FOSTER FAMILIES MULTICULTURAL RESEARCH Jeneil Washburn

Children in foster care ◦ “Thousands of children in North Carolina enter the foster care system each year, and range from age infants to 18 years old. All foster children have unique backgrounds, experiences, personalities, strengths and needs. Some children in foster care require extensive care for physical or emotional handicaps and disabilities. Some also require help with undisciplined behaviors. Most foster children do not have a strong sense of belonging or self-worth. Many have been victims of physical or sexual abuse. All children in foster care require special care, support and nurturing.” (

Potential Concerns ◦ Children in foster care often experience feelings of confusion, anxiety, depression, post-traumatic stress disorder, social issues, lack a sense of belonging, and other mental issues.

Often times children in foster care do not receive any types of services to help them cope and may have long term social- emotional problems ◦. In a study funded by the National Institute of Mental Health, Burns et al. (2004), purport that children exposed to child welfare with factors such as neglect, poverty, and age necessitated a greater need for mental health services. In their sample of children in foster care, almost half showed clinical signs of mental health problems. Among those children who had the worst symptoms, only 4% received mental health care and 84% did not have any mental health services provided. Untreated psy- chiatric problems will most likely not improve over time, but may worsen (Stahmer et al., 2005). In order for children in foster care to succeed in school and in young adulthood, their experiences with child welfare (foster care) should be acknowledged and addressed. ( Bruskas, 2008)

◦ What be done to help children in foster care transition and cope with the feelings they may experience?

Therapy for children in foster care  Article/ Hip Hop Therapy- Allows children to express their feelings through writing music lyrics (Tyson, E. et al, 2008)  “Sharing Ideas” Transitioning into Care Project – Children who had prior experience in foster care talked with children transitioning into foster care about what to expect when entering a new home and the feelings they may experience, as well as, talked with foster parents and social workers about their experiences in an effort to improve the transition process for children (Mitchell, D. et al, 2009)

Therapy needs to be unique and individualized  In home intensive care therapist- TK is a child in foster care who has had problems with anger management and controlling his violent outbursts.  Visit in home and in the classroom (intervenes in classroom when TK becomes violent)  Take on outings- the park, for a walk, to eat lunch  Equestrian therapy  Goal is to help TK develop a trusting bond with another

Interview with foster parent ◦ Interviewed Julie, TK’s foster mother ◦ Background- ◦ Chose to become a foster parent due to her experiences as a school nurse in an elementary school ◦ TK is third foster child – had two sisters who were able to go back to live with biological parents (emotional experience) ◦ TK has been a challenge- was 2 ½ years old when he came to live with her family, now 5 ◦ Had to seek out a new childcare center because previous center denied continual care due to his temper and violent outbursts ◦ Sought out therapy through “A Caring Alternative”- three intensive in home therapists ◦ Julie feels TK has gained more control over his anger and violent tantrums at home as well as in the classroom ◦ In the process of adopting TK

Action Plan ◦ “As of September 30, 2010, there were 408,425 young people in fos ter care (U.S. Department of Health and Human Services [USD HHS], 2011). Although intended to provide a temporary safe haven for children at risk in their own homes and raise the bar for children’s care, child welfare goals to promote safety, permanence, and well-being through foster care have not been realized for all children.” (Jackson et. al)

Teacher’s Role ◦ Teachers should be participate in trainings concerning how to best nurture children in foster care who are attending childcare or are in the school system. As a classroom teacher, it is vital to offer a stable, safe, comforting environment for ALL children but especially children in foster care. The classroom may be the most stable and secure place the child encounters. The classroom can be a place for the child to build trusting relationships with others and find a sense of belonging.

If possible….. ◦ Have materials and resources available for foster parents – can be found at local Department of Social Services ◦ Ask school guidance counselor for information on how to best serve the child and family and for additional resources

Websites related to foster care trainings : ◦ Foster Parent Training & Education - Classes, Foster, Parent education.html Foster Parent Training & Education - Classes, Foster, Parent education.html ◦ FosterParentCollege.com®: Online Training for Foster, Adoptive... FosterParentCollege.com®: Online Training for Foster, Adoptive... ◦ DFPS - Foster Parent Training Foster_Care/Care_Training.asp DFPS - Foster Parent Training Foster_Care/Care_Training.asp

References ◦ ◦ Bruskas, D. (2008). Children in foster care: a vulnerable population at risk. Journal Of Child & Adolescent Psychiatric Nursing, 21(2), ◦ Mitchell, D. M., Kuczynski, L., Tubbs, C., & Ross, C. (2009). We care about care: Advice by children in care for children in care, foster parents and child welfare workers about the transition into foster care. Child and Family Social Work, (15), ◦ Tyson, E., Ryan, S., Gomory, T., & Teasley, M. (2008). Cultural issues: diversity and child welfare. In R. Lee & J. Whiting (Eds.), Foster care therapist handbook Arlington, VA: Child Welfare League of America, Inc. ◦ Jackson,L., O’Brien,K.,& Pecora, P. (n.d.) Post traumatic stress disorder among foster care alumni: The role of race, gender, and foster care context Child Welfare, 90 (5)