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doi: 10.1177/0308575919826898pmid: N/A
The implementation of the National Transfer Scheme, whereby local authorities across the UK are encouraged to voluntarily receive unaccompanied young asylum seekers, has prompted a necessary focus on the training needs of those caring for this population. As agencies consider how to build their capacity to support unaccompanied young people, this study set out to learn from the experiences and views of foster carers, in order to inform the development of effective carer training and support. Eight semi-structured interviews were undertaken with foster carers who have cared for unaccompanied young people in one county in the South West of England. The findings draw attention not only to the potential benefits of training focused specifically on fostering unaccompanied young people, but also reveal aspects of the impact that limited access to training and support can have upon carers. The findings shed light on the carers’ experiences of encountering ‘unknown’ factors and allow new insight into the networks they had developed over time to enhance their ability to access information and support as new challenges arise. Possible implications for local authorities and fostering agencies are considered.
doi: 10.1177/0308575918823433pmid: N/A
This study uses a qualitative approach to explore the experiences of 22 UK foster carers when a child is ‘moved on’ from a placement, focusing specifically on their experiences of loss. In most cases participants report loving the child as their own and describe their surprise at the profundity of their feelings of loss and grief when living through the child’s departure. These emotions can be fruitfully perceived as ‘disenfranchised grief’ in that its severity was unexpected and was not recognised as legitimate by the carers’ social group or professionals working with them. As a result, their loss was neither perceived as legitimate nor given a vehicle for expression. In some cases, participants report that the experience changed their approach to caring for children and even resulted in them ceasing to foster. The implications for practice include preparing foster carers to expect a grief response when their children move on, to recognise that this might be disenfranchised and to enhance peer and professional support during that process.
Dansey, Diane; Shbero, Danielle; John, Mary
doi: 10.1177/0308575918823436pmid: N/A
This article follows on from ‘How children in foster care engage with loyalty conflict: presenting a model of processes informing loyalty’ (Dansey, John and Shbero, 2018), published in the previous edition of this journal. This model highlighted the themes of stigma and secrecy for children in care, which it was felt warranted further consideration in their own right. The current article shares further quotations from the children in relation to these themes, which add to the evidence of what children are saying in relation to stigma and bullying. Most importantly, it presents this topic in a manner that stimulates thought around the implications of what children are saying for their broader mental health and resilience and what might therefore be most supportive. Children in foster care are subject to stigma in relation to being in care and not living with their birth parents. The impact of this is important to explore, especially for those who already experience higher levels of disadvantage than other children. Themes of stigma and secrecy emerged from a recent grounded theory study that was conducted with 15 children and young people in foster care (Dansey, John and Shbero, 2018). These quotations highlighted how stigma was being internalised by children, how they had experienced, or believed that their care status would lead to, bullying and how some of them described keeping their foster care status a secret as a result. This article seeks to share the voices of these children, look at the existing literature in this area and consider the possible impact that stigma and secrecy may have on them. Implications for practice are discussed and the need for more targeted research is highlighted.
Brown, Andrew; Waters, Cerith S; Shelton, Katherine H
doi: 10.1177/0308575919826900pmid: N/A
Much is hypothesised but little is known about the effects of early adversity on school experience, academic attainment and career aspiration for children and young people adopted from care. Drawing on data from Wave 1 of the Youth (10‒15 years old) Questionnaire (n = 4899) from the United Kingdom Household Longitudinal Survey (UKHLS), also known as Understanding Society, this study explored differences between young people adopted (n = 22) and a matched comparison group (n = 110) on measures of educational and occupational aspirations and psychological well-being. Adopted young people reported higher externalising and total difficulties scores (based on the SDQ, Goodman, 1997) than the general population comparison group, but equivalent internalising symptoms. Adopted children were more likely to show an intention to seek full-time work at the end of compulsory schooling. These findings align with previous research regarding the psychological well-being of adopted children, contribute new knowledge about the aspirations of young people adopted from care and highlight methodological issues when utilising large-scale panel survey data for narrowly defined sub-groups.
doi: 10.1177/0308575919826878pmid: N/A
Mindfulness-based therapies have indicated their efficacy for reducing symptoms of anxiety, depression and stress, and improving mindfulness in adolescent clinical and community populations. However, looked after children make up a distinct group of young people, many of whom have endured severe developmental trauma, such as neglect and abuse, and present with complex emotional and behavioural difficulties. Currently, there is a limited amount of research examining the efficacy of mindfulness-based therapy for this population. This article presents a preliminary exploration of the participation in a mindfulness-based group therapy by nine looked after children aged 14 to 17. Outcome measures were obtained at baseline and post-intervention. The Depression Anxiety Stress Scale-21 (DASS-21) was used to assess depression, anxiety and stress and the Child and Adolescent Mindfulness Measure (CAMM) was used to assess mindfulness. The results indicated a reduction in symptoms of depression, anxiety and stress and an increase in levels of mindfulness. Feedback questionnaires were also completed by all participants and in these, the young people rated the intervention as engaging and beneficial. Despite the small sample size, the results are promising and suggest that future research on mindfulness-based group interventions for looked after children is warranted.
Medforth, Nicholas; Evans, James; Hills, Melanie; Madden, Hannah; Oyston, Jane
doi: 10.1177/0308575918823432pmid: N/A
This article discusses the growing body of evidence on the importance of health for looked after children and young people and evaluates a project, Hearty Lives (Liverpool), designed to produce positive results. Unhealthy weight and lifestyles are significant issues for young people in care, whether living at home with parents under the supervision of social services, with foster carers or in residential homes, as there is a close relationship between food, nutrition and family connectedness. Following the principles of Appreciative Inquiry, the evaluation uses a case study approach to explore the learning and experiences of those involved in the intervention. The learning gained provides useful insights for practitioners and organisations who are interested in developing similar projects elsewhere.
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