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Foster parents who stay licensed and the role of training
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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.
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... In one approach, the individual foster home is selected as the unit of analysis, with researchers studying the social, economic and psychological factors which affect any given family's reasons for becoming and remaining, or ceasing to remain a foster home (e.g. Boyd and Remy, 1979;Poulos, 1972;Jones, 1975;Whiehe, 1982). The second type of study focuses on the activities of child welfare agencies and government in their efforts to recruit and retain foster families (e.g. ...
... Palmer (1974), for example, found that foster placements handled by experienced social workers who helped foster parents, natural parents, and children deal with the separation were more likely to remain stable than those processed by less experienced social workers (see also Quinton, Rutter, & Liddle, 1984). Boyd and Remy (1979) found significant differences between trained and untrained foster parents with regard to the length of the children's placements. ...
Examines premises regarding the benefits and risks of parental access to children in permanent adoptive placements. These premises include the superiority of adoption over other forms of substitute care, the necessity of terminating contact with natural parents to develop and maintain relationships with substitute parents, the need for successful mourning as a prerequisite for new attachment, the presumed linear relationship between age and adoptability, the relationship between separation in childhood and later pathology, and the negative effects of parental access on the child's relationship with the foster family. The evidence regarding these issues appears inconclusive. Longitudinal research and clinical studies of children in care, with and without contact with the natural family, are needed to determine the consequences of separation from living parents in the context of permanency planning. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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.
The behavior setting is a useful unit for study of man-environment relationships, but research on this unit should go beyond static description to consider the question, “What events or processes mediate the influence of environments (behavior settings) on behavior?” In this context, several psychological theories are discussed: operant learning, observational learning, behavior setting theory, and social exchange theory. For each theory, research problems relevant to environmental planning and design are suggested.
Causal Modeling.: Quantitative Applications in the Social Sciences
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An Assertive Inventory for Use in Assessment and Research
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The Assertive Characteristics of Foster Parents: A Comparison to Normative Populations
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Foster Parenting: An integrative Review of the L~terature
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