Fostering Children with Sexualised Behaviour

Hardwick, Louise

doi:10.1177/030857590502900205

Cited by 6 publications

(9 citation statements)

References 20 publications

(44 reference statements)

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“…Youth with this perspective indicated not wanting an emotional connection to foster parents and professionals, but instead an instrumental, professional relationship characterized by a limited sense of belonging. This emotional distance and the high care needs of sexually abused children are also found in other studies (Farmer and Pollock 2003 ; Hardwick 2005 ). These children may have difficulties establishing close relationships because of the specific nature of sexual abuse.…”

Section: Discussionsupporting

confidence: 83%

Psychosocial Needs of Children in Foster Care and the Impact of Sexual Abuse

Ellingsen

Steen²,

Grietens³

2017

J Child Fam Stud

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Children in family foster care, especially those who have experienced sexual abuse, require a safe and nurturing environment in which their psychosocial needs are met. However, there is limited knowledge on how youth prioritize various needs and what impact previous experiences have on these needs. In this study, we asked youth (formerly) in family foster care to indicate their psychosocial needs, and analyzed if youth with a history of sexual abuse have different needs. A Q methodological study was conducted with 44 youth (age 16–28). Fifteen of them reported sexual abuse during their childhood. Using by-person factor analyses, respondents who share similar subjective views were grouped together. Qualitative interpretations of the factors show differences and similarities between and within the two groups, related to help from others, being independent, processing the past, and working toward the future. Although the needs of youth with and without experiences of sexual abuse seem mostly similar, one group of sexually abused youth specifically indicated not wanting an emotional connection to foster parents, but instead a strictly instrumental, professional relationship. This study captured the diverse perspectives of youth themselves, revealing that children in foster care differ with regard to what they consider as (most) important safety, belonging, self-esteem and self-actualization needs.

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“…Within this, the child was punished for his/her 'immoral tendencies' and 'inherited traits', with little regard for the underlying reasons (e.g. abuse and neglect) for their (abnormal) behaviour and 'mental deficiencies' (Fisher et al, 2000;Hardwick, 2005). It was the complex interplay and nuance between conceptions of the moral/immoral, desirable/undesirable, degenerate, and capable/incapable child that guided practice with vulnerable children in the late 1800s, a legacy that can still be seen in social care decisions today, highlighting the need for greater reflection on conceptualisations and 'realities' of 'problem children' and the pathways to resilience inherent in this (Sims-Schouten, 2020; Ungar, 2002Ungar, , 2004Ungar, , 2005.…”

Section: Discussionmentioning

confidence: 99%

‘A troublesome girl is pushed through’: Morality, biological determinism, resistance, resilience, and the Canadian child migration schemes, 1883–1939

Sims-Schouten¹

2021

History of the Human Sciences

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This article critically analyses correspondence and decisions regarding children/young people who were included in the Canadian child migration schemes that ran between 1883 and 1939, and those who were deemed ‘undeserving’ and outside the scope of the schemes. Drawing on critical realist ontology, a metatheory that centralises the causal non-linear dynamics and generative mechanisms in the individual, the cultural sphere, and wider society, the research starts from the premise that the principle of ‘less or more eligibility’ lies at the heart of the British welfare system, both now and historically. Through analysing case files and correspondence relating to children sent to Canada via the Waifs and Strays Society and Fegan Homes, I shed light on the complex interplay between morality, biological determinism, resistance, and resilience in decisions around which children should be included or excluded. I argue that it was the complex interplay and nuance between the moral/immoral, desirable/undesirable, degenerate, and capable/incapable child that guided practice with vulnerable children in the late 1800s. In judgements around ‘deservedness’, related stigmas around poverty and ‘bad’ behaviour were rife. Within this, the child was punished for his/her ‘immoral tendencies’ and ‘inherited traits’, with little regard for the underlying reasons (e.g. abuse and neglect) for their (abnormal) behaviour and ‘mental deficiencies’.

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“…Dealing with aggressive behaviour Hardwick (2005) noted that children with sexually concerning behaviour also have anger-related and traumatised behaviours (wetting, cutting, etc), so it is important to develop safety and control in these areas too. Anger management programmes often prescribe coping mechanisms to be followed as though anger is in some way a discrete, easily identifiable behaviour.…”

Section: Creating a Safe Consistent Environmentmentioning

confidence: 99%

“…His relationship with Ron had strengthened too; it was noticeable how they exchanged knowing smiles and were relaxed and comfortable with one another. It is important to make male carers' roles explicit as they are especially liable to be sidelined as a result of fear of false allegations being made (Hardwick, 2005).…”

Section: Gaining Control Over Sexually Concerning Behavioursmentioning

confidence: 99%

“…Thus, they tend to have at least some degree of learning delay, a low level of social skills and a high degree of secretive behaviour and untruthfulness. They need clear rules, routines and expectations; to be kept safe; to know that they are safe; and that others are safe from them (Hardwick, 2005). Faced with the need to protect other children in the family, and themselves, from allegations, foster carers usually institute a number of safety measures, such as baby alarms to tell if the child leaves the bedroom in the night, rules about leaving bedroom doors open when playing upstairs and vigilance when the foster child is playing out with others.…”

Section: Creating a Safe Consistent Environmentmentioning

confidence: 99%

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