A meta-analytic review of parenting interventions in foster care and adoption

Foster and adoptive parents often face challenges while taking care of children who, due to their adverse early life experiences, are at risk of developing insecure attachment relationships, behavior problems, and stress dysregulation. Several intervention programs have been developed to help foster and adoptive parents to overcome these challenges. In the current study, a series of eight meta-analyses were performed to examine the effectiveness of these intervention programs on four parent outcomes (sensitive parenting, k = 11, N = 684; dysfunctional discipline, k = 4, N = 239; parenting knowledge and attitudes, k = 7, N = 535; parenting stress, k = 18, N = 1,306), three child outcomes (attachment security, k = 6, N = 395; behavior problems, k = 33, N = 2,661; diurnal cortisol levels, k = 3, N = 261), and placement disruption (k = 7, N = 1,100). Results show positive effects for the four parent outcomes and child behavior problems, but not for attachment security, child diurnal cortisol levels, or placement disruption. Indirect effects on child outcomes may be delayed, and therefore long-term follow-up studies are needed to examine the effects of parenting interventions on children.

Retaining foster carers during challenging times: the benefits of embedding reflective practice into the foster care role

Retaining high quality foster carers and helping them to manage the intense emotional impact of caring for young traumatised children is still a major challenge. While foster carer training helps in the short term, international findings suggest that training and support structures alone may not sustain foster carers when times get tough. This article considers the benefits of embedding reflective practice into the role of foster carers. It draws on a qualitative study of five foster carers and two birth mothers receiving specialist help whose children have experienced severe trauma, early neglect and/or abuse and who attend a residential special school for primary-aged children where staff reflective practice is at the core of its work. The carers of all new pupils during a 12-month period were interviewed at the start of placement and one year later and the emerging themes were identified. All of the foster carers reported that after the first year children were less violent and aggressive and more able to verbalise their feelings. Some also began to change their perception of their child’s difficulties. The birth parents also reported improvements but the focus of their concerns and details of the benefits were different. The article argues that in addition to training, all carers who look after severely traumatised children would benefit from regular opportunities to genuinely reflect on the impact that their caring role has on them and that their children’s development will be enhanced by the reduction in challenging behaviour and the risk of placement disruption. However, within the reflective process, different groups of carers will have their own particular concerns.

The Springfield Project service: evaluation of a Solihull Approach course for foster carers

Many young people in care have experienced trauma. The emotional and behavioural issues that often ensue, along with foster carers’ varying levels of confidence and skills, are cited as the main reasons for placement disruption. Placement breakdown can represent a further trauma for young people and is also highly costly for local authorities. The need for interventions to develop foster carers’ competence and confidence in understanding and managing foster children’s behaviour is therefore significant. The Solihull Approach (SA) promotes the parent and child relationship by emphasising the need for emotional containment and a reciprocal relationship so as to form a framework for thinking about, understanding and effectively managing behaviour. The ‘Solihull Approach course for foster carers: understanding your foster child’s behaviour’ is a 12-week programme tailored to the demands of this task. It has been run within the Springfield Project in Fife, Scotland for the past four years. In the reported study 83 participants completed evaluation forms. A thematic analysis of their replies revealed that the most important things learned were: taking a step back; understanding the effects of trauma; reciprocity; communication and play; containment (of my child); understanding my child; and the ability to offload when full up. The course helped participants to better understand their foster child by clarifying the nature of the relationship and their role, understanding the impact of the child’s early experiences and appreciating that she or he is not to blame. Participants took from the course: increased understanding; being part of the group; staying calm and thinking before they act; feeling more confident; and looking after themselves and seeking containment. Pre- and post-Child Behaviour Checklist (CBCL) questionnaires were collected from 34 carers with children in the six to 18 age group and 13 looking after children aged one-and-a-half to five years. Paired samples t-tests revealed no statistically significant difference in pre- and post-scores in either the six- to 18-year-olds (t(33) = 1.6, p = 0.114) or the one-and-a-half- to five-year-olds (t(12) = 2, p = 0.069). Possible reasons for this and its implications are explored. However, the identified qualitative themes suggest that the aims of the training are being met. There was a strong overall sense that foster carers found the course helpful and informative, suggesting that it could represent a valuable intervention for promoting placement security.