Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

Children in America’s foster care system represent one of the nation’s most vulnerable populations of students. The life outcomes of these children can be tragic, with disproportionate numbers experiencing prison, homelessness, non-marital parenthood, and other poor life outcomes. Many of these children have suffered trauma before and after they were placed in care, and many have special medical, emotional, and social needs. Of all the difficulties that foster children experience, however, low academic achievement may have the most detrimental consequences for their futures. The purpose of this study is to explore the commonalities of the 2-3% of former foster children who graduate from college despite the odds against them. By delving into the experiences of this population, this study hopes to contribute to the research by improving our understanding of academically successful foster care alumni, particularly by studying the social and educational support systems that abetted the success. Because a majority of foster care alumni remain on some form of public assistance throughout the course of their lives, any reduction of that number would be a step in the right direction. By studying the tiny minority that successfully graduates from college, we can gain insight into how this group managed to overcome the barriers that prevented the other 97% of this group from graduating from college. The findings could have implications ranging from K-12 educational support systems in and out of schools, higher education policy decisions, and foster care program design. / text

Family placement or foster care (as it is more commonly known) is now the most widely used form of care forlooked after children in the UK, howeverthere is relatively little research evidence on any aspect of foster care (Berridge, 1997). A commonly held view of social care professionals is that foster care can provide a beneficial experience for foster children and families (Ruegger and Rayfield, 1999) and is more likely than alternative forms of substitute care to meet individual needs (Corrick, 1999). The aim of this study was to examine foster families' experiences of caring for children particularly in respect of the management of any emotional and behavioural difficulties children who are fostered may experience. Anecdotal evidence from foster carers and social workers suggests that children who are looked after by local authorities present a wider range of needs than previously and that foster carers are now facing a more challenging task (Ruegger and Rayfield, 1999). The study sets out to investigate: the range of problems children are presenting in foster care; the way in which carers manage children's difficulties; the impact looking after children has, if any, on foster families; the ways in which the service can be improved to help children and foster families manage difficulties; and the context in which foster families are caring for children. The research took a multi-method approach which encompassed the collection of quantitative data in order to provide an overview of foster carers' experiences and qualitative data which provided an opportunity to study the dynamics of foster care in more depth. The quantitative data was collected via a postal questionnaire to all the foster carers in one local authority and two unitary authorities (872 carers in total). The questionnaire asked carers about children's behaviour and needs and also about their views on support, training and planning in order to ascertain information from a broad range of carers about what would improve their ability to look after children. A short questionnaire was also sent to carers' children asking them to draw or write about their experiences of fostering. This provided information about their experiences of looking after foster children and illustrated how the behaviour of foster children can effect them. The qualitative data involved case studies of 10 placements of 13 children and young people who had recently moved into a new foster family. The case studies provided in-depth information about what it is like for a foster family to have new children move into their homes and what types and range of difficulties and needs the foster children were experiencing. The case studies were primarily about the foster families' perceptions and experiences but interviews were also carried out with the child's social worker and the children themselves (where appropriate) both at the beginning of the placement and 6 months later. Family placement social workers were consulted by means of a short questionnaire. The postal questionnaire to foster carers discovered that families were looking after children with a wide range of difficult to manage behaviours and needs. The behaviour of foster children and the impact of this on carers' own families was one of the main reasons foster carers cited for thinking of giving up fostering. In addition foster families reported frustration with and lack of support from social services. The training that carers most frequently asked for was on behaviour management. The responses from foster carers' own children illustrate the way in which the behaviour of foster children can impact upon their lives. The case studies highlighted the types of emotional and behavioural difficulties children in foster care may display. Foster carers were shown to be central in helping children overcome these problems. The reasons for placements breaking down or being close to breakdown were complex and individual, yet children's behaviour was a key factor in all of these cases. Carers struggled to cope with children's behaviour and neither carers or children were provided with the support they needed in six out of ten cases.

Attachment Theory and its practical application have re-emerged in recent years as a critical factor in understanding and determining the quality of relationships between the primary caregiver and the child. The reasons for disruptions in foster care placements have also been linked to problems with attachment. Foster care, in turn, has also become more prominent as a placement option in South Africa as we try to deal with the effect of HIV and AIDS on our communities. It would seem that the latest development in the application of Attachment Theory has specific value in assessing, developing and supervising the relationships in out-of-home care such as foster care placements. In this study the knowledge and application of some of the theoretical components and Attachment Theory of the social workers of Child Welfare Tshwane and their perceptions of their in-practice use thereof were explored. The results suggest that although the social workers knew that the quality of the relationship between the foster parents and the child is predictive of the success of the placement, they lacked the basic knowledge and skill to effectively attend to the attachment between foster parent and child. It seemed that they took more of a common sense approach towards understanding and addressing the attachment between the foster parent and the child. The research indicated that they do not have a sufficient grounding in Attachment Theory to be able to provide effective intervention regarding attachment-based concerns within the foster care context. The results indicate that there is a need to better equip social workers to deal with attachment-related issues they would routinely encounter when doing foster care supervision. / Attachment Theory and its practical application have re-emerged in recent years as a critical factor in understanding and determining the quality of relationships between the primary caregiver and the child. The reasons for disruptions in foster care placements have also been linked to problems with attachment. Foster care, in turn, has also become more prominent as a placement option in South Africa as we try to deal with the effect of HIV and AIDS on our communities. It would seem that the latest development in the application of Attachment Theory has specific value in assessing, developing and supervising the relationships in out-of-home care such as foster care placements. In this study the knowledge and application of some of the theoretical components and Attachment Theory of the social workers of Child Welfare Tshwane and their perceptions of their in-practice use thereof were explored. The results suggest that although the social workers knew that the quality of the relationship between the foster parents and the child is predictive of the success of the placement, they lacked the basic knowledge and skill to effectively attend to the attachment between foster parent and child. It seemed that they took more of a common sense approach towards understanding and addressing the attachment between the foster parent and the child. The research indicated that they do not have a sufficient grounding in Attachment Theory to be able to provide effective intervention regarding attachment-based concerns within the foster care context. The results indicate that there is a need to better equip social workers to deal with attachment-related issues they would routinely encounter when doing foster care supervision. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

Attachment Theory and its practical application have re-emerged in recent years as a critical factor in understanding and determining the quality of relationships between the primary caregiver and the child. The reasons for disruptions in foster care placements have also been linked to problems with attachment. Foster care, in turn, has also become more prominent as a placement option in South Africa as we try to deal with the effect of HIV and AIDS on our communities. It would seem that the latest development in the application of Attachment Theory has specific value in assessing, developing and supervising the relationships in out-of-home care such as foster care placements. In this study the knowledge and application of some of the theoretical components and Attachment Theory of the social workers of Child Welfare Tshwane and their perceptions of their in-practice use thereof were explored. The results suggest that although the social workers knew that the quality of the relationship between the foster parents and the child is predictive of the success of the placement, they lacked the basic knowledge and skill to effectively attend to the attachment between foster parent and child. It seemed that they took more of a common sense approach towards understanding and addressing the attachment between the foster parent and the child. The research indicated that they do not have a sufficient grounding in Attachment Theory to be able to provide effective intervention regarding attachment-based concerns within the foster care context. The results indicate that there is a need to better equip social workers to deal with attachment-related issues they would routinely encounter when doing foster care supervision. / Attachment Theory and its practical application have re-emerged in recent years as a critical factor in understanding and determining the quality of relationships between the primary caregiver and the child. The reasons for disruptions in foster care placements have also been linked to problems with attachment. Foster care, in turn, has also become more prominent as a placement option in South Africa as we try to deal with the effect of HIV and AIDS on our communities. It would seem that the latest development in the application of Attachment Theory has specific value in assessing, developing and supervising the relationships in out-of-home care such as foster care placements. In this study the knowledge and application of some of the theoretical components and Attachment Theory of the social workers of Child Welfare Tshwane and their perceptions of their in-practice use thereof were explored. The results suggest that although the social workers knew that the quality of the relationship between the foster parents and the child is predictive of the success of the placement, they lacked the basic knowledge and skill to effectively attend to the attachment between foster parent and child. It seemed that they took more of a common sense approach towards understanding and addressing the attachment between the foster parent and the child. The research indicated that they do not have a sufficient grounding in Attachment Theory to be able to provide effective intervention regarding attachment-based concerns within the foster care context. The results indicate that there is a need to better equip social workers to deal with attachment-related issues they would routinely encounter when doing foster care supervision. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2008.

Thesis (M.S.)--Boston University / This study includes thirty-three children, all of whom were placed during the years 1943 - 1948, and who have been continuously in placement, and who are currently in placement as of November 1, 1951. This includes placement in either foster home, school or institution, and in some cases more than one type was used.

Research examining the academic experiences of youth with emotional and behavioral disorders (EBD) residing in foster care (FC) is scarce. Research is warranted to understand the academic strengths, weaknesses, and school disciplinary experiences of youth with EBD residing in FC. Data from the National Survey of Child and Adolescent Well-being II (NSCAW II) included data on eight participants classified as EBD. Having a limited number of participants classified as EBD in the data set, I used participants’ scores on the Child Behavior Checklist (CBCL) to classify participants who may be at-risk for EBD. Analyses were conducted to determine if significant relationships existed between participants’ internalizing and externalizing scores on the CBCL and their (a) scores on assessments of academic achievement and (b) behavior problems leading to suspension or expulsion. Results indicated that participants’ scores on the CBCL were not predictive of their academic achievement or of their numbers of behavior problems leading to suspension or expulsion.

FOSTER CARE IN PUBLIC AND IN PRIVATE LAW Abstract The diploma paper deals with the present legal regulations of foster care in private law as well as in public law. The institute of foster care is placed on the frontier of public and private law and the purpose of my diploma paper is to assess, after a complete analysis, which of these two law branches is the foster care closer to. The diploma paper is divided into nine chapters. The first chapter is dedicated to the institute of foster care in general. This chapter has to introduce the reader into the problems and to acquaint him with the basic way-outs. The second chapter defines the notion of foster care and its purpose. Also the historical way-outs are described there. We can see the progression of this institute, as we understand it these days, since 19th century. The essential modification came during the period of communism and the reinsertion of the institute of foster care came at the end of 90's in 20th century. The third chapter is about the present legal regulations of foster care in the legal order of Czech Republic. The sources of legal regulations of foster care, including international sources that govern family law, are characterized there. There are also mentioned single presumptions of the inception of foster care, requests on the person...

The literature consistently reports a lack of support for birth mothers following their child being taken into care or adopted (Logan, 1996; Schofield, 2009; Schofield, 2010). This is despite consistent evidence of the long-term consequences that the removal of children has upon their mental health (Condon, 1986; Wells, 1993; Logan, 1996). O’Leary-Wiley & Baden (2005) write, ‘Birth parents are the least studied, understood, and served members of the adoption triad.’ The aim of the study was to explore: the experience of separation, sense of identity following separation, experience of contact and experience of support through the process. Semi-structured interviews were conducted with seven mothers who were recruited from birth mother support groups. The transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA). Four main themes emerged across the participants’ accounts: ‘No one in my corner’, ‘Disconnecting from emotion’, ‘Renegotiating identity’ and ‘The children are gone, but still here’. The findings contribute to our understanding of the experiences of birth mothers and are discussed within a range of psychological theories. Implications for clinical psychology are considered.

No description available.