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

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EBP in Foster Parent Training and Support1) identify a variety of feelings, behaviors, and problems brought into the home by fosterchildren; 2) identify why certain feelings can cause these certain behaviors; 3) suggest methodsof coping with these behaviors; 4) plan ways to discuss various behaviors with parents; and 5)clarify the difference between being a "snitch" and telling parents when something is wrong. Thefinal session helps children to: 1) identify activities and situations that will be new for the newchild; 2) describe ways to help the new child be comfortable in the home and community; 3)discuss reasons that parents will have less time to spend with "own" children, but recognize thatthe love is still the same; 4) identify stages of separation and loss; 5) describe the grievingprocess in age appropriate terms; and, 5) clearly define the goals of family foster care.This training is rated as an emerging practice and has not yet been formally evaluated.The lack of research in this area indicates that training on preparing foster parents’ own childrenfor the fostering experience is often overlooked. Additionally, children in TFC have high levelsof emotional, behavioral, and medical issues that require substantial time commitments fromfoster parents (FFTA, 2008). Therefore, if the efficacy of the Preparing Foster Parents’ OwnChildren for the Fostering Experience can be demonstrated, TFC foster parents (and theirchildren) will benefit greatly from this training.Support and Training for Adoptive and Foster Families (STAFF)The Support and Training for Adoptive and Foster Families project was developed as aresponse to concerns about large members of infants with prenatal substance exposure beingplaced in foster care or for adoption with families who were not prepared for their special needs(Bury & Noble, 2001). The STAFF project focuses on meeting its goals of permanency forCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 33
EBP in Foster Parent Training and Supportinfants with prenatal substance effects through both training and support services. The STAFFcurriculum was designed specifically as an in-service training program, so that participants hadpreviously completed either pre-services foster parent training, adoption preparation training, orboth. The curriculum includes both didactic and interactive activities, and includes five modules.The six-hour curriculum was designed to be delivered in a number of formats including, one sixhoursession, two three-hour sessions, or as three two-hour sessions of training.The STAFF project is rated as an emerging practice. If the efficacy of this project can bedemonstrated, TFC foster parents may be benefited from attending the training.Training ModalitiesFoster Parent CollegeThe Foster Parent College (developed through Northwest Media, Inc.) is an interactivemultimedia training venue for foster parents. Users can take brief parenting training courseseither online (http://FosterParentCollege.com) or on DVD on behavior management, parentingstrategies, and advanced parenting workshops. A variety of topics including dealing with seriouschild behavior problems, strengthening family relationships, and behavior management forchildren diagnosed with mental illnesses is covered.Foster Parent College is rated as an emerging practice. A preliminary study of the AngerOutburst course suggests that foster parents who completed this training developed increasedknowledge of and confidence in dealing with foster children’s temper tantrums, assaultivebehavior toward other children, rage toward the mother, and erratic or unpredictable angerCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 34
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