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

More documents

Recommendations

Info

EBP in Foster Parent Training and SupportFindings: All directors reported that the agency informed foster parents of previoussexual abuse prior to placement, but only half of foster parents in the sampleadmitted knowledge of the children’s abusive experiences prior to placement. Allrespondents agreed that foster parents of sexually abused children neededspecialized training and education. Agency staff indicated that they providedadequate parent training and education to foster parents; foster parents noted theservices were not adequate for their needs. More than half of the foster parents inthe sample indicated the need for more training. Foster parents expressed need forongoing support and training throughout the entire placement period. Resultssuggest that more collaboration is needed between foster parents and agencyworkers in agency processes.Rhodes, K. W., Orme, J. G., & Buehler, C.(2001). A comparison of family fosterparents who quit, consider quitting, andplan to continue fostering. Social ServiceReview, 75, 84-114.Population: Family-based foster careLimitations: The manner in which the questionnaires were written allowed thepossibility of multiple interpretations of questions.Method: This descriptive study examined why some foster families continue tofoster whereas others do not. Data for the analysis were from the National Surveyof Current and Former Foster Parents (NSC&FFP), which was conducted in 1991.Only current foster homes started by 1985 are examined in the study. Of the totalsample of 1,048 current foster homes, 336 were approved in 1985 or after. Of these317 completed the long interview form (94%). Of the sample of 267 current fosterfamilies was further divided into parents who planned to continue fostering familieswas further divided into parents who planned to continue fostering and parents whoplanned to quit. Of the sample of 265 former foster homes, 144 completed the longinterview form (54%).Findings: Most foster parents cited more than one reason for discontinuing fostercare. Common reasons included lack of agency support, poor communication withworkers, and children’s behaviors. The findings from comparing former fosterparents with those who planned to quit soon suggest that several variables aremore critical to current parents who are planning to quit than to foster parents whoalready quit. Frequent reasons included, health problems, full time employment,inadequate reimbursement, lack of day care, not having a say in child’s future,seeing children leave, and problems with child’s biological families. Less than onethird of foster parents reported having enough information about the legal aspectsCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 131
EBP in Foster Parent Training and Supportof foster care, or about working with children who were of a different race,handicapped, or sexually abused.Findings suggest that after quitting, foster parents might perceive they lackedinformation about the unique parenting demands of foster children, whereas agencyrelationships might be a deciding factor that results in qualified homes planning toquit. Training appeared to positively impact a foster parents continued fostering,that is if a foster parent received additional training, they were more likely tocontinue fostering.Many of the foster parents who intend to quit fostering believed that their familiesand foster children are not receiving adequate services and that they have no sayin the children’s futures.Sanchirico, A., Lau, W. J., Jablonka, K., &Russell, S. J. (1998). Foster parentinvolvement in services planning: Does itincrease job satisfaction? Children andYouth Services Review, 20, 325-346.Population: Family-based foster careLimitations: Use of a point-in-time sample might have led to overrepresentation ofcurrent foster families with longer services. Study focused only on nonkinship fosterfamily retention. Relatively few of the comparisons made indicated statisticallysignificant differences between continuing, planning to quit, and former fosterparents. NSC&FPP used a retrospective rather than prospective research design.Method: This descriptive study examined the impact of foster parent involvementin service planning on foster parent job satisfaction. In addition, this study examinedthe effects of foster parent training and the role of caseworkers in the relationshipbetween involvement and satisfaction. Data was drawn from a survey of 1500current New York State foster parents. 616 foster parents completed the mailedquestionnaire.Findings: 84% of foster parents reported that they have cared for foster childrenwho exhibited special needs. Less than half (48.5%) of parents received preservicetraining in service planning. More than one third of parents (37.0%)received in-service training in service planning. Forty percent of respondents didnot receive any training on how to carry out service plans or how to be an activepartner in the service planning process. Parents who had in-person contact with thechild’s caseworker reported a higher quality of involvement in service planning thanthose who lacked such contact. While both pre-service training and in-servicetraining were both related to quality of involvement, only pre-service trainingproduced a statistically significant effect in the multivariate analysis. EducationalCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 132
Page 3:
EBP in Foster Parent Training and S
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94: EBP in Foster Parent Training and S
Page 143: EBP in Foster Parent Training and S
Page 167 and 168: Evidence-Based Practice in Foster P
Page 185: EBP in Foster Parent Training and S
show all

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

Create successful ePaper yourself

Delete template?

Save as template?