeastern United States metropolitan area. Foster families who reported an intent to continue to foster scored higher on the Family Hardiness Index than families from a non-clinical sample. Foster families who reported an intent to continue also scored higher than those foster families who reported they did not intend to continue. Logistic regression indicated that higher levels of hardiness and fewer years of licensure as foster parents were significantly associated with intent to continue to foster. The study also discusses implications of hardiness screening of prospective foster families and its potential value for improving support to and retention of foster parents, thus increasing stability and service efficacy for the children they serve.     

Predictors of public early care and education use among children of low-income immigrants

Little is known about predictors of publicly funded early care and education (ECE) use among low-income children of immigrants. Without this knowledge, it is difficult to effectively increase participation in these public programs, which promote school readiness but are underused by children of immigrants. Using nationally representative data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this study attempts to identify pertinent family, child, maternal ECE preference, broader contextual, and immigrant specific characteristics predictive of ECE use among 4-year-old children in a sample of low-income children of immigrants (N ≈ 1050). Specifically, we estimate multinomial logistic regression models predicting type of ECE (Head Start, public pre-k, subsidized ECE, unsubsidized ECE, parental care) from these characteristics. Findings suggest that even in a low-income sample, correlates of disadvantage such as low maternal education and prior receipt of public benefits are important predictors of public ECE use, as are maternal preferences for certain features of care and supply-side factors such as ECE availability. Immigrant-specific factors such as English proficiency, citizenship status, availability of non-English speaking caregivers, and generosity of state policies toward immigrants emerged as particularly salient for explaining the public ECE selection patterns of low-income immigrants. Results point to future research areas and potential policy solutions aimed at increasing public ECE use for children who may stand to benefit the most.     

INVESTING IN HEALTH: THE LONG‐TERM IMPACT OF HEAD START ON SMOKING

Head Start is a comprehensive, early childhood development program designed to augment the human capital and health capital levels of disadvantaged children. Evaluations of Head Start have tended to focus on cognitive outcomes; however, there is increasing recognition that other important outcomes can be influenced by participation. This article evaluates the long‐term impact of Head Start participation on smoking behavior in young adulthood by comparing the behavior of adults who attended Head Start with those of siblings who did not. We find that participation in Head Start reduces the probability that an individual smokes cigarettes as a young adult. (JEL I12, I28, I38)     

Parental Substance Use and Foster Care Reentry

Foster care involvement due to parental substance use is a common problem with many challenges associated with service delivery. Using administrative data from a Midwestern state between the years 2009 and 2015 (N = 17,420), this study examines characteristics of substance-abusing families at the time of entry into the foster care system and estimates the risk of reentry subsequent to reunification. Bivariate findings and survival analysis for reentry suggests substance-using parents are more likely to be involved in additional allegations associated with foster care involvement. These results highlight the need for improved services integration and coordinated delivery among service systems.     

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.     

Needed services for foster parents of sexually abused children

Foster parents with little preparation and short notices must often deal with severe emotional and behavioral difficulties of sexually abused children. This article reports on a survey of the services provided to foster parents who care for sexually abused children in a large city in the Northeast United States. Agency directors, social workers and foster parents were asked to respond to mailed questionnaires. The results indicated that foster parents consistently reported that they received less extensive educational and support services than were reported by social workers and directors of foster care agencies. All groups recommend further expansion of training programs for foster parents of sexually abused children.This paper was presented at the Temple University Chapter, Phi Delta Kappa, Philadelphia, PA, April 5, 1990.Ms. Egan is a Research Assistant; Ms. Cossett and Ms. Auletta were studients from Smith College School for Social Work.     

Historical, Developmental, and Behavioral Factors Associated with Foster Care Challenges

Three agency-based studies explored the associations of traumatic child histories, as well as their developmental, health and behavioral problems with foster care challenges such as placement instability. The findings represent the convergent perspectives of child welfare workers and foster parents in small cities in Ontario. Alone and in aggregate, child and familial traumas and problems were very strong predictors of various foster care challenges. Foster parent training and other support needs are discussed.     

Prevalence,experiences, and characteristics of children and youth who enter foster care through voluntary placement agreements

A voluntary foster care placement (sometimes referred to as a voluntary placement agreement) is an agreement, entered into without court involvement, between a state or county child welfare agency and a child's parents to place a child into out-of-home placement. When a child enters foster care through this type of placement, state and federal programs that cover children who enter child welfare due to a court order become the custodians of the voluntarily-placed-child's placement, care, and supervision. In this cross-sectional, exploratory study, data from the Adoption and Foster Care Reporting System (AFCARS) was used to examine the characteristics and experiences of children who enter foster care through a voluntary foster care agreement, and to compare them with those of children who enter foster care through a court order. Findings indicate that children who are placed through a voluntary placement agreement differ from children who enter through a court order in their personal characteristics, as well as in their placement settings, length of placement, and manner of discharge from foster care. This study provides a baseline for future research into this area of child welfare practice.     

What Happens to Foster Kids: Educational Experiences of a Random Sample of Foster Care Youth and a Matched Group of Non-Foster Care Youth

Older youth often “age out” of foster care when they reach 18 or 21. Then what happens to them? How do their educational experiences during and after high school compare with children raised in intact families? This study used existing longitudinal data from 1980 through 1986 to investigate the high school and post high school experiences of a group of foster care youth and a matched group of youth living with at least one parent. The results were unequivocal: the foster youth dropped out of high school at a much higher rate and were significantly less likely to have completed a GED. The foster care high school graduates received significantly less financial assistance for education from their parents or guardians. Foster youth reported more discipline problems in school and experienced more educational disruption due to changing schools. They were significantly less likely to be in a college preparatory high school track. The adults in the lives of the foster care youth were less likely to monitor homework. These findings have important implications for child welfare policy and practice.