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

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EBP in Foster Parent Training and SupportFoster Parent Skills Training Program (FPSTP) Promising PracticeBrown, D. (1980). A comparative study of Method: This study utilized an RCT to compare the effects of two formalized trainingthe effects of two foster parent training programs (FPSTP and ISSUES) on foster parents’ attitudes of parental acceptance,methods on attitudes of parentalsensitivity to children, and general foster parent attitudes. Fifty-nine foster parents wereacceptance, sensitivity to children, and randomly assigned to one of five treatment groups. Two groups received the Issues ingeneral foster parent attitudes. Doctoral Fostering (Issues) curriculum; two groups received the Foster Parent Skills TrainingDissertation, Michigan State University, Program (FPSTP) curriculum; and one group (the control group) did not receive anyEast Lansing. Retrieved August 1, 2008 training. Trainers were also randomly assigned to a training program, and trained andfrom ProQuest Digital Dissertations supervised by representatives of those programs. Participants made a 10 -12 weekdatabase. (Publication no. AATcommitment to their assigned training program.NQ46809).The FPSTP curriculum focused on children between ages five and 12. Nine of the tenprogram sessions addressed developing helping skills including 1) skills of empathy,relationship development, understanding child need, and development; and 2) skills ofPopulation: Family-based foster care child management. The last session involved skill integration.Findings: No differences were found between the groups on parental acceptance orgeneral foster parent attitudes. No differences were found between combined traininggroup scores and the control group on sensitivity to children. However, parents in theFPSTP group were more sensitive to children following the training than were parentsin the ISSUES group, as indicated by the higher use of “effective” responses in theFPSTP group. Additionally, parents in the FPSTP group increased their usage of“effective” responses over time. Results suggested that the FPSTP training offeredmore help with a larger percentage of the foster parents’ self-reported problems thandid the ISSUES training. The ISSUES training had its greatest impact in helping fosterparents deal with problems with agency representatives.Implications: Training curriculum may be developed in a way that combines thestrengths of both programs. It was suggested that information from the ISSUES trainingthat deals with separation trauma, and information that defined the foster parents’ rolein relationship to other professionals should be added to the FPSTP curriculum.Limitations: All participants expressed desire for training; there could be high levels ofCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 49
EBP in Foster Parent Training and SupportGuerney, L. (1977). A description andevaluation of a skills training program forfoster parents. American Journal ofCommunity Psychology, 5, 361-371.Population: Family-based foster careGuerney, L. F., & Wolfgang, G. (1981).Long-range evaluation of effects of fosterparents of a foster parent skills trainingprogram. Journal of Clinical ChildPsychology. 10, 33-37.Population: Family-based foster caremotivation, openness to instruction, and the desire to change. There was high attritionfor the control group. The instruments used required a specific level of reading andcomprehension skills.Method: This study utilized a controlled design to assess a skills-training program(FPSTP) for foster parents of children aged 5 to 12 years. Participants in the FPSTPgroup were recruited through child welfare agencies in Pennsylvania. The no-contactcontrol group was comprised of individuals who expressed interest but were unable toparticipate in the training. Pre- and post-test scores on accepting attitudes towardsfoster children, the ability to employ parenting responses defined as desirable, and theability to refrain from using parenting responses defined as undesirable werecompared.Findings: The FPSTP group demonstrated higher acceptance scores, an increaseduse of desirable parent responses, and a decrease in the use of undesirable parentresponses compared with the control group. Undesirable parent responses increased inthe control group. Gains were maintained for approximately nine months followingprogram completion.Limitations: Significant subject loss from both FPSTP and control groups occurred.Follow-up measures were difficult to obtain due to participants not returning completedmeasures.Method: This study is a long-range evaluation of the Foster Parent Skills TrainingProgram (FPSTP) as the program advanced from a university research anddemonstration project to a program used in child welfare agencies. Control groups wereutilized in several of the outcome studies. The evaluation measured the program’simpact on: 1) skill acquisition, 2) parent attitudes, 3) foster children as perceived byagency personnel and foster parents, 4) agencies, 5) relationship between agenciesand foster parents, and 6) the ability of agency-based trainers to train foster parentseffectively.Findings: The study results confirmed the FPSTP’s ability to increase foster parents’ 1)attitudes of acceptance towards children, 2) development of skills associated withpromoting child and parent relationships, and 3) ability to reduce the use of undesirableparent-child responses. These results were maintained at follow-up, approximately nineCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 50
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