1. Fostering Hope by Bridging the Gap How to Meet the Unique Developmental andEmotional Needs of Foster Children

2. Emotional Needs ofYoung Children

Goals for the first 3 years of life:

What is Necessary to Reach These Early Goals?

3. Emotional Needs ofYoung Children

It is through interacting with others, particularly caregivers, that young children develop the competence they need to engage in relationships and act in the world

Often see deficits here with foster children

4. Developmental Milestones 0-6 Months

Expected:

Feeding

Holding Head Up

Facial Recognition

Natural Reflexes and Muscle Development

Expressing Sounds, Begin to Imitate Sounds

Pushing, Reaching, and Grabbing with Limbs

Beginning awareness of their dependency and helplessness

Temperament begins to emerge

Foster Children:

Children in chaotic, neglectful, and/or abusive homes can show delays in these areas.

May look like failure to thrive children

Can get stuck trying to reach these basic goals resulting in continued developmental delays

5. Developmental Milestones 6-12 Months

Expected:

Sitting Up

Scooting and Crawling

Standing While Holding On

Emergence of first meaningful words

An awareness of frustration and anger

Learn at a basic level to trust the family to care for them and keep them alive

Foster Children:

Delays in motor development

Delays in language development

• May rely more on gesture or have minimal attempts to communicate with others

Difficulty forming a concept of their own and others frustration and anger

Lack this basic sense of trust

• Often have difficulty forming later even once in a safe environment

6. Developmental Milestones 12-18 Months

Expected:

First Steps

Increased vocabulary, small phrases emerge

Imitation of facial expressions and words

Parents are center for trust and getting needs met; also center for frustration when needs are not met

Solitary Play Emerges

Curiosity; attention moves towards objects

Focus is on repetition and practice

Foster Children:

Motor skill delays

• May begin walking but have excessive clumsiness

Language Delays

With unreliable parents will have difficulty with trust and problems with where to place their frustration

May show less interest in play and interaction with others and the objects in their world

Lack curiosity- will effect further development

Trouble learning through repetition due to inconsistent environment

7. Developmental Milestones 18-24 Months

Expected:

Continued language development- large increase in vocabulary

Gross Motor Coordination Develops for Increasingly Complex Skills (e.g. running, throwing things)

Clear Imitation of Others by quote or action

Direct aggression when angry or envious

Parallel play begins, start to be more aware of others

Rapprochement Phase-

• Move towards and away from caregiver

Foster Children:

May lack ability to communicate with others verbally

Continued delays in gross motor skills

May not imitate others or show much interest in interpersonal relationships

Can see excessive aggression towards others or self; inability to modulate aggression

May not begin parallel play or get stuck here and dont become more interactive

Excessive clinginess or withdrawal from caregiver

8. Developmental Milestones2-3 Years

Expected:

Finish Toilet Training

Language in Full-throttle and continuing to expand

Concept of wanting some independence and separation from parents

Beginning awareness that parents are the same kind of person whether angry or happy with them

Focus shifts from getting basic needs met (e.g. food, nurturance) to control

• Cleanliness vs. Messiness

• Learning to master their environment

Foster Children:

Delayed toilet training

• May refuse to try

• May reach and then regress

Limited language, difficulty communicating with others

Clinginess or withdrawal from parents; difficulty with strangers

Lack of awareness about emotions of others not effecting who the person is; confused about emotions in general

Focus may remain on getting basic needs met

9. Developmental Milestones 3-5 Years

Expected:

Speech now includes full sentences and complex sentence structure

Knowing what behaviors parents approve and dont approve of

Begin interactive play and sense of competition

• Play becomes more imaginative

Awareness of their own gender and differences of opposite gender

Increased emotional sophistication

• Begin to realize they dont change just because their mood does

Foster Children:

Language delays

• Some may only have a few words

Lack understanding of what behaviors are appropriate and inappropriate

• Prone to acting out

Parallel play or problematic peer interactions

• Play does not become more sophisticated

Lack curiosity about gender, excessive confusion about gender, hypersexuality

Delayed emotional development

• Dont understand their feelings or others, and dont know how to regulate their mood states

10. Developmental Milestones 5-7 Years

Expected:

Basic skills for educational development in place; curiosity established

Lessened emphasis on earlier developmental struggles, not focus on school

Awareness of caregivers as necessary for their own successful development

Gross and Fine Motor Coordination moves towards complex skills (e.g. riding a bike, sports, etc.)

Beginnings of abstract reasoning make sense (i.e. bad jokes)

Play increases in sophistication and will reenact drama

Foster Children:

Lack of curiosity; delays in areas needed for success in school

Inability/difficulty moving forward, still negotiating early developmental struggles

Difficulty relying on adults for help/guidance, dont seek assistance when needed

May be more clumsy than peers, can effect socialization (e.g. difficulty with sports)

Lack evidence of abstract reasoning, thinking may remain concrete for a long period- will eventually cause learning difficulties

May lack sophistication; may not play much; reenactment may be of trauma

11. Developmental Milestones 7-11 Years

Expected:

Focus on interests, friends, competition, rules, and all things school related

Focus on developing skills and learning about the world

Less problems with authority than in prior years

Speech and language development takes on more of an adult quality

Imitation takes a full form in sophisticated dramatic play patterns

Foster Children:

Difficulty focusing on age appropriate demands due to energy taken by focus on past demands and experiences

Often have social difficulties with peers and adults

Mental illness symptoms may become increasingly present, inattention results in difficulty at school

Problematic behaviors may increase

Speech remains childlike

Play less creative; stuck reenacting unresolved stages and/or trauma

12. Developmental Milestones 11-13 Years for Girls

Expected:

Prepubescent time with preparation for the bodily changes during puberty

Emotional arousal begins to display more in cycles

Speech and play becomes focused on other friend/enemies

Social relationships are emphasized to work out developmental needs

Beginning to understand that parents are adults, not gods

Curiosity takes a more self and other-centered focus

Early developing girls tend to be more anxious and worried about how they appear to others

Foster Children:

May have more intense emotional arousal and increased difficulty modulating their emotions

May have difficulty with social relationships

• Lack friendships

• Peer group that is a poor influence

May split between foster/adoptive caregivers and parents as all good and all bad

May lack the curiosity they need to work towards their adult identity

May become hypersexual and seek out nurturance, acceptance, and their identity through relationships with males

13. Developmental Milestones 11-13 Years for Boys

Expected:

Prepubescent time focuses more on coping with aggression and a hierarchy

Sports become a more clear focus for status

Early developing boys tend to feel more powerful and work through the anxiety of reaching puberty early faster than girls

Interest in girls is not sophisticated and may not be evident, but an awareness of sexuality begins to emerge

Social status is focused on success and attributes

Foster Children:

Prior difficulties coping with aggression can intensify, may begin to have legal difficulties

May have increased difficulty sublimating aggression through sports or other activities

May have difficulty with sexual awareness and what it will eventually look like for them to be an adult male

Their focus for social status may be through excessive inappropriate behavior (e.g. bully, troublemaker, etc.)

14. Developmental Milestones 13+ Years

Expected:

Puberty

Adolescents will try out different identities searching for what feels right for them

Increased desire for independence

Focus more on peers and their opinions than caregivers

Increased focus on relationships with opposite gender peers

Begin to form goals for the future

Foster Children:

Often girls who did not struggle earlier begin to have difficulty when they reach puberty

May foreclose on their identity or attempt to remain childlike and not move forward

May attempt to be excessively independent or remain overly dependent

Social problems, often feel isolated and victimized

Hypersexuality is common, girls may seek out relationships with older men as parental substitutes

Lack goals and motivation towards their future

15. Development of Childs Play

Importance of Play

Benefits

• Emotional-Behavioral

• Social

• Bio-Physical

• Cognitive

16. Childs Play Stages

Types of Play

• Quiet

• Creative

• Active

• Cooperative

• Dramatic/Role Playing

17. Disrupted and Disturbed Play

Aggressive / Hyper-aroused

Breaking things

Non-inclusive

Impaired relationships

Thematically problematic

18. Childs Drawing

Factors

• Socioeconomic factors

• Gender

• Crayon vs. Paint

• Overlap

• Environment

19. Childs Drawing

Stages

• Scribbling

• Symbols

• Stories

• Landscape

• Realism

• Pseudo-Naturalistic

• Decision

20. Childs Drawing

Stages

• Scribbling

• Pre-Symbolism

• Symbolism

• Realism

21. Drawing as a Vehicle

In his schematic drawing, the child tailors pictorial creations not according to his knowledge of the environment, but according to the flow of his ideas and feelings.If a person is important in his picture, he may make him larger than the other figures, using size as an emphatic device. . . Similarly, the child may exaggerate a part of an object to stress its important functions . . . Exaggeration, shrinking, or omission of parts may also express things that cannot be fulfilled in reality.(Horovitz, Lewis, Luca, 1967:59)

22. Trauma in Drawings

Carole

• 8 yo

• Viewed pornography in bed with father

• Divorce

• Depressed mother

• Cared for mother and younger brother

23. Trauma in Drawings

Ralph

• 5 yo

• Twin

• Physical & Sexual abuse

• Pornography

• Photographed

24. Trauma in Drawings

Roger

• 5 yo

• Ralphs Twin

• Physical & Sexual abuse

• Pornography

• Photographed

• Could not verbalize

25. Trauma in Drawings

Kinetic Family Drawing

26. Understanding Abuse as Seen in Drawings Figure 1 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 27. Understanding Abuse as Seen in Drawings Figure 2 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 28. Understanding Abuse as Seen in Drawings Figure 3 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 29. Understanding Abuse as Seen in Drawings Figure 4 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 30. Understanding Abuse as Seen in Drawings Figure 5 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 31. Understanding Abuse as Seen in Drawings Figure 6 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 32. Understanding Abuse as Seen in Drawings Figure 7 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 33. Understanding Abuse as Seen in Drawings Figure 8 & 9 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 34. Understanding Abuse as Seen in Drawings Figure 10 & 11 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 35. Understanding Abuse as Seen in Drawings Figure 12 from Sexual Abuse of Children: Selected Readings US Dept of Health and Human Services 36. Moral Development 37. Piagets Stages of Moral Development

2 Stage Theory

• • Difference between younger than 10 and older

Younger children

• Regard rules as fixed and absolute

• Handed down by adults or by God

• Cannot be changed

• Based on consequences

38. Piagets Stages of Moral Development

Older Children (over 10 yo)

• Rules are relative

• Can be changed if all agree

• Devices used so all get along

• Base judgments on intentions

• Intellectual development does not stop

39. Moral Development Kohlbergs Theory

Some overlap with Piaget but went beyond

1958, 72 boys, middle & lower class families in Chicago

Later added others to the study

Heinz Steals the Drug

6 Stages

40. Kohlbergs Theory 6 Stages

Level 1: Preconventional Morality

See morality as something external to themselves

• Stage 1: Obedience and Punishment Orientation

• • Quote

• Stage 2: Individualism & Exchange

• • Quote

Both Stage 1 & 2 are about punishment

41. Kohlbergs Theory 6 Stages

Level 2: Conventional Morality

See morality as more than favors

• Stage 3: Good Interpersonal Relationships

• Quotes

• Don, age 13

• Similarity to Piaget

• • Shift from expectation of unquestioning obedience to relativistic outlook to concern for good motives

42. Kohlbergs Theory 6 Stages

Level 2: Conventional Morality

• Stage 4:Maintaining Social Order

• Quote

• Similarity to Piaget

• • Shift from expectation of unquestioning obedience to relativistic outlook to concern for good motives

43. Kohlbergs Theory 6 Stages

Level 3: Postconventional Morality

• Stage 5:Social Contract & Individual Rights

• Quote

• Stage 4 vs. 5

• Stage 6: Universal Principles

• • Law vs. Justice

• • Civil disobedience

• • • Martin Luther King

44. Moral Development Summary of Kohlbergs Theory

Ages 4-10 (Stage 1 & 2)

• Stage is characterized by compliance with rules to avoid punishment and get rewards

• Moral judgment is self-centered and children act based on self-interest

• Early focus is on avoiding punishment

• Later focus moves towards obedience with rules in hope of reward

45. Moral Development Kohlbergs Theory

Ages ~10-13 /16 for stage 4/ 20s-30s for males(Stage 3, 4, 5)

• Emphasis is on conforming to rules to get approval from others

• Begin to internalize standards of authoritative people in their lives

• Early in stage their concern is for gaining approval through obedience

• • Want to be seen as a good boy/girl

• Later in stage focus moves towards doing ones duty and maintaining social order

46. Moral Development Kohlbergs Theory

Ages 13-Adulthood/Mid 20s (Stage 6)

• Recognizing that there are sometimes conflicts between moral or socially accepted standards

• Begin to make moral decisions based on whats right, fair, or just

• Early in stage will value the will of the majority and welfare of society

• Final level is morality based on what the individual believes is right, regardless of legal restrictions and what others think

• Many individuals never reach or complete this stage

47. How Moral Development Occurs

Not genetic blueprint or maturation

Not socialization

Rather through discussion and challenges

• The role of asking What do you think, versus telling or lecturing

• Debate: obey laws without question

• • Totalitarian government/Nazi Germany

• Role playing

48. How the Unusual Needs & Difficult Behaviors Impact the Family 49. So you decided to become a foster parent . . .

You had a good life

Wanted to share it

Who better than a foster child?

50. Qualifications

In the state of Wyoming the qualifications for becoming a foster parent are :

age 21 years and older,

good physical and emotional health,

financial stability,

no documented history of abuse or neglect of a child,

and no significant criminal history (Wyoming Foster/Adopt Parent Association, 2005).

Additional Expectations

create a therapeutic environment

be a healthy role model, offering a predictable, safe, and nurturing family experience

Most people who want to engage in human service think: of course, or no problem.

51. Expectations

Expectations

Common expectations

52. Reality.

Audience Experiences

53. Reality.Statistics show:

Compromised attachments

Family history of mental illness or substance abuse.

Serious emotional and behavioral problems.

Cognitive and learning disabilities

Victims

Substance use

Sexual abuse

54. 55. Common Difficulties Seen inFoster Children

Low frustration tolerance

Difficulty coping with stress (internal and external)

Inability to delay gratification

Anxiety Symptoms

Hypervigilance

Sleep Disturbance

• Nightmares

• Night Terrors

• Cannot sleep alone

• Difficulty going to sleep and/or staying asleep

• Excessive sleep

Excessive fears

Inattention

Hyperactivity

Hoarding

Clinginess

Depressive Symptoms

Low/Fragile Self-esteem

Feeling worthless

Feeling Hopeless

Overly hash/punitive with self and/or others

Excessive guilt

Under or over eating

Isolation and withdrawal

Psychomotor agitation or retardation

Lack of energy

Lack of motivation

Suicidality

Self-injurious behaviors

Risk Taking

Hypersexual Behaviors

Impulsivity

56. Common Difficulties Seenin Foster Children

Oppositionality

Excessive risk taking

Substance use/abuse

Aggressive Behaviors (self, others, property)

• E.g. tantrums, spitting, hitting, breaking things, etc.

Lack of concern/regard for others

Playing with, eating, or smearing feces

Inability to seek assistance from adults

Social difficulties

Learning difficulties

Immaturity

Others?

57. An Underestimated Challenge Create a therapeutic environment,be a healthy role model, offering a predictable, safe, and nurturing family experience, to children who have no inner locus of control 58. The Rollercoaster Ride

Foster children often engender the very opposite emotions of what foster parents expected

59. The Rollercoaster Ride

You expected feelings of :

Safety

Love & Caring

Being valued

Appreciated

Embrace

Clarity

In control

Happiness

Contentment

Normal

Sadness over loss

You felt feelings of :

Fear & Worry

Anger & Hate

Resentment

Unappreciated

Disgust

Confusion

Helplessness

Sadness

Frustration

Misunderstood

Relief when they left

60. Pushing Buttons Foster children pull for repeating the trauma 61. Important challenges forfoster parents include:

Recognizing the limits of their emotional attachment to the child

Understanding the mixed feelings toward child

Understanding mixed feelings toward the child's birth parents

Recognizing their difficulties in letting the child return to birth parents

Dealing with the complex needs (emotional, physical, etc.) of children in their care

Working with sponsoring social agencies

Finding needed support services in the community

Dealing with the child's emotions and behavior following visits with birth parents

62. Challenges other childrenin the house face:

Squeaky wheel effect

Envy

Upping the ante

Different requirements for privileges

New person disrupts harmony

Others . . .

63. Understanding the Difficult Behaviors & Recognizing Emotional & Developmental Needs 64. Preschool- Case Example #1

4y.o. Male

Problems identified during intake

Recommendations

Result

65. Preschool-Case Example #2

4y.o. Male

Problems identified during intake

Recommendations

Result

66. PreschoolCase Example #2 Cont.

After 1 year of treatment:

• Child has improved significantly in all developmental areas

• No current violence against self and greatly reduced violence against others

• No night terrors, minimal sleep disturbance, now able to sleep alone in own room

• Can tolerate frustration and put feelings into words

• Can ask for help when needed and state how adults can provide assistance

• Play themes are becoming more developmentally appropriate and sophisticated (e.g. questions about gender, dyadic and triadic interactions)

67. Elementary School- Case Example #3

8y.o. female

Formulation:

Recommendations:

Result

68. Elementary School- Case Example #4

10y.o. male

Formulation:

Recommendations:

Result

69. Middle/High School- Case Example #5

13y.o. male

Problems identified during intake

Recommendations

Result

70. Middle/High School- Case Example #6

14y.o. female

Problems identified during intake

Recommendations

Result

71. How to work through it

Many different approaches, but . . .

The most important thing for any child with emotional difficulties, an unstable background, and/or trauma, is . . .

72. How to work through it

Many different approaches, but . . .

The most important thing for any child with emotional difficulties, an unstable background, and/or trauma, is . . .

73. How to work through it:

Useful psychological evaluation

Accurate diagnosis

Accurately medicated(if necessary)

The team approach

A plan of attack

Real, immediate, effective support

74. How to work through it . . . A useful psychological evaluation

Caninclude all of the following areas:

Psychological

Emotional

Behavioral

Interpersonal

Cognitive

75. How to work through it . . . A useful psychological evaluation

Shouldinclude an explanation or summary of these components to help explain:

Behaviors

Problems

Areas of developmental need

Ways that the individual/family can help

76. How to work through it . Assessment Tools(type of tests)

Getting the information you need

Observation

Intellectual & Cognitive measures

• Achievement

• IQ

Neuropsychological tests

Emotional measures

• Self-report measures

• • Their use

• Objective

• • Their use

• Projective

• • Their use

• Example: Ms. ND

77. Diagnosis

Oppositional Defiant Disorder (ODD)

Conduct Disorder (CD)

Attention Deficit Hyperactivity Disorder (ADHD)

Post-Traumatic Stress Disorder (PTSD)

Reactive Attachment Disorder (RAD)

78. How to work through it . Psychosocial

Accounts for history

• Can be difficult with foster children

Includes the culture and subculture, and an awareness of the familys standards

Accounts for losses and trauma

Understands the importance of the way each area would affect the normal development of the child

79. How to work through it . Psychosocial

The childs interactions begin to frame their expectations

Birth order, exposure to children

Social interactions

The way the child responds to others

Conflict

Areas of undeveloped maturity

80. How to work through it . Psychosocial

Deficits or disorders

Trauma, Abuse, Neglect

Lack of developmental milestones

Psychological problems that would occur even in the perfect family

81. How to work through it . . . Behavioral

The childs

• expression of temperament

• repetitive patterns of behavior

• capabilities of expressing needs

• neurology, genetics, and biochemistry and the interplay with the real world

• Behavioral disorders/disabilities

82. How to work through it . . .Emotional

The childs development and areas of struggle

Temperamental preferences for various phases

Internal biochemistry and how it affects interactions

How s/he responds to own pain or pleasure

Emotional disorders/disabilities

83. How to work through it . . .Cognitive & Intellectual

Memory, Speed of processing, Capacity for different kinds of thoughts, Attention, Learning, Verbal and Nonverbal Abilities

Executive Functioning

Areas of strength and weakness

How the deficits interplay with reality-based situations

What parents can reasonably expect

What teachers can expect in performance

Cognitive disorders/disabilities

84. How to work through it . . .continued

Accurate diagnosis informs treatment

• May change over time

• When to do a retesting

Accurately medicated (if necessary)

• Statistic of greatest success with combined approach

• Different issues, same behavior

• • Disruptive behavior

• • Attention problems

• • Social problems

• • Academic problems

85. How to work through it . . .continued

When to medicate with psychotropics:

Diagnosable mental disorder

Disorder improves with medication

Level of distress is high enough that benefit from therapy is impossible without reducing distress

Typically effective behavioral approaches have not reduced psychiatric symptoms

86. How to work through it . . . Psychotropics

Difficulties with meds & children

Minimal research

Off label use with children

Little research on long term effects

87. How to work through it . . . Psychotropics

Medication Classes

Stimulants : ADHD

Antidepressants : Depression or anxiety

Antipsychotics : Psychosis or PTSD

Mood stabilizers : Bipolar Disorder

Difficulties

88. Useful Recommendations

Emotional

• Therapy

• Medication

Cognitive

• School accommodations

Behavioral

• Discipline

• Behavior Plans

89. Therapeutic Services

Types:

• Individual play therapy

• Individual talk therapy

• Individual combination of play/talk therapy

• Parent-child play therapy

• Family therapy

• Group therapy

• Parent-guidance

• Support groups

90. How Does Therapy Work?

Provides a safe, structured, and consistent environment where the child can express anything without fear of consequence

Interpretations of play or talk themes provides the child with increased insight about problems

Provides support to help the child move forward developmentally and emotionally

Play: Children use play to express what they are unable to express in words

91. Goals of Therapy/ How It Can Help

Help children negotiate early childhood difficulties

Help children get back on track developmentally

Decrease problematic behaviors and symptoms of mental illness

Increase coping skills

Help children to stop repeating patterns from biological family with their new family

Help foster parents learn how to parent children with these unique needs

Improve social skills and interpersonal relationships

Increase skills needed for success in other areas (e.g. school, work)

Improve self-esteem and self-confidence

Provide support and guidance to all individuals involved with these children, increasing the effectiveness of the team

92. When to Refer forTherapeutic Services?

Psychological evaluation identified a need for services

Behavioral difficulties

Child experienced trauma

• Clinical symptoms may or may not be easily evident

Foster parents, teachers, etc. are having difficulty working with the child

Child having significant difficulties in one or more areas

• School

• Socially

• Home

Childs functioning begins to decrease

Upcoming transition

• Changing foster homes

• Reunification

Foster family needs support/guidance

93. Discipline & Behavior Plans 94. Discipline

Research shows that effective parents :

• raise well-adjusted children who are more self-reliant, self-controlled, and curious than children raised by parents who are punitive, overly strict, or permissive.

• operate on the belief that both the child and the parent have certain rights and that the needs of both are important

• are more likely to set clear rules and explain why these rules are important

• reason with their children and consider the youngsters' points of view even though they may not agree with them.

95. Theories Behind Behavior Plans

Operant Conditioning

Positive and Negative Reinforcers

Positive and Negative Punishment

96. Discipline for difficult children(i.e. lack of internal stability)

Team approach

Prioritize

Explanation

Get the child invested

Praise

Logical consequences

Follow-through & commitment

97. Effective Discipline(consequences)

Reasonable expectations

Tone of voice

Clear, firm, specific

Flexibility when appropriate

Testing the limits

Delivery ought to be immediate

98. Behavior Plan Examples of Problem Behavior

Physical Aggression

Verbal Aggression, Cursing

Oppositionality

Praise

Social Skills, Spitting

Using Words

Touching, Sexual Touching

Preparation

Choices

99. Behavior Plan Physical Aggression

6 year-old highly verbal & intelligent male

4 year-old male with autism

100. Behavior Plan Verbal Aggression

13 year-old female

13 year-old male

7 year-old male

101. Behavior Plan Oppositionality

5 y.o. male

102. School

IEP, 504 Plans

Children develop not because they are shaped through external reinforcements but because their curiosity is aroused.

103. How to work through it . . .

Useful psychological evaluation

• Accurate diagnosis

• Recommendations for therapy, home, & school

Therapy (if needed)

Accurately medicated (if necessary)

• Meds are helping, not exacerbating issues

A plan of attack

• Evaluation gave you an idea on how to make progress

• Behavior plan

104. How to work through it . . .

Team approach

• Everyone is consistent, on the same page and using the behavior plan at school, home, day care, etc. . .

Real, immediate, effective support

• FPG

105. Among infants placed in foster care at less than a year of age, the nature of the infant-foster mother relationshipis a reflectionof the foster mothers attachment style. Conversely , with toddler placements (and older children), the child-foster mother relationship reflects the childspreviousattachment experiences(Stovall & Dozier, 1998). 106. FosterParentGroup

Foster Parents often blame themselves

107. Foster Parenting the Defiant Child

One parent played against the other

The perfect loving family is squashed

Parents withdraw from social functions

Feel their parenting is unfair, overly strict, hostile

108. Foster Parent Group (FPG)

Issues

Systemic

Support

Emergency questions

New situations

Self-image

Goals

Retention

Efficiency

Support

Education

• Individualized

• Predictive

• Preventative

Therapeutic

109. Retention:Foster Family Shortage

40% of foster families leave fostering in the first year of being licensed

• role confusion and lack of support from the agency is a major reason,

• lack of respite care,

• behaviors of the children,

• interaction with the birth families,

• worker-foster family-birth family relations.

110. Concerns & How to Address Them:Retention

Foster parents are typically: Unprepared, Underserved, Underappreciated.

Foster Parent Role Ambiguity : Statements include:

• We were unclear about what agency social workers expected of us

• We were never really included in case planning

• Complete information was kept from us

• Our input was treated as trivial, or minimized

111. Concerns & How to Address Them : Education

Lack of Relevant Pre/Post Placement Training

Exit surveys and research show foster parents cite feeling inadequately preparedand not having relevant on-going training.

Unprepared for the realities of their foster child

Challenging bx problems but no resources to address

No system in place to identify their specific needs

112. Concerns & How to Address Them : Support

Lack of Avenues of Support and Connections needed to deal with day-to-day fostering duties.Comments included:

Im afraid to ask my case manager for a respite break, last time I did I got the feeling that, I must not be handling the job correctly.

When I called my worker to schedule respite, she told me firmly that was something she didnt do, I would have to arrange my own. I dont know any other foster parents

Our agency does not encourage our foster parents to exchange phone numbers. If had someone to call for help, I wouldnt always have to rely on my worker.

113. Concerns & How to Address Them :Therapeutic

Family assessment

• identifying their own abilities, motivations and qualifications in light of the children they foster

• allows foster parents to see how the foster child might be tapping into their unresolved issues, allowing them to master this so they might best help the child

114. Our Findings with a FPG

Topic Analysis

• Topic Classification Definitions

• • Legislative

• • Foster Care

• • • System

• • • Child

• • Behaviors

• • Insights

• Types of Interventions

• • Group

• • Doctor

115. Our Findings with a FPG

Trends Observed

• Initial Trends : Months 1-3

• Middle 1 Trends : Months 3-6

• Middle 2 Trends : Months 6-9

116. Efficiency, Support, Education

Group vs. Individual

All going through similar situations

Real-life information

Current

Predictive

Preventative

Positive regard

Respite potential

117. References & Resources

h ttp://www.fosterparents.com

National Foster Parent Associationhttp://www.nfpainc.org

Wyoming Foster Parent Association

Pat Hans, State President

Phone:307-265-9123

American Academy for Child and & Adolescent Psychiatry

Terry Faulkner, Ph.D.

Alica Clark, Psy.D. & Karla Steingraber, Psy.D., LifeQuest Behavioral Health

http ://www.aacap.org http://www.angelfire.com/dc/childsplay/devplay.htm

http://www.originalplay.com/develop.htm

http://www.childdevelopmentinfo.com/development/pl2.shtml

http://www.ipt-forensics.com/library/images5.htm

http://www.newhorizons.org/strategies/arts/jarboe.htm

American Art Therapy Association on the WWW at:http://www.arttherapy.org/ .

New Horizons for Learninghttp://www.newhorizons.org

http://www.childdevelopment.com.au/self-assessment/

For more information visitwww.childdevelopment.com.au

Viktor Lowenfeld & Betty Edwardshttp://www.learningdesign.com/Portfolio/DrawDev/kiddrawing.html

http://faculty.indy.cc.ks.us/jnull/eledstages.htm

http://www.learningdesign.com/Portfolio/DrawDev/kiddrawing.html

http://www.csea-scea.ca/TeachingIdeas/stages.html

http://www.artjunction.org/young.php

118. Contact Information

Aprioris Psychological Health Services

• 666 Dundee Rd., Ste 502

• Northbrook IL 60062

847-778-3997

[email_address]