Evidence-Based Practice in Foster Parent Training and Support ...

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EBP in Foster Parent Training and SupportDuring the structured biological family session, a foster parent support and training group meetsin a separate location. At the conclusion of the visit the foster parents and the children leave anda second hour consists of a support group for the biological parents.No formal evaluations of FRP have been reported; therefore it is rated as an emergingpractice. If this project’s efficacy can be established it may provide TFC providers with a greatopportunity to ease the stress associated with visitation and provide support for other problemsthe parents are encountering.Foster Parent Involvement in Service PlanningA substantial decline in the number of qualified foster homes and a sharp increase in thenumber of children in need of foster care have led child welfare professionals to place greateremphasis on foster parent retention (Sanchirico, Lau, Jablonka, & Russell, 1998). While agenciescan do little to retain foster parents who leave the system for personal reasons, those who leavebecause of dissatisfaction with agency policies and practices may be retained if the reasons fortheir dissatisfaction are identified and eliminated. One factor commonly identified as one of thestrongest influences on foster parents’ satisfaction is involvement in service planning (Denby,Rindfleisch, & Bean, 1999; Rhodes et al., 2001; Sanchirico et al., 199).Collaboration among foster care providers and agency workers needs to occur at theagency level as well. One study found that even though directors reported that the agencyinformed foster parents of previous sexual abuse prior to placement, only half of all fosterparents in the study admitted knowledge of the children’s abusive experiences prior to placement(Henry et al., 1991). When asked about specialized training and education for this population,Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 101
EBP in Foster Parent Training and Supportagency staff indicated that they provided adequate training and education to foster parents, butfoster parents noted that the services were not adequate for their needs.No specific models exist for foster parents’ involvement in service planning. Clearly,collaboration in service planning and agency processes is imperative to retaining experiencedtreatment foster care providers. There is a need for collaborative models to be developed andtested as a means of retaining foster parents.Shared Family Foster Care (SFC)Shared Family Care refers to the planned provision of out-of-home care to parent(s) andtheir children so that the parent(s) and host caregivers simultaneously share the care of thechildren and work toward independent in-home care by the parent(s) (Barth & Price, 1999). SFCcombines the benefits of in-home and out-of-home child welfare services. SFC has been used toprevent the separation of parents from their children, and to reunify families by providing a safeenvironment in which to bring together families and children who have been separated. SFC mayalso promote more expedient decision-making by helping parents make the choice to terminatetheir parental rights; it provides stability for children while alternative permanency plans arebeing made.Whereas traditional out-of-home care requires family separation and typically offers littlesupport to assist parents in becoming better caregivers, SFC involves "reparenting," in whichadults learn the parenting and living skills necessary to care for their children and maintain ahousehold while concurrently dealing with their own personal issues and establishing positiveconnections with community resources. SFR allows parents to receive feedback about theirparenting styles and skills on a 24-hour basis and across many and diverse parenting tasks in aCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 102
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