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

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EBP in Foster Parent Training and Supportfoster families caring for the entire family rather than just the child. TFC agencies who wish toimplement practices that involve foster parents in service planning and/or create opportunities forcollaboration between foster and biological parents may find these programs helpful.Respite CareRespite provides a break for foster parents. The research suggests that respite care is anecessity and should be provided by programs (Cowen & Reed, 2002; Robinson, 1995).However, the format for respite will depend on the (changing) needs of parents (Meadowcroft &Grealish, 1990). Use of respite care is viewed as a deterrent to “burn out” (Meadowcroft &Grealish, 1990) and is linked to decreases in stress and satisfaction with the process (Cowen &Reed, 2002, Ptacek et al., 1982). It is therefore reasonable to assume that foster care agencies canutilize customer satisfaction surveys to evaluate their respite care services on an ongoing basis asa means of ensuring the provision of the most effective respite services for treatment fosterparents. Additionally, it may be important to survey TFC providers who are not currentlyutilizing respite services to detect any barriers associated with using respite care.Social SupportSupport groups and social support can assist foster parents with lifestyle changes andadjustments. Foster parents stress the importance of maintaining connections with other fosterparents, and many parents seek assistance from informal sources (such as other foster families,friends, and family members) before seeking formal support (Kramer & Houston, 1999). Theinternet may be a new area for foster parents to be supported, although current research indicateson-line sources are infrequently used (Finn & Kerman, 2004). However, one recent study foundthat an on-line training was effective, and could be used with kinship caregivers, to increase self-Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.eduix
EBP in Foster Parent Training and Supportefficacy, teach computer skills, enhance social support, and build common ground betweenchildren and caregivers (Strozier, Elrod, Beiler, Smith, & Carter, 2004). Social support of fosterparents is linked to greater foster parent satisfaction and resources, as well as improved childbehavior (Denby et al., 1999; Fisher, Gibbs, Sinclair, & Wilson, 2000).Support provided by agencies and caseworkers is linked to greater foster parentsatisfaction and retention (Rodger, Cummings, & Leschied, 2006; Rhodes et al., 2001; Urquhart,1989). Support is also mitigating factor in reducing stress (Hansell et al., 1998). It is important tonote that kinship and non-kinship foster parents have differing needs, and therefore may requiredifferent types or amounts of social support (Cuddeback & Orme, 2002; Oakley, Cuddeback,Buehler, & Orme, 2007).The relationship between the social worker and foster family is also key to increasing thesatisfaction and retention of foster parents (Denby et al., 1999). Foster parents indicate the needfor an open, positive, supportive relationship with the worker (Brown & Calder, 2000; Fisher etal., 2000). Foster parents’ satisfaction is related to their perceptions about teamwork,communication, and confidence in relation to both the child welfare agency and its professionals(Rodger et al., 2006).Treatment foster parents may benefit from the development of support models that 1)create additional formal agency supports, and 2) help treatment foster parents identify currentsupport needs and expand their informal support networks. Additionally, more collaboration andintegration between foster parents and agencies is necessary to meet the ever changing needs offoster parents.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edux
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