The experiences of foster carers and facilitators of Fostering Connections: The Trauma-informed Foster Care Program: A process study

White, Eleanor Bantry; DunnGalvin, Audrey

doi:10.1016/j.childyouth.2020.105516

Cited by 16 publications

(4 citation statements)

References 67 publications

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“…Despite the apparent imposition of the professional role, the carers emphasised that the process of professional development, for example through training and learning about issues like trauma, enabled them to be more effective in their role, such as responding more effectively to children’s difficult behaviour, echoing similar findings in evaluations of the impact of foster carer training (Lotty, Dunn-Galvin and Bantry-White, 2020; Lotty, Bantry-White and Dunn-Galvin, 2020). Furthermore, learning to speak the same ‘language’ as professionals helped to ensure that carers’ concerns were taken seriously.…”

Section: Discussionmentioning

confidence: 87%

Foster caring as ‘professional parenting’: A grounded theory of the relationships between parent and professional in long-term foster care

Hollett

Hassett

Lumsden

2022

Adoption & Fostering

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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.

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Section: Discussionmentioning

confidence: 87%

Foster caring as ‘professional parenting’: A grounded theory of the relationships between parent and professional in long-term foster care

Hollett

Hassett

Lumsden

2022

Adoption & Fostering

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“…Of these, we defined 27 as conceptually and/or empirically ‘thin’, whereby they provided limited description of intervention implementation and acceptability [ 60 , 68 , 77 – 79 , 81 , 82 , 84 , 85 , 87 , 89 , 91 , 94 , 96 – 98 , 101 , 102 , 106 , 111 – 115 , 117 , 118 , 183 ]. Meanwhile, 23 were considered conceptually and/or empirically ‘rich’, presenting detailed data and analysis of contextual characteristics that might structure intervention functioning through their influence on implementation and acceptability [ 72 , 74 , 80 , 83 , 86 , 93 , 95 , 99 , 100 , 103 – 105 , 107 – 110 , 116 , 119 , 175 , 182 , 184 – 186 ]. This set of rich process evaluations had theoretical generalisability beyond the immediate evaluation context.…”

Section: Resultsmentioning

confidence: 99%

Interventions targeting the mental health and wellbeing of care-experienced children and young people in higher-income countries: Evidence map and systematic review

et al. 2023

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Background The mental health and wellbeing of care-experienced children and young people (i.e. foster care, kinship care, residential care) is poorer than non-care-experienced populations. The Care-experienced cHildren and young people’s Interventions to improve Mental health and wEll-being outcomes Systematic review (CHIMES) aimed to synthesise the international evidence base for interventions targeting subjective wellbeing, mental health and suicide amongst care-experienced young people aged ≤ 25 years. Methods For the first phase of the review, we constructed an evidence map identifying key clusters and gaps in interventions and evaluations. Studies were identified through 16 electronic databases and 22 health and social care websites, in addition to expert recommendations, citation tracking and screening of relevant systematic reviews. We charted interventions and evaluations with a summary narrative, tables and infographics. Results In total, 64 interventions with 124 associated study reports were eligible. The majority of study reports were from the USA (n = 77). Interventions primarily targeted children and young people’s skills and competencies (n = 9 interventions), the parental functioning and practices of carers (n = 26), or a combination of the two (n = 15). While theoretically under-specified, interventions were largely informed by theories of Attachment, Positive Youth Development, and Social Learning Theory. Current evaluations prioritised outcomes (n = 86) and processes (n = 50), with a paucity of study reports including theoretical descriptions (n = 24) or economic evaluations (n = 1). Interventions most frequently targeted outcomes related to mental, behavioural or neurodevelopmental disorders, notably total social, emotional and behavioural problems (n = 48 interventions) and externalising problem behaviours (n = 26). There were a limited number of interventions targeting subjective wellbeing or suicide-related outcomes. Conclusions Future intervention development might focus on structural-level intervention theories and components, and target outcomes related to subjective wellbeing and suicide. In accordance with current methodological guidance for intervention development and evaluation, research needs to integrate theoretical, outcome, process and economic evaluation in order to strengthen the evidence base. Systematic review registration PROSPERO CRD42020177478.

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“…TICI specifically targeted patients (e.g., Clarke, 2012 ; Forrest et al, 2018 ; Habib, et al, 2013 ; Marrow et al, 2012 ), staff (e.g., Crable et al, 2013 ; Hale & Wendler, 2023 ; Russell et al, 2009 ), and caregivers (e.g., Hodgdon et al, 2013 ; Regan et al, 2017 ), or a combination thereof. While it may seem evident to target patients with TICI, some authors posit the importance of also including direct care staff (e.g., Wolf et al, 2014 ) and caregivers (e.g., Lotty et al, 2020 ; Sullivan et al, 2016 ) in the cultivation of trauma-informed organizations that engender safety, trustworthiness, support, collaboration, and empowerment. Moreover, perhaps we need to consider not only multiple target audiences but also the complexity of how these audiences interact dynamically within TICI.…”

Section: Discussionmentioning

confidence: 99%

Trauma-Informed Care Interventions Used in Pediatric Inpatient or Residential Treatment Mental Health Settings and Strategies to Implement Them: A Scoping Review

Stokes,

Lewis,

Tricco

et al. 2023

Trauma, Violence, & Abuse

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Trauma-informed care (TIC) is an approach to care emerging in research and in practice that involves addressing the needs of individuals with histories of trauma. The aim of this scoping review was to examine the current literature relating to TIC interventions used in pediatric mental health inpatient and residential settings. We sought to answer the following two research questions: (a) What are the TIC interventions used in pediatric inpatient and residential treatment mental healthcare settings and what are their components? and (b) What are the implementation goals and strategies used with these TIC interventions? We conducted this scoping review according to JBI (formerly Joanna Briggs Institute) methodology for scoping reviews. We included any primary study describing a TIC intervention that was implemented at a specific site which identified and described implementation strategies used. Of 1,571 identified citations and 54 full-text articles located by handsearching, 49 met the eligibility criteria and were included, representing 21 distinct TIC interventions. We present the reported aim, ingredients, mechanism, and delivery (AIMD) of TIC interventions as well as the implementation goals and strategies used, which varied in detail, ranging from very little information to more detailed descriptions. In the context of these findings, we emphasize the complexity of TIC and of TIC interventions, and the importance of identifying and clearly reporting TIC intervention goals, intervention details, and implementation strategies. We suggest applying intervention frameworks or reporting guidelines to support clear and comprehensive reporting, which would better facilitate replication and synthesis of published TIC interventions.

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The experiences of foster carers and facilitators of Fostering Connections: The Trauma-informed Foster Care Program: A process study

Cited by 16 publications

References 67 publications

Foster caring as ‘professional parenting’: A grounded theory of the relationships between parent and professional in long-term foster care

Foster caring as ‘professional parenting’: A grounded theory of the relationships between parent and professional in long-term foster care

Interventions targeting the mental health and wellbeing of care-experienced children and young people in higher-income countries: Evidence map and systematic review

Trauma-Informed Care Interventions Used in Pediatric Inpatient or Residential Treatment Mental Health Settings and Strategies to Implement Them: A Scoping Review

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