Pub Date : 2022-12-01DOI: 10.1177/03085759221139490
Megan Hollett, A. Hassett, Virginia Lumsden
Whilst it has been suggested that fostering involves being both a parent and a professional, little is known about how foster carers manage these roles. This study aimed to develop an explanatory theory and model of the processes involved in fostering looked after children and the relationship between the roles of parent and professional. Ten foster carers offering intended long-term placements to looked after children and five social care professionals who provide support to foster carers were interviewed. Data were analysed using grounded theory. A preliminary model was developed which suggested that the relationship between the two roles changed over time. Many described initially identifying with the parental role before experiencing challenges that necessitated also taking a professional one. Over time, these separate roles appeared to blend and become interconnected, such that foster carers became ‘professional–parents’. These findings extend our understanding of the complexity of the foster carer role and may link to existing role theories. They may also have important clinical implications for the support and training of foster carers, particularly in the early stages of the fostering journey. Further research, including the use of more diverse samples, is needed to extend these findings.
{"title":"Foster caring as ‘professional parenting’: A grounded theory of the relationships between parent and professional in long-term foster care","authors":"Megan Hollett, A. Hassett, Virginia Lumsden","doi":"10.1177/03085759221139490","DOIUrl":"https://doi.org/10.1177/03085759221139490","url":null,"abstract":"Whilst it has been suggested that fostering involves being both a parent and a professional, little is known about how foster carers manage these roles. This study aimed to develop an explanatory theory and model of the processes involved in fostering looked after children and the relationship between the roles of parent and professional. Ten foster carers offering intended long-term placements to looked after children and five social care professionals who provide support to foster carers were interviewed. Data were analysed using grounded theory. A preliminary model was developed which suggested that the relationship between the two roles changed over time. Many described initially identifying with the parental role before experiencing challenges that necessitated also taking a professional one. Over time, these separate roles appeared to blend and become interconnected, such that foster carers became ‘professional–parents’. These findings extend our understanding of the complexity of the foster carer role and may link to existing role theories. They may also have important clinical implications for the support and training of foster carers, particularly in the early stages of the fostering journey. Further research, including the use of more diverse samples, is needed to extend these findings.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"24 1","pages":"413 - 436"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77353975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1177/03085759221135203
C. Blackburn, Elaine Matchett
In the UK, fostering is the principal way of looking after children in care. Foster carers have been reported to be motivated to undertake this task by an intrinsic desire to nurture and improve the lives of young people. However, the work faces numerous challenges, especially with regard to relationships with other professionals involved in children’s lives and a lack of support for young people with complex needs. Allegations made against carers also increase the potential for carer stress and an exit from fostering. This article reports the findings from an online survey of 422 foster carers in England, complemented by eight in-depth interviews. Although this research was undertaken during the global Covid-19 pandemic when schools and other social settings were closed for prolonged periods, which had some effect on participants’ responses, the issues raised were enduring rather than ephemeral. The findings highlight the two key themes of ‘transformative professional relationships’ and ‘translations of professional love’. Recommendations for professional training across disciplines are suggested.
{"title":"‘A little piece of my heart goes with each of them’: Foster carer reflections on current fostering practice","authors":"C. Blackburn, Elaine Matchett","doi":"10.1177/03085759221135203","DOIUrl":"https://doi.org/10.1177/03085759221135203","url":null,"abstract":"In the UK, fostering is the principal way of looking after children in care. Foster carers have been reported to be motivated to undertake this task by an intrinsic desire to nurture and improve the lives of young people. However, the work faces numerous challenges, especially with regard to relationships with other professionals involved in children’s lives and a lack of support for young people with complex needs. Allegations made against carers also increase the potential for carer stress and an exit from fostering. This article reports the findings from an online survey of 422 foster carers in England, complemented by eight in-depth interviews. Although this research was undertaken during the global Covid-19 pandemic when schools and other social settings were closed for prolonged periods, which had some effect on participants’ responses, the issues raised were enduring rather than ephemeral. The findings highlight the two key themes of ‘transformative professional relationships’ and ‘translations of professional love’. Recommendations for professional training across disciplines are suggested.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"13 1","pages":"383 - 396"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88264571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/03085759221118958
R. Bullock
Almost every day over the past few years, the media have reported shocking incidents and systemic failures in children’s services. At the same time, the system has been deluged with reports exposing worrying situations and proposing solutions. Debussy’s comment on Beethoven’s Choral Symphony that ‘It’s a wonder it hasn’t been submerged entirely beneath the mass of words it has excited’ seems apposite.
{"title":"What should we do with the wealth of information and recommendations for change?","authors":"R. Bullock","doi":"10.1177/03085759221118958","DOIUrl":"https://doi.org/10.1177/03085759221118958","url":null,"abstract":"Almost every day over the past few years, the media have reported shocking incidents and systemic failures in children’s services. At the same time, the system has been deluged with reports exposing worrying situations and proposing solutions. Debussy’s comment on Beethoven’s Choral Symphony that ‘It’s a wonder it hasn’t been submerged entirely beneath the mass of words it has excited’ seems apposite.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"36 1","pages":"223 - 226"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74774264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/03085759221121675
J. Hawksley, I. Bennett
{"title":"Rising levels of obesity and medical problems for prospective substitute carers in Gloucestershire","authors":"J. Hawksley, I. Bennett","doi":"10.1177/03085759221121675","DOIUrl":"https://doi.org/10.1177/03085759221121675","url":null,"abstract":"","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"7 1","pages":"347 - 353"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79270351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/03085759221121354
Rebecca Lucas, Paul Dickerson, John P Rae, Andreea Tudor, C. Essau
Training programmes for the carers of adopted and looked after children have mixed efficacy, and the beneficial effects of their specific components are unclear. This article seeks to address this deficiency by assessing the impact of a parenting training programme distinguished by the inclusion of immersive videos. Eleven adoptive parents, seven foster carers and four special guardians participated. A mixed methods approach comprising questionnaires and interviews was utilised with data collected before, during and after training. Overall satisfaction with the training and trainers was high, and participants reported increased understanding and greater empathy regarding children’s early-life trauma and neglect (ELTN), plus enhanced competence and confidence in addressing any associated behavioural challenges. Qualitative analysis revealed differences in trainees’ responses according to the extent of their carer experience, with those relatively new to the work appreciating open-ended discussion and more experienced carers preferring discourse and role play that focused on the issues important to them. All participants valued the immersive videos, especially one that gave a toddler’s visual point of view in an environment where he was alternately shouted at and neglected. The study concluded that training programmes that include immersive videos can improve parenting knowledge and skills and that future research should examine their impact on child outcomes.
{"title":"The impact of immersive video on a parenting programme for adoptive parents, foster carers and special guardians","authors":"Rebecca Lucas, Paul Dickerson, John P Rae, Andreea Tudor, C. Essau","doi":"10.1177/03085759221121354","DOIUrl":"https://doi.org/10.1177/03085759221121354","url":null,"abstract":"Training programmes for the carers of adopted and looked after children have mixed efficacy, and the beneficial effects of their specific components are unclear. This article seeks to address this deficiency by assessing the impact of a parenting training programme distinguished by the inclusion of immersive videos. Eleven adoptive parents, seven foster carers and four special guardians participated. A mixed methods approach comprising questionnaires and interviews was utilised with data collected before, during and after training. Overall satisfaction with the training and trainers was high, and participants reported increased understanding and greater empathy regarding children’s early-life trauma and neglect (ELTN), plus enhanced competence and confidence in addressing any associated behavioural challenges. Qualitative analysis revealed differences in trainees’ responses according to the extent of their carer experience, with those relatively new to the work appreciating open-ended discussion and more experienced carers preferring discourse and role play that focused on the issues important to them. All participants valued the immersive videos, especially one that gave a toddler’s visual point of view in an environment where he was alternately shouted at and neglected. The study concluded that training programmes that include immersive videos can improve parenting knowledge and skills and that future research should examine their impact on child outcomes.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"26 1","pages":"227 - 246"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83294446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1177/03085759221129878a
Kerry O'Halloran
the new hearings at first instance could reach the same decisions. Many judgements are circulated in draft to allow corrections and amendments, where necessary, before the perfected version is handed down. Given the importance of rigorous analysis and the impact of a failure to record this in the judgement, should the draft judgement be checked for analysis as well as for errors? It might require a bold advocate to ask a judge to ‘show your workings’ if a judgement is lacking, but it is clear that the appellate courts are not going to infer proper analysis if none is explicitly recorded.
{"title":"Northern Ireland","authors":"Kerry O'Halloran","doi":"10.1177/03085759221129878a","DOIUrl":"https://doi.org/10.1177/03085759221129878a","url":null,"abstract":"the new hearings at first instance could reach the same decisions. Many judgements are circulated in draft to allow corrections and amendments, where necessary, before the perfected version is handed down. Given the importance of rigorous analysis and the impact of a failure to record this in the judgement, should the draft judgement be checked for analysis as well as for errors? It might require a bold advocate to ask a judge to ‘show your workings’ if a judgement is lacking, but it is clear that the appellate courts are not going to infer proper analysis if none is explicitly recorded.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"27 1","pages":"340 - 344"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83317084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/03085759221117619
P. Dugmore, Bethan Morris, E. Durling, Rachel James
Once children are placed with adoptive families, their new parent(s) must learn to understand their unique communications and respond sensitively to them. This is essential for building the bond between parent and child and laying down successful foundations for lasting placements. The Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP–SD) is a parental sensitivity-focused intervention offered to all adoptive families in the Netherlands. This small-scale study considers the experience of adoptive families offered a version of VIPP–SD adapted for adoptive families in the UK and explores the difference that this type of post-placement support can make to them. It outlines the policy framework around this area and provides a summary of existing research, showing the impact of video intervention on parental sensitivity and attunement. The experience of the intervention, as described by the participating adoptive parents, suggests that there are clear benefits in offering it to adoptive families in the UK.
{"title":"Using video feedback to support adoptive families in the UK: An exploratory pilot study","authors":"P. Dugmore, Bethan Morris, E. Durling, Rachel James","doi":"10.1177/03085759221117619","DOIUrl":"https://doi.org/10.1177/03085759221117619","url":null,"abstract":"Once children are placed with adoptive families, their new parent(s) must learn to understand their unique communications and respond sensitively to them. This is essential for building the bond between parent and child and laying down successful foundations for lasting placements. The Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP–SD) is a parental sensitivity-focused intervention offered to all adoptive families in the Netherlands. This small-scale study considers the experience of adoptive families offered a version of VIPP–SD adapted for adoptive families in the UK and explores the difference that this type of post-placement support can make to them. It outlines the policy framework around this area and provides a summary of existing research, showing the impact of video intervention on parental sensitivity and attunement. The experience of the intervention, as described by the participating adoptive parents, suggests that there are clear benefits in offering it to adoptive families in the UK.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"35 1","pages":"268 - 285"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81379266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/03085759221112449
M. Egan, Anne B O’Connor, J. Egan
There is limited research into the experiences of adopted individuals in adulthood despite the fact that adoption is a lifelong process. One key element of adoption is the processing and integration of one’s adoptive identity. This becomes increasingly salient in adulthood and especially so when becoming a parent as it leads to a re-examination of the individual’s adoptive narrative. However, this phenomenon is not well researched and lacks a theoretical framework. This study employed a classic grounded theory (CGT) methodology to develop a theory that explains how adopted individuals readjust their adoptive identity when they become parents. Twelve interviews were conducted with adoptees who had become parents and analysed using CGT. From this data, the theory of Creating a New Narrative emerged to chart the process and explain how adopted individuals readjust their adoptive identity in parenthood. It involves parents revisiting their adoption narrative and being empowered to reclaim their identity, rescript their family concept and parenting values and expand their repertoire for navigating hypervigilance regarding rejection. All of these elements are influenced by the level of openness and acceptance parents have experienced in relation to their adoptive status. The model thus provides a new theoretical framework that integrates the various research findings in this area.
{"title":"Creating a New Narrative: A theory of how adopted individuals readjust their adoptive identity in parenthood","authors":"M. Egan, Anne B O’Connor, J. Egan","doi":"10.1177/03085759221112449","DOIUrl":"https://doi.org/10.1177/03085759221112449","url":null,"abstract":"There is limited research into the experiences of adopted individuals in adulthood despite the fact that adoption is a lifelong process. One key element of adoption is the processing and integration of one’s adoptive identity. This becomes increasingly salient in adulthood and especially so when becoming a parent as it leads to a re-examination of the individual’s adoptive narrative. However, this phenomenon is not well researched and lacks a theoretical framework. This study employed a classic grounded theory (CGT) methodology to develop a theory that explains how adopted individuals readjust their adoptive identity when they become parents. Twelve interviews were conducted with adoptees who had become parents and analysed using CGT. From this data, the theory of Creating a New Narrative emerged to chart the process and explain how adopted individuals readjust their adoptive identity in parenthood. It involves parents revisiting their adoption narrative and being empowered to reclaim their identity, rescript their family concept and parenting values and expand their repertoire for navigating hypervigilance regarding rejection. All of these elements are influenced by the level of openness and acceptance parents have experienced in relation to their adoptive status. The model thus provides a new theoretical framework that integrates the various research findings in this area.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"2 1","pages":"318 - 335"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90138755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/03085759221117862
S. McIntosh, K. Woods, Andi Stother
Many adopted children face challenges at school and college which adversely affect their experience and attainment. Without effective post-adoption support, they are at an increased risk of being excluded from or opting out of education. While this has been confirmed by research, there has been less discussion of the problems children face and the services they find helpful. This is especially the case for those over the age of 16 (the statutory school leaving age in the UK). To explore this, semi-structured interviews were conducted with five adopted young people aged between 16 and 19. A thematic analysis of their responses identified four factors that help them continue in post-16 education: (1) a positive self-identity; (2) supportive people; (3) supportive approaches; and (4) supportive systems. Participants identified the benefits of staff appreciating the needs of adopted children and the features that promote an ‘adoption-friendly’ ethos in schools and colleges. The implications of these observations for understanding the educational needs of adopted young people, practice development and future research are discussed. Attention is drawn to the importance of multi-agency work and the role of adopted young people in steering and co-producing effective support in educational settings.
{"title":"Continuing in post-16 education: The views of adopted young people","authors":"S. McIntosh, K. Woods, Andi Stother","doi":"10.1177/03085759221117862","DOIUrl":"https://doi.org/10.1177/03085759221117862","url":null,"abstract":"Many adopted children face challenges at school and college which adversely affect their experience and attainment. Without effective post-adoption support, they are at an increased risk of being excluded from or opting out of education. While this has been confirmed by research, there has been less discussion of the problems children face and the services they find helpful. This is especially the case for those over the age of 16 (the statutory school leaving age in the UK). To explore this, semi-structured interviews were conducted with five adopted young people aged between 16 and 19. A thematic analysis of their responses identified four factors that help them continue in post-16 education: (1) a positive self-identity; (2) supportive people; (3) supportive approaches; and (4) supportive systems. Participants identified the benefits of staff appreciating the needs of adopted children and the features that promote an ‘adoption-friendly’ ethos in schools and colleges. The implications of these observations for understanding the educational needs of adopted young people, practice development and future research are discussed. Attention is drawn to the importance of multi-agency work and the role of adopted young people in steering and co-producing effective support in educational settings.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"35 1","pages":"286 - 301"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87456125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/03085759221116412
Anna Koprowicz, Iwona Gumowska
Moving to independent adulthood constitutes a difficult developmental challenge for all young people. But it can be especially hard for those in foster care who often lack support from their birth families and struggle with concerns about their future. The aim of this study was to investigate the circumstances that contribute to the future anxiety affecting looked after children in Poland as they move to independence. A quantitative methodology was used, the results of which show that the future anxiety of young people in foster care correlates with their age, source of income and continuation of education but not with gender, place of residence, type of care placement, current housing, intensity of relationships or current level of education. A similar study of a comparison group of young people who were not looked after and living with their birth families found no differences between the two groups in levels of general anxiety. The findings indicate that future anxiety is common among all young people moving to independence but that for some young people in care, it is sufficiently severe as to impair their progress. The risk and protective factors associated with this are highlighted. The findings also suggest that mentoring is an especially effective way of helping them make a successful transition.
{"title":"Is the future frightening? Anxiety among young people in care in Poland as they move to independence","authors":"Anna Koprowicz, Iwona Gumowska","doi":"10.1177/03085759221116412","DOIUrl":"https://doi.org/10.1177/03085759221116412","url":null,"abstract":"Moving to independent adulthood constitutes a difficult developmental challenge for all young people. But it can be especially hard for those in foster care who often lack support from their birth families and struggle with concerns about their future. The aim of this study was to investigate the circumstances that contribute to the future anxiety affecting looked after children in Poland as they move to independence. A quantitative methodology was used, the results of which show that the future anxiety of young people in foster care correlates with their age, source of income and continuation of education but not with gender, place of residence, type of care placement, current housing, intensity of relationships or current level of education. A similar study of a comparison group of young people who were not looked after and living with their birth families found no differences between the two groups in levels of general anxiety. The findings indicate that future anxiety is common among all young people moving to independence but that for some young people in care, it is sufficiently severe as to impair their progress. The risk and protective factors associated with this are highlighted. The findings also suggest that mentoring is an especially effective way of helping them make a successful transition.","PeriodicalId":92743,"journal":{"name":"Adoption & fostering","volume":"33 1","pages":"302 - 317"},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82506579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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