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

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EBP in Foster Parent Training and Supportchildren and youth in their care, TFC foster parents require high levels of training tailoredspecifically to the population of children and youth in their care.Providing foster care to children with increased emotional, behavioral, and/or medicalneeds requires not only extra time, but also greater patience, skill, and endurance in dealing withthe child's demands, and the effect of the child’s demands on the foster carers' personal andsocial life (Cliffe, 1991). This may be especially true for foster parents of adolescents (Turner,Macdonald, & Dennis, 2007). However, foster parents often voice that they are unprepared tomeet the demands of children with increased behavioral and emotional needs and adolescents intheir care (Henry, Cossett, Auletta, & Egan, 1991; Rhodes, Orme, & Buehler, 2001; andSanchiricho, Lau, Jablonka, & Russell, 1998). This situation can result in placement disruption,which further strains foster care resources and has negative impacts on foster children and youth.Placement disruptions and frequent changes of foster parents can undermine children's capacityfor developing meaningful attachments, disrupt friendships, and contribute to discontinuities ineducation and health care (Macdonald, 2004). Additionally, unplanned terminations ofplacements have the potential to drain the field of experienced carers, a much needed but limitedresource, and compound the problems of finding and training an adequate supply of fosterparents to provide children with stable care (Turner, Macdonald, & Dennis, 2007).This section of the report is intended to assist Foster Family-Based TreatmentAssociation (FFTA) agencies identify the most successful practices of foster parent training byproviding a comprehensive literature review and annotated bibliography of evidence-basedpractices in foster parent training. This section focuses on studies that examine the effectivenessof interventions and models of training for foster parents. Both pre-service and in-service modelsCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 11
EBP in Foster Parent Training and Supportof training are included in the review. The training models are divided into four major categories:pre-service foster parent trainings, parenting models, specialized foster parent trainings, andtraining modalities.Pre-Service Training ModelsNOVAThe Nova model of foster parent training was developed as part of the Foster ParentProject at Nova University (Pasztor, 1985). The Foster Parent Project was based on four mainprinciples: 1) agency language, recruitment strategies, and foster parent support need to changein order for foster parents to learn to work in ways that are more compatible with permanencyplanning goals, 2) foster parents should be involved as team members in permanency planningagencies, 3) the role of the foster parent should be clearly defined regarding permanencyplanning responsibilities, and 4) foster parent retention depends on the degree to which they aresupported by others in the system. The goal of this project was to develop a model of service thatcould be replicated by foster care agencies of all types (i.e., large, small, urban, and rural). Themodel has been used in 22 states, as well as in sections of Ontario, Canada.The training component of the Nova model includes an orientation meeting followed bysix group training sessions. These sessions last approximately three hours each and include up to30 participants. The group-based foster parent preservice training is combined with a home studyprocess. Session content includes: 1) foster care program goals, and agency strengths and limitsin achieving those goals; 2) foster parent roles and responsibilities; and 3) the impact of fosteringon foster families, and on children and parents who need foster care services. The training usesCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 12
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