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

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EBP in Foster Parent Training and SupportBoyd, L. H., & Remy, L. L. (1979). Fosterparents who stay licensed and the role oftraining. Journal of Social ServiceResearch, 2, 373-87.Population: Family-based foster careVan Camp, C. M., Vollmer, T. R., Goh, H.,Whitehouse, C. M., Reyes, J., &Montgomery, J. L. et al. (2008). Behavioralparent training in child welfare:Evaluations of skills acquisition. SocialWork Practice, 18, 377-391.Population: Family-based foster care.Method: This study was a two-year (exploratory) follow-up evaluation on a behaviorallyorientedtraining program for foster parents. The original training consisted of anintensive behaviorally-oriented sixteen week program. Classes were complementedwith in-home visits from the private agency staff. A total of 267 placements (from 105foster family homes) participated in the study.Findings: Trained parents were significantly more likely than untrained parents torelicense. Training appears to have been profitable for every combination of fosterparent types and foster child characteristics. However, training most helped homecentered foster parents (less assertive parents who have little involvement in thecommunity) who had high risk children. The second most helped category also involvedhome centered parents but, in this case, with low risk children. The third most helpedcategory consisted of community oriented parents (parents who tended to be assertiveand high on community activism) with low risk children, and the least helped categoryconsisted of these parents with high risk children.Implications: Although training is helpful to all foster parents, it seems to be morebeneficial to particular types of foster parents, such as those who are home centered.Method: This article examines the extent to which behavioral parent training waseffective in increasing skills of caregivers. Two groups were compared: a group ofcaregivers trained with a 30-hour training series and a group of four foster parents whowere trained with an abbreviated version.Study 1: caregivers of children in child welfare completed behavioral parent training via30 hours of classroom training and optional in-home visits by a behavior analyst. Of the247 caregivers, 163 completed the course and the average attrition level was 34%. Theconsisted of a total of 30 hours of training and was taught in 3-hour sessions once perweek for 10 weeks. Assessments were done through role-play situations and theparticipants were asked to respond how they normally would in such a situation. Duringthe assessments participants’ behavior was observed by a behavior analyst, whoscored their accuracy.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 47
EBP in Foster Parent Training and SupportStudy 2: Participants included four foster parents who completed training similar to thatdescribed in study 1. The training was abbreviated. For two of the participants, parts ofthe training were omitted.Findings: Parents in all of the non-abbreviated courses demonstrated improvements inparenting skills following training, as assessed during in-class role plays. Resultsindicated that in each of the courses, the average level of skill accuracy nearly doubledfollowing training. All four participants in study 2 developed better accuracy followingtraining; these increases occurred only after training for each specific skill. Thus,increases in parenting skills were found in both studies as a function of curriculumtraining.Limitations: Analysis of in-home parent and child behavior is limited as participantsvolunteered themselves. There was no analysis of the effects of parent training on childbehavior. The behavioral observer was not blind to the parents’ condition, and thereforemay have expected more from parents.Cognitive Behavioral Training Emerging PracticeMacdonald, G., & Turner, W. (2005). Anexperiment in helping foster carersmanage challenging behavior. BritishJournal of Social Work, 35, 1265-1282.Method: This study utilized an RCT to test the effectiveness of cognitive-behavioralmethods in the management of difficult behavior for foster carers. 117 foster carerswere randomly assigned to either a cognitive-behavioral training group (n=67) or awaiting list control (n=50). Those in the control group continued to receive standardservices.Population: Family-based foster careFindings: Contrary to expectations, no statistically significant differences were foundbetween the groups with regard to behavior management skills, the frequency and/orseverity of behavioral problems, and placement stability. However, foster carersexpressed satisfaction with the overall training program and increased confidence indealing with difficult behavior.Limitations: A small sample size, drop out of participants from the control group, andthe preference by therapists and parents for the treatment group limit the results of thisstudy.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 48
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