Global ETD Search

1	Foster carer views of education : an exploratory study into what enables foster carers to support the education of children looked after Woodward, E. C. January 2009 (has links) This research sets out the key features of a mixed method exploratory design investigation conducted between September 2007 and May 2009 into what foster carers feel enables them to support the education of children looked after. The research concentrates on one quadrant of a large out of London County. Nine foster carers were purposively selected, according to the age and type of children they currently fos.t er, and were then interviewed over a series of seven ' interviews about their views in relation to supporting education and what enables them to do so. The contents of these interviews were transcribed and analysed using inductive thematic analysis at a latent level to identify both common and distinct themes. From this analysis a 1 questionnaire was constructed using in-vivo comments taken from the transcripts. The questionnaire was used to explore the generalisability of these views to the wider foster carer population within the quadrant of the focus local authority (LA). The questionnaire received a 37.1% response rate and possible 'reasons for low responden~ rate are discussed. The findings that came from this research indicate that foster carers feefthat they care and support children looked after (CLA) well, however there is a greater role for the LA to play to enable them to do so in terms of providing specific and relevant support focussing on the carers so that they may iri turn continue to support the education of CLA. The limitations of the research, ideas for future exploration and the implication to the practice of educational psychology are also discussed. Throughout the research the term children looked after (CLA) has been adopted rather than the more usual term looked after children (LAC) to reflect both the terminology used with the focus LA and move within several other authorities to adopt this term. 362.733
2	"We were really sad to see him go but really pleased to see him go with choices" : achieving academic success : an exploratory study into the experiences of looked after young people, their foster carers and their teachers Bernardo, I. C. L. January 2013 (has links) Literature and research has have continued to highlight the low achievement of looked after children and young people, identifying factors that may account for their lower achievement. However, little is known about the experiences of a small number of young people in care who do achieve in school and thus appear to 'go against the odds'. This study aimed to explore the experiences of success of three young people in care who have achieved at least five GCSEs A *C (including English and Maths) using individual interviews. The experiences of each young person's foster carer and one school representative were also gained. interviews were analysed using Interpretative Phenomenologicai Analysis (IPA). Data were analysed across each participant group (young people, foster carers and school representative) as well as across all participants. Four overarching themes were highlighted by the data analysis; A different self, GCSE Achievement: A shared and novel experience, Relationships with ozhers and The role of others. Psychological theories were used to further understanding of the participants' experiences. Implications of findings were discussed in relation to Educational Psychology practice promoting the achievement of looked after children and young people, as well as emphasising the use of psychology that highlights individuals' strengths and resources. 362.733
3	Does experiencing foster placement endings have a long-term impact on foster carer birth children's psychosocial wellbeing? Crompton, Pip January 2013 (has links) Some foster carers have birth children living at home whilst fostering other children. At times foster carers' birth children (FCBC) have been reported to experience a sense of loss and sadness when their relationships with foster children cease due to placements ending. This thesis aims to provide a preliminary examination of whether FCBC's childhood experience of these, often serial, relational losses has an enduring impact on their psychosocial wellbeing. It provides a qualitative examination of adult FCBC's accounts and memories of foster placement endings and their understanding of whether an enduring impact is experienced. Thirteen adult FCBC were interviewed using a semi-structured interview schedule. Five main themes emerged from the thematic analysis of the data. Two factors (Un)Certainty and Connectedness provide wider contextualisation to FCBC's experience of placement endings. 'Experiencing Absence' emphasises FCBC's immediate and long-term psychological response to and management of these relational losses. Finally, Relational Adaptation and Psychological Growth highlight FCBC's understanding of wider psychological implications of experiencing foster placement endings in the longer- term. Further research is therefore warranted in order to extend the current findings and delineate factors of risk or resilience in accounting for a possible long-term psychosocial impact. It is suggested that the psychological wellbeing and needs of FCBC, particularly around planning of foster placement endings, should be more formally recognised within national and local foster service policy and guidelines. Further, under certain conditions FCBC and their families may benefit from receiving greater psychological support to aid their experience around placement endings. 362.733
4	Belonging to two families : how children in foster care engage with loyalty conflict Dansey, Diane January 2012 (has links) Research into the position of children in foster care has begun to increase. However very limited research which considers the perspective of children who are living in a foster family and maintaining their birth family relationships through contact. This is despite suggestions that loyalty conflict may be common and could have serious Implications for children's well-being and future outcomes. This study aims to develop an understanding of how children in foster care engage with their position. A lack of existing research or theory in this area necessitated a qualitative approach to data gathering. Semi-structured interviews were conducted with fifteen children who were living in foster care and having contact with their birth families. The Family Relations Test provided another source of data. Interviews were analysed using grounded theory methodology, from which a grounded theory model of how children were engaging with living in foster care and having birth family contact was constructed. This comprised of five core areas: 'New realities', 'Considering position', 'Making sense', 'Relating emotionally' and 'Working out loyalties'. An overarching category, 'Self-determination' was found to permeate all other processes. The model brings a new perspective to existing research knowledge. It illuminates numerous processes and issues which have clear clinical implications, in addition to highlighting important directions for future research. The results are also discussed in the context of existing literature, which enables a more in-depth understanding of the model. Key Words: Foster care, Children, Loyalty conflict, Grounded theory 362.733
5	Towards a mixed economy of foster care provision Sellick, Clive January 2006 (has links) No description available. 362.733
6	Placement endings in long term foster care : the effects on carers and their ideas for the future Powell, Melanie January 2005 (has links) This study explored long term foster carers' experiences of placement endings and their accounts of the psychological and emotional impact of these events. The study also focussed on both the approaches carers adopted to cope at these times and the resources which they found helpful or otherwise. Carers' perceptions of responses from family, community members and Social Care Services were explored as well. The research was intended to help recognise the needs of foster carers and advocate their views. In depth interviews were conducted with ten long term foster carers who had experienced a placement ending. A grounded theory approach towards the data analysis was chosen to develop a model of the ending process for carers. The analysis suggested that carers' experiences of placement endings were influenced by the decision process, the reasons for the placement breakdown and the carers' perceptions of their role. The actual ending event provided the context of the carers' responses. While for some stories of relief emerged, the predominant responses involved feelings of loss, responsibility, self criticism and helplessness. The findings suggested that foster carers experienced placement endings as a process which involved both shorter and longer term reactions. Inherent in the process were the coping strategies employed which enabled the letting go of the relationship with the foster child and facilitated carers in continuing their role, their future approaches to fostering and future decision making. The factors which seemed to impede this process included lack of recognition from others and barriers to the carers' expressions of feelings. The results also generated ideas for future practice. The findings are discussed in relation to the literature. Theoretical understandings of stress, trauma and loss are considered with a particular emphasis on the salient factors associated with the role of the foster carer. The clinical implications of the study are also discussed. In particular, recommendations are made for supporting carers through placement endings with suggestions for psychological support. Service recommendations are also presented with an emphasis on team working, recognition of practitioners' feelings and new concepts of support. 362.733
7	Specialist foster care for traumatised young people with challenging behaviour : appraising joined up service provision Brady, Lynn January 2005 (has links) It is recognised that looked after young people with a history of trauma, offending, emotional, behavioural and educational difficulties often face a high risk of social exclusion later in life. Against this background an innovative and intensive fostering service was developed by a large charitable organization. The intention was to provide community based foster care placements as an alternative to residential and secure accommodation and an external evaluation was commissioned. The thesis grew out of the main research evaluation. This small scale case study has the separate aim of exploring how far the provision of specialist foster care placements together with appropriate services can help young people to achieve stability. This question is considered through an analysis of the organisational relationships, the model for service delivery, the implementation of the key services and their impact on the service users. The methodology and research approach used questionnaires and in-depth recorded interviews. The study has been personalised by including the voices of the organisation's key stakeholders and service users. With the introduction of recent legislation that places an emphasis on inter-agency and multi-professional working, the thesis seeks to draw out lessons from the case study on the opportunities and constraints of joined-up service delivery. It also aims to inform current policy and practice which is now shifting towards the provision of specialist foster care, rather than residential care for difficult young people. The findings indicate that achieving integrated service delivery and multi-professional working is a complex task. The study has provided a broad understanding about all aspects of service delivery, together with the views of the service providers and the service users. Finally, the thesis makes recommendations for the improvement of inter-agency co-operation and front line service delivery to ensure that young people and their families receive the services they need. 362.733
8	The role of the reflective function of foster carers in the quality of long-term foster placements: An exploratory study Granger, Charlotte Elizabeth Graham January 2008 (has links) The poor outcomes for children who are looked after in the UK care system are currently of significant concern. Both researchers and clinicians have identified reflective function as an important quality within the caregiver-child relationship, particularly in the development of secure attachment. It is suggested, therefore, that this may be an important quality to identify and develop in foster carers, as it may lead to a better quality of foster placement. This study therefore aimed to explore the link between the reflective function of the foster carer, the attachment behaviours of foster carers and children in foster care, and placement quality. 362.733
9	Exploring foster carers' perceptions and experiences of placements and placement support Samrai, Amandeep January 2008 (has links) Aims; The study aims to explore foster carers' experiences of successful placements and what constitutes a successful placement. The study also explores foster carers' experiences of support and examines their views of current services. Conclusions: The findings were constructed into a theory that can inform future fostering practice and placement planning. Related clinical and service implications are discussed and suggestions for future research are outlined. Most importantly, support that is accessible, with good professional relationships between the foster carer and social workers, whilst facilitating an attachment between the tester carer and child are key if a placement is to succeed. 362.733
10	'n Ekosistemiese herbeskouing van pleegsorgdienste Diederiks, Amanda Magrietha 01 1900 (has links) Text in Afrikaans / In die studie word die ontwikkelingspad van 'n Newtoniaanse benadering na 'n ekosistemiese benadering in die denke van die navorser en lewering van pleegsorgdienste deur die maatskaplike werker/navorser, beskryf. In die beskrywing is gefokus op drie beginsels elk van die Newtoniaanse - en die ekosistemiese benaderings. Die gekose beginsels is met 'n gevallestudie geillustreer. Aan die ha d van die beginsels van die ekosistemiese benadering word 'n konsepsuele raamwerk gebied waardeur die outonomie van mense en sisteme in stand gehou en gebruik kan word. Volgens tweede orde kubernetika, is die studie die konstruksie van die navorser. Pleegsorg is 'n komplekse alternatiewe versorgingsposisie vir 'n kind en die lewering van begeleidingsdienste stel besondere eise aan die professionele persone betrokke. Hierdie studie suggereer dat pleegsorgdienste wat aan die hand van die ekosistemiese benadering gelewer word, 'n konstruksie van gedeelde verantwoordelikheid tussen al die betrokke partye voorstel. / Social Work / M. A. (Social Science: Mental Health) Ekosistemies Konstruktivisme Outonomie Struktuurdeterrninisme Strukturele koppeling Kubernetika Tweede orde Kubernetika Pleegsorg Pleegsorgdienste Ecosystemic Constructivism Autonomy Structure determinism Structural coupling Cybernetics Second order cybernetics Foster care Foster care accompaniment 362.733 Foster home care Social workers Social case work Family social work Group homes for children Children -- Institutional care Child welfare Cybernetics Family systems Social constructionism Ecosystemic approach Relationships Recursion theory

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