Providing Foster Care for Adolescents: Barriers and Opportunities

Geiger, Jennifer M.; Hayes, Megan J.; Lietz, Cynthia A.

doi:10.1080/0145935x.2014.938736

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…This analysis revealed that preplacement training was fully mediated through this chain of mediators, suggesting that the amount of preplacement training positively contributes to both the level of agency support and the concurrent satisfaction a carer experiences. This finding supports previous research, which emphasizes the importance of training and preparation of foster carers such that they develop realistic expectations of the role, and the link between preparedness and higher levels of foster carer satisfaction and retention (Butcher, 2005;Geiger et al, 2014;Rhodes, Orme, & Buehler, 2001;Sinclair et al, 2004). Further, the level of agency support also determines, to some degree, a carer's level of satisfaction.…”

Section: Discussionsupporting

confidence: 89%

“…The importance of these types of carer training are consistent with those advocated by researchers who have focused on foster carer training as a means of professionalization of the role (Butcher, 2005) and also those focused on particular populations of foster children (e. g., teenagers; Geiger et al, 2014) A second aspect is perceived agency support, which can be increased not only by offering a range of support services beyond visits by caseworkers but also by being proactive in communicating these support services. Such services could involve little more than setting up platforms for foster carers to exchange experiences online, thus making it a very cost-effective measure, which may be useful to some carers, especially if they feel that they are dealing with their challenges in isolation.…”

Section: Discussionsupporting

confidence: 73%

“…Training modules found to be associated with higher ratings of agency support included those focusing on behaviour management, past experiences of foster children, management of mental and emotional health, teamwork with the agency, and support and self‐care. The importance of these types of carer training are consistent with those advocated by researchers who have focused on foster carer training as a means of professionalization of the role (Butcher, ) and also those focused on particular populations of foster children (e.g., teenagers; Geiger et al, ) or specific aspects of the foster placement (e.g., familial or parental factors; Buehler, Cox, & Cuddeback, ). These training topics contribute to the carer's understanding of the caring context, promote skills and knowledge to build confidence and a greater sense of control within the caring context, and outline the relationship between carer and the agency.…”

Section: Discussionsupporting

confidence: 69%

“…The agency‐related variables included in this investigation of carer satisfaction are those identified in prior literature as critical to the provision of high‐quality foster care and positive outcomes for children and identified as important in foster carer retention. These were the adequacy of staff and support from the agency (Butcher, ; Davidson‐Arad & Benbenishty, ; MacGregor et al, ; Maclay, Bunce, & Purves, ; Sellick, ; Triseliotis et al, ), financial remuneration (Kirton, ; Kirton, Beecham, & Ogilvie, ), and training (Butcher, ; Geiger, Hayes, & Lietz, ; Herbert & Wookey, ; MacGregor et al, ; Whenan et al, ).…”

Section: Foster Carer Satisfactionmentioning

confidence: 99%

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What can agencies do to increase foster carer satisfaction?

Randle

Miller

Dolničar

2017

Child & Family Social Work

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Stable, long‐term foster care homes are critical to ensuring a safe and nurturing childhood for many children worldwide. Greater foster carer satisfaction is associated with increased carer retention and is therefore critical in securing such stable homes for children. The purpose of this study is to determine which factors associated with foster care agencies contribute to higher levels of foster carer satisfaction. Results from a longitudinal study of 137 foster carers indicate that perceived adequacy of agency support, preplacement training, money to cover placement expenses, and a good match between the carer and the child are predictive of higher foster carer satisfaction. A mediation model further points to the provision of preplacement training as key to ensuring higher levels of satisfaction. Results offer new insights into factors related to foster carer retention and provide guidance to foster care agencies about actions that they can take to maximize the retention of foster carers.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 73%

Section: Discussionsupporting

confidence: 69%

Section: Foster Carer Satisfactionmentioning

confidence: 99%

See 2 more Smart Citations

What can agencies do to increase foster carer satisfaction?

Randle

Miller

Dolničar

2017

Child & Family Social Work

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“…Although aspects of education (poor educational outcomes), health (mental care) and reintegration (counselling services) of young people in out-of-home care have been studied (e.g. Thompson et al, 2016;Geiger et al, 2014;Trout & Epstein, 2010), their consumer behavior and growing up as consumers have been given limited attention. Thus, we are examining the identity work of young consumers in out-of-home placement (i.e.…”

Section: Introductionmentioning

confidence: 99%

Young consumer identity in a restrictive school environment — Addictive substances, symbolic goods and consumer skills

Autio

Lähteenmaa

Holmberg

et al. 2016

Children and Youth Services Review

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For young people, consuming is an act of constructing identity, where goods, services and styles are important parts of signifying who they are. Our study focuses on young people who are living in restrictive environments, such as special boarding schools. They have been placed there because of social and educational reasons. Although aspects of education and health of young people in out-of-home care have been studied, their consumer behavior has been given limited attention. Our study shows that young people openly report the use of addictive substances such as cigarettes, alcohol, drugs as well as gambling. They also build up their consumer identity by appreciating symbolic goods, such as clothes, music and sport. Spending on expensive clothes serves their favorable self-image. The fact that the schools provide all their essential needs makes the learning of consumer skills challenging although the schools reinforce management skills such as planning the use of money. Young people struggle with their identities at the borders of their school environment (i.e. education, school discipline) and the temptations of consumer culture. Even if they manage to break their damaging life path, they will be consumers throughout their life, meaning their consumer skills need to be strengthened by special education.

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