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Aims: Children who experience abuse and neglect prior to being fostered and/or adopted are a particularly vulnerable group within society and more research is required to better understand the outcomes for these young people. In relation to this population, this thesis had three aims: to review the impact of attachment based interventions, to evaluate the role of foster carer factors in the provision of quality placements and to assess foster carer and social worker agreement on ratings of placement quality. Methods: Aims are addressed separately in three journal articles. A systematic review of attachment based interventions is presented in journal article 1. The findings from a quantitative cross sectional study involving foster carers (n=91) and social workers (n=87) are presented in journal articles 2 and 3. Correlation and multiple regression analyses explore the relationship between foster carer self-efficacy, coping, attributions and placement quality. The weighted kappa statistic is used to explore the agreement between ratings of placement quality within foster carer/social worker dyads. Results: The systematic review indicated that there is some support for the positive impact of attachment based interventions, particularly with young children (0-6 years) in foster/adoptive care. There are significant limitations of the research in this area and further research is required to establish the efficacy of such interventions. Foster carer self-efficacy emerged as a significant predictor of placement quality. Due to a number of measurement and statistical issues, this finding requires replication. Agreement between foster carers and social workers regarding placement quality was slight to fair, indicating the presence of some discrepancies. Conclusions: The results are discussed in relation to previous research with this population of children/young people. Findings from the systematic review suggest the importance of further intervention studies and the results from the empirical study highlight possible areas for intervention, namely foster carer self-efficacy. A number of issues in relation to future research are raised, specifically the development of a standardized measure of placement quality and the impact of systemic issues, such as foster carer/social worker communication on children and young people’s outcomes.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

In Georgia, there are high rates of instability in foster care, and each time a child changes placement, his or her support networks are gone until he or she can rebuild them. The purpose of this case study was to explore if current stakeholders provide effective support and assistance to professionals and others who assist foster students with their educational needs. This case study used a conceptual framework based on Rankism, in which students move up and down the rungs of the ladder of their social system. Data were collected via interviews with a Court Appointed Special Advocate (CASA) worker, a Department Division of Family and Child Services (DFCS) caseworker, a former foster parent, a teacher, a school social worker, a school administrator, and a school counselor, all of whom were involved with foster children. Interviews were recorded, transcribed, and then open coded using constant comparative analysis. Findings revealed a need for greater support, and illuminated the repercussions that may occur when students are moved from their homes and/or schools: They may lose their support networks, community supports, school supports, and recognition they had previously until these are rebuilt in their new placement. The major themes that emerged were (a) a need for data sharing, (b) effect of trauma on children, and (c) the need for improved educational advocacy. These findings, along with a review of the literature, led to the development of a policy change recommendation and the creation of a data system to enable collaboration amongst all agencies. The project that emerged was the creation of a data system that affords real-time transfer of educational records, allowing for appropriate educational plans to be put in place.

The following is a quantitative study, with a convenience sample of 117 adults, ranging in age from 18-73, to gather information about the public’s perspective towards extended foster care (EFC) and emerging adulthood. Topics varied from when foster youth should emancipate to when emerging adult children should move out of their parents’ homes. There is very little literature regarding the topic of EFC, which could impact the sustainability of this program as its objective is to help emerging adults transition more successfully into adulthood and out of the child welfare system. An online survey was created through Qualtrics with 25 questions. The link to the survey was distributed through text message and the social media website, Facebook. The results showed that the participants appear to believe that foster youth should stop receiving services at the age of 18 and emancipate out of care at the age of 21while also suggesting that emerging adults, not in foster care, should be self-sufficient and moved out of their parents’ home by the age of 23. These views could be due to the lack of awareness of the general population regarding the reality of the impact abuse, neglect, and life in the child welfare system can have on a developing child. Furthermore, the implication for the future of EFC is that foster youth may need continued assistance until the age of 23, perhaps in the form of housing vouchers as opposed to financial assistance.

The purpose of this study was to examine child welfare social workers’ attitudes, awareness, and understanding of the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth while in out-of-home placement. This study used quantitative data collection methods of social workers in three Southern California counties regarding these issues, and 27 such workers participated. It was found that only half of the child welfare social workers had received training on issues involving LGBTQ foster youth, but that the majority of those workers who received training were interested in learning more about the topic. It was also found that many workers had family, fiends, or colleagues who belonged to the LGBTQ community, and that this personal connection reduced the endorsement of heterocentristic views. Political orientation was also influential with liberal social workers being less inclined to endorse the idea that the world’s inhabitants should be heterosexual. The results found that many social workers either had none or were not aware of the presence of any LGBTQ foster youth on their caseloads. This was explained with a combination of the worker not enquiring or feeling that it was not appropriate to do so. Of those who indicated that they were aware of such youth, all stated that the youth shared their identities after being asked about it or after some time had passed in working with them. Also, those who acknowledged the presence of LGBTQ youth were more cognizant of identity development issues of LGBTQ youth, were more liberal politically, and had friends in the LGBTQ community. The limitations, recommendations for social work practice, policy, and suggested further research is also discussed.

The primary goal of this study was to explore whether individual resiliency factors measured by the Resilience Scale (RS) influence academic success for Bermudian foster care adolescents, a population previously unstudied in the literature. Academic vulnerability is a concern for foster care adolescents, and more empirical studies need to be conducted to increase understanding of the variables that affect academic success for this population. Resiliency is a conceptual framework based on a positive developmental focus. The purpose of this study was to gain insight into the relationship between resilience and academic success among 51 Bermudian foster care adolescents who attended Bermuda public schools. Achievement scores and grade point average (GPA) were used to ascertain participants' levels of academic success. This study employed a nonexperimental correlational design using a multiple regression to analyze the relationships. Results revealed a statistically significant positive relationship between resiliency and reading achievement but no relationship between resiliency and GPA and resiliency and math achievement. The finding of the positive relationship between resiliency and reading could influence policymakers to reexamine current education policies to stress the importance of ensuring that all at-risk adolescents identified in Bermuda Public Schools acquire adequate reading skills.

Objective – Some of the most vulnerable children and youths in our country are those in out of home care, and these children demonstrate higher rates of psychopathology and fare more poorly in school and in social relationships than their peers. Typically, when studying at risk populations, negative outcomes are examined, thereby ignoring those who do well despite their vulnerability. These children, who demonstrate positive patterns of functioning and development despite their exposure to adversity, are considered resilient. The objective of this study was to identify factors associated with a resilient outcome among children and youths in out of home care. Method – The study sample was comprised of 417 children 10 to 15 years old in Ontario who had been removed from their homes of origin and placed in out of home care. Predictor variables were selected based on previous research findings in the area of resilient outcome. In the cross-sectional study, a series of sequential logistic regression analyses were conducted to identify factors associated with a resilient outcome among children in out of home care. These children were then followed one year later. In the longitudinal study, another series of sequential logistic regression analyses were used to identify variables that were related to future resilient outcomes among the same children in out of home care. Results – The findings showed that many of the independent variables predicted resilient outcome on the different dimensions. Furthermore, overall resilient outcome was best predicted by the foster parental report of high sociability. Conclusion – The findings in the present study confirmed that there exists a subset of resilient children among children in out of home care. The findings allowed for the identification of some factors related to resilient outcome among this population. The practical implications of these findings are discussed.

This exploratory grounded theory study is a comparative analysis of kinship and foster care in the province of Ontario. This study sought the perspective of three constituent groups—caregivers (N=22), workers (N=14) and youth (N=9)—from both kinship and foster care constituent populations. The total number of participants was 45. This is one of the first comprehensive qualitative studies in the province of Ontario since the inception of the kinship model of practice implemented by the child welfare system in 2006. The study resonates with important practice, policy and research implications for Ontario and beyond. Recruitment for the study was generated through various child welfare organizations and a kin grandparents support network. Findings from each of the three groups include the following: (1) specialized kin workers recognize the complexities and unique needs of kinship placements; (2) foster parents and kin caregivers have very different needs related to training, financial remuneration and support; and (3) youth experience feelings of loneliness and frustration when moving to different placements, but also acknowledge the importance of relationships, particularly to their assigned worker. The analysis of these three group converges to a very simple but poignant conclusion: kinship programs are unique and require a level of intervention that is separate and discrete from the current foster care paradigm.

This exploratory grounded theory study is a comparative analysis of kinship and foster care in the province of Ontario. This study sought the perspective of three constituent groups—caregivers (N=22), workers (N=14) and youth (N=9)—from both kinship and foster care constituent populations. The total number of participants was 45. This is one of the first comprehensive qualitative studies in the province of Ontario since the inception of the kinship model of practice implemented by the child welfare system in 2006. The study resonates with important practice, policy and research implications for Ontario and beyond. Recruitment for the study was generated through various child welfare organizations and a kin grandparents support network. Findings from each of the three groups include the following: (1) specialized kin workers recognize the complexities and unique needs of kinship placements; (2) foster parents and kin caregivers have very different needs related to training, financial remuneration and support; and (3) youth experience feelings of loneliness and frustration when moving to different placements, but also acknowledge the importance of relationships, particularly to their assigned worker. The analysis of these three group converges to a very simple but poignant conclusion: kinship programs are unique and require a level of intervention that is separate and discrete from the current foster care paradigm.