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Is Foster-Parent Training Worthwhile?
Abstract
A two-year follow-up evaluation was conducted for a foster-parent training program. The sample involved 105 foster families with 267 children placed in their homes. The study design explicitly took into consideration the sex, age, behavior, and number of prior placements of the foster children, the experience of the foster parents, the maximum number of foster children in the home at one time, and whether training occurred before or after the children were placed. This was done to eliminate the possibility that these factors, rather than training, produced the observed relationships. The analysis found that foster-parent training reduced the incidence of aborted placements, increased the probability of desirable placement outcomes, and substantially increased the probability of foster parents remaining licensed. The implications of foster-parent training for short- and long-term placements, recurrent placements, and high-risk children are discussed.
... Some of the foster family related disruptions are unavoidable, such as a foster parent dying or foster families moving out of the area (James, 2004). Many of the other reasons, however, were related to unrealistic expectations by foster families (Lutz, 2003), and foster parents' lack of experience (Boyd & Remy, 1978;Rhodes et al., 2001). Also, foster parents' parenting style has been found to be related to placement stability; an authoritarian style of discipline appears to be less effective, whereas being nurturing, flexible, and able to set limits appears most effective (Crum, 2010). ...
... Many of the approaches designed to increase placement stability focus on providing foster parents with the tools they need to parent children who are placed in their homes. Research has shown the potential for foster parent training to support placement stability, although effective trainings appear to be those that target specific factors related to disruptions, such as learning effective skills in child behavior management (Boyd & Remy, 1978;Chamberlain et al., 2006;Dorsey et al., 2008). The Multidimensional Treatment Foster Care (MTFC) model is an evidence-based approach that involves placing foster children in highly trained and supervised foster homes (Chamberlain, 2003). ...
States are under increasing pressure to reduce the number of placements of foster children. Initial results from the federal Child and Family Service Reviews (CFSR) of 48 states found that only 40% of states met targets for placement stability. Consequently, many states have had to identify approaches to increase placement stability as a part of their Program Improvement Plans (PIPs). Semi-structured interviews were conducted with 44 state and county child welfare administrators, supervisors, managers, staff members, and/ or foster parents from 33 states to gain an understanding of the range of approaches that states are using. Thematic analysis of the interviews revealed that states are using the following nine approaches to reduce the incidence of foster home disruptions: improving services to foster children, placement-matching, recruitment of foster parents, services and support to foster parents, training, consultation and collaboration, collab-orative team approaches, involvement of biological parents, and prevention. Although 91% of states are using five to nine of these approaches to reduce placement disruption, few states are systematically evaluating the effects of these programs. More research is needed to focus on the effectiveness of the various approaches that states are using to address placement disruptions. Published by Elsevier Ltd.
... A recent study provided evidence that training substantially increased the probability of foster parents staying licensed (Boyd & Remy, 1978). That study explicitly considered the age and number of prior placements of the children, the experience of the foster parents, the number of children in the home at one time, and whether training occurred before or after children were placed. ...
... These were the placement duration, the placement outcome, and the placement rating. Training influenced all outcomes prior to and including licensing (Boyd & Remy, 1978). The current analysjs considers only one placement outcome. ...
A two-year follow-tip evaluation was conducted for a foster parent training program. Data were collected from 105 families with 267 foster children. A substantial positive effect of training on licensing outcomes is observed even after controlling for the foster parent's personal qualities of assertiveness and activism, and children's risk characteristics. The process by which training brought about its benefits is illuminated in terms of foster parent program participation. Licensing rates for various combinations of foster parent characteristics, child risk characteristics, and foster parent training are examined to pinpoint where training helped the most and the least. The discussion concludes with an argument for the mandatory training of foster parents.
... Pasztor and Evans (1992) observed that although parental training dates back as far as the 1800s, foster carer training is a recent devel-opment, with a series of studies conducted from the late 1970s onwards. These studies focussed on the role of training in promoting enhanced caring attitudes and skills, reduced behavioural problems, improved relationships between foster carers and child welfare agencies and decreased foster carer attrition (Boyd & Remy, 1978;Gibbs et al., 2004;Hampson et al., 1983;Lee & Holland, 1991;Runyan & Fullerton, 1981;Simon & Simon, 1982). Likewise, a lack of training was associated with failed placements (Runyan & Fullerton, 1981). ...
... These results were unexpected as previous research suggests training is beneficial. It has been observed in studies from an early period that enhanced caring attitudes and skills, reduced behavioural problems in foster children, improved relationships between foster carers and child welfare agencies and decreased foster carer attrition are associated with foster carer training (Boyd & Remy, 1978;Hampson, 1983;Lee & Holland, 1991;Runyan & Fullarton, 1981;Simon & Simon, 1982;Wilson et al., 2004). ...
... The discussion of the professionalization of foster care naturally leads to a discussion around training for caregivers. It has been argued that training for foster parents contributes to a reduction in placement breakdowns, improved outcomes for placements and improved retention of foster parents (Boyd & Remy, 1978 is also intended to standardize foster care provision across jurisdictions. The assumption is that training will address placement breakdowns where lack of skill on the foster parent's part was one of the contributing factors. ...
... Several studies have assessed the efficacy of formal training interventions on outcomes related to foster carers and the children in their care. One study found that foster carer training reduced the incidence of aborted placements and increased the probability of desirable placement outcomes (Boyd and Remy, 1978). ...
There are many theories as to what form good-quality parenting should take. Attachment theory emphasises providing a secure base through sensitive responding at times of emotional need. Social learning theory outlines the need for firm limits in addition to the promotion of positive interchanges. These theories are supported by numerous quantitative research studies investigating which parenting styles are associated with better outcomes for children in general and for those with additional needs due to prior abuse or emotional and behavioural difficulties. However, there have been few systematic qualitative studies asking children themselves about their care experiences, particularly with abused or neglected children who are now safe in foster care. Using an adapted version of the Child Attachment Interview, we interviewed 12 children aged 13 to 15 years, who had been taken into care due to abuse and fostered for at least six months, with the aim of exploring their attachment to their birth parents, foster carers and attitudes to different parenting styles in general. Transcripts were analysed using the qualitative technique of Interpretative Phenomenological Analysis. Overall, the abused children spoke more positively of foster care than the care provided by their birth parents. Parenting techniques mentioned in positive terms were a clear disciplinary style, setting firm boundaries, nurturing care, enjoyable time together and mentoring further development. Negative themes included angry or inconsistent disciplinary styles, failure to set appropriate boundaries, rejecting and neglectful behaviour, a lack of joint activities, a chaotic lifestyle and parental illness.
This study provides a unique perspective on parenting, as the children studied have experienced both poor parenting and reasonably normal care. The findings are applicable to care provided for fostered children and could be relevant to the upbringing of children in general.
There is a lack of evidence about the efficacy of behavioural or cognitive‐behavioural training interventions for foster carers. The programmes are intended to assist foster carers in the management of the difficult behaviour of looked‐after children and to provide competent care.
This Campbell/Cochrane systematic review, supported by Nordic Campbell Center, finds no evidence of the efficacy of the programmes. On the contrary, there is a need to further investigate whether such programmes may be harmful to looked‐after children
Abstract
Background
The provision of training for foster carers is now seen as an important factor contributing to the successful outcome of foster care placements. Since the late 1960s, foster carer training programs have proliferated, and few of the many published and unpublished training curricula have been systematically evaluated. The advent of cognitive‐behavioural therapy (CBT) and the research evidence demonstrating its effectiveness as a psychotherapeutic treatment of choice for a range of emotional and behavioural problems, has prompted the development of CBT‐based training programmes. CBT approaches to foster care training derive from a ‘skill‐based’ training format that also seeks to identify and correct problematic thinking patterns that are associated with dysfunctional behaviour by changing and/or challenging maladaptive thoughts and beliefs.
Objectives
To assess the effectiveness of cognitive‐behavioural training interventions in improving a) looked‐after children's behavioural/relationship problems, b) foster carers’ psychological well‐being and functioning, c) foster family functioning, d) foster agency outcomes.
Search strategy
We searched databases including: CENTRAL (Cochrane Library Issue 3, 2006), MEDLINE (January 1966 to September 2006), EMBASE (January 1980 to September 2006), CINAHL (January 1982 to September 2006), PsyclNFO (January 1872 to September 2006), ASSIA (January 1987 to September 2006), LILACS (up to September 2006), ERIC (January 1965 to September 2006), Sociological Abstracts (January 1963 to September 2006), and the National Research Register 2006 (Issue 3). We contacted experts in the field concerning current research.
Selection criteria
Random or quasi randomised studies comparing behavioural or cognitive‐behavioural‐based training intervention (in a group or one‐to‐one settings or both) versus a no‐treatment or wait‐list control, for foster parents/carers.
Data collection & analysis
Two authors independently assessed trial quality and extracted data. We contacted study authors for additional information.
Main results
Six trials involving 463 foster carers were included. Behavioural and cognitive‐behavioural training interventions evaluated to date appear to have very little effect on outcomes relating to looked‐after children, assessed in relation to psychological functioning, extent of behavioural problems and interpersonal functioning. Results relating to foster carer(s) outcomes also show no evidence of effectiveness in measures of behavioural management skills, attitudes and psychological functioning. Analysis pertaining to fostering agency outcomes did not show any significant results. However, caution is needed in interpreting these findings as their confidence intervals are wide.
Reviewers’ conclusions
There is currently little evidence about the efficacy of behavioural or cognitive‐behavioural training intervention for foster carers. The need for further research in this area is highlighted.
The experience of early abuse and neglect can predispose victims to mental health problems. Mental health awareness as an aspect of mental health literacy can prevent deterioration in mental health and promote post-abuse recovery. The lack of research on mental health awareness in carers means there is little understanding regarding the association between mental health awareness and their looked after children's emotional and mental health needs. This study examined the impact of a counselling skills intervention on foster carers' confidence in their mental health awareness and their ability to cope. This was done by enhancing communication skills. Foster carers undertook a training course in counselling skills of 30 hours duration. Data were collected before and after the course. Results indicated that foster carers believed they had a better understanding of looked after children's emotional needs and their mental health. This study highlights the need for further training for foster carers.
This paper presents the findings of a study into current induction practices in foster care agencies throughout Victoria. Eighty per cent of registered agencies responded to a mailed questionnaire exploring: the means of initial contact for prospective foster families, information and pre-service education sessions, assessment of families and the ongoing relationship between new foster families and the foster care agency.
Educational strategies are explored and the issue of worker continuity is discussed in relation to foster family retention and maintaining commitment through early placement difficulties.
Placement stability is of critical importance to the well-being of children in foster care and has an impact on other key outcomes. Placement decision-making that matches children with placement resources is often cited as a practice that impacts placement stability, but little research exists to inform this practice. The focus of this research is on a child assessment tool that was developed to determine the appropriate level of care, which serves as one component of a web-based matching system that pulls together child and placement information used to inform the placement decision. The research examines the relationship between the child assessment subscale domains and placement stability for first and subsequent placement decisions and evaluates the stability of placements made in and outside of the indicated level of care.
The overwhelming majority of children boarded out with foster parents are still at the younger end of the age range, but many public and voluntary agencies have established special placement projects to find families for adolescents, teenagers or other traditional “hard to place” groups. Anxiety of placements which “fail” is no less prevalent among this older group as the effects of disruption are perhaps more strongly felt. This paper is an empirical investigation into the factors which cause placements to fail in one such special fostering scheme: the Kent Family Placement Scheme (KFPS). Using routine monitoring procedures we explore the factors which are associated with, and predictive of, placement breakdown. A further aim has been to comment on the research methodology commonly used in previous breakdown research, which has rarely taken full advantage of the data collected. A description of the KFPS and a brief discussion of alternate measures of outcomes and definitions of breakdown are followed by an exposition of logit analysis — the methodology employed in this study. The results of these analyses — in which we successfully predict 79 per cent of placement outcomes — are reported under three heads: teenager characteristics, foster placement characteristics and child care practices. Implications for care practice are highlighted.
ResearchGate has not been able to resolve any references for this publication.