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

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EBP in Foster Parent Training and Supportchildren to their natural parents or by earlier permanency planning decisions, such as adoption;2) enhance biological parents’ existing parenting abilities, modify inappropriate skills, and learnmore effective approaches; 3) improve family functioning so that biological parents are able tocreate a stable home environment to which the child will gradually return; and 4) enhance theretention and recruitment of foster parents by recognizing their expertise as vital change agentsfor natural families.Much like SFC, Shared Parenting may be one way for treatment foster care providers tobe more involved with biological families. Shared Parenting may be an alternative to step-downand may help to alleviate some of the placement instability and re-entry that TFC youthexperience. Additionally, Shared Parenting offers a gradual re-introduction of children back intothe biological family, possibly helping to ease the transition on both parents and children.Preliminary evidence has shown that approximately one third of families completed this program(i.e., were reunified); half of the other families had successful permanency planning. More stablefamilies were likely to have success. This program may not be more beneficial than traditionalfamily-based foster care. This program is rated as an emerging practice; more research on theefficacy of Shared Parenting is needed.Level of CareYouth entering TFC are more likely to be entering from within the child welfare systemand stepping up to a higher level of care (Baker & Curtis, 2006). These children and youth (andthe treatment foster parents caring for them) will need special supports to ensure a stableplacement and positive permanency outcome. The following models are designed to provideCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 105
EBP in Foster Parent Training and Supportsupports to children and youth in treatment foster care so that they have the best outcomespossible.Positive Peer Culture (PPC)Positive Peer Culture is a peer-helping model designed to improve social competence andcultivate strengths in troubled and troubling youth aged 12-17 (Vorrath & Brendtro, 1985). Thedefining element of PPC is care and concern for others. Caring is made fashionable and anyhurting behavior is deemed totally unacceptable. As youth become more committed to caring forothers, they abandon hurtful behaviors. PPC assumes that as group members learn to trust,respect, and take responsibility for the actions of others, norms can be established. These normsnot only extinguish antisocial conduct, but more importantly, they reinforce pro-social attitudes,beliefs, and behaviors. PPC utilizes 90-minute structured group sessions (8-12 youth per group)which meet five times per week over a six to nine month period to assist youth in skilldevelopment that will prepare them for less restrictive care (CEBC, 2008).PPC is rated as an effective practice. The outcomes of participating in PPC include thedevelopment of positive attitudes and social skills, reduced delinquency, and moral developmentfor foster children and youth (Leeman, Gibbs, & Fuller, 1993; Nas, Brugman, & Koops, 2005;Sherer, 1985).Re-EDRe-ED is an ecological competence approach to helping troubled and troubling childrenand youth (aged 0-22) entering child serving systems with their families (Hobbs, 1982, 1994).Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 106
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