246,938 research outputs found
FOSTER Plus Contents - Items per Taxonomy Terms
No full textThis spreadsheet present the number of contents (presentations, tutorials, learning objects) per topic of the Open Science Taxonomy defined on the context of FOSTER Plus project. The numbers are constantly changing, please check the FOSTER Portal - https://www.fosteropenscience.eu/</p
FOSTER Plus Taxonomies
No full text<p>Taxonomies used in FOSTER Plus project regarding Open Science, Research Data Management, RRI, Text and Data Mining Methods, Text and Data Mining, Research workflows and legal issues.</p>
<p>The files are available in XML format for reuse. </p>
<p>More information at: <a href="https://www.fosteropenscience.eu/about#download">https://www.fosteropenscience.eu/about#download</a></p>
Views of children and young people in foster care survey: education
No full textThis paper explores the educational experiences of children and young people living in foster care in Queensland. Findings are drawn from the responses of 845 children and 1180 young people to the 2011 Views of Children and Young People in Foster Care survey, which is a rich source of information about children’s and young people’s attitudes towards and perceptions of their own education. Findings relate to educational status, key markers of educational disadvantage including suspensions and exclusions, and specific problems children and young people experience at school, as well as children’s and young people’s enjoyment of school and aspirations for the future. Information about educational support, including Educational Support Plans and support provided by Child Safety Officers and Community Visitors are also presented. Where relevant, comparisons are made between the 2011 survey results and prior surveys conducted in 2006, 2007 and 2009. Relationships between key educational measures as well as relationships to other important measures of health and placement stability are also explored.
The findings suggest that children and young people continue to experience educational disadvantage, including high rates of suspension and exclusion and a range of problems at school including problems with schoolwork, bullying and behaviour and that these difficulties can be exacerbated by the child protection system, for example, through placement instability. However, there are reasons for optimism. Children and young people are overwhelmingly likely to report that they enjoy school, expect to complete Year 12 and that their teachers generally like their schoolwork. Furthermore, over time, the proportions of young people reporting that they have an Educational Support Plan have grown, and, importantly, they are more likely to report that these plans are helpful. Analyses in relation to a number of educational variables reveal that young people with a plan they consider to be helpful fare better. Children and young people were also positive about the important role that CSOs and CVs are able to play in supporting their education.
While educational disadvantage is an enduring problem, the survey findings provide evidence of progress in key areas and suggestions for how continued improvements may be made
Turning Points: Chapters in South Australian History
No full textedited by Robert Foster and Paul Sendziu
Living with foster siblings: the adjustment of adolescent sons and daughters in families who foster.
No full textThis paper aims to review how fostering affects the adjustment of adolescent sons and daughters in families who foster. The research is presented within a developmental psychopathology framework, addressing individual, parent-child and sibling factors that affect adolescents' adjustment. These factors are initially discussed in the context of 'normative' families and stepfamilies, as a prelude for understanding the adjustment of adolescents in reconstituted foster families. Secondly, fifteen studies were reviewed on birth children in families who foster. The literature specifically on adolescents in families who foster is scarce and most of the studies reviewed sampled birth children of all ages. Findings suggest that fostering affects the adjustment of birth children both positively and negatively. Birth children are more caring and mature as a result of fostering, but the relationship with their parents seems to change, resulting in less quality time. Finally, suggestions are made for future research, and clinical implications arising from the literature are discussed
What do foster parents think about their foster children's education?
No full textBackground
It is widely understood that children who enter foster care are likely to have had previous traumatic experiences which can affect many aspects of their lives, including their ability to thrive at school. In order to better support the educational needs of children who are fostered, deeper insight needs to be gained into the relationships between children in foster care, foster parents, and schools. As a contribution to this under-researched area, this study focuses attention on the viewpoints of foster parents in relation to their foster children’s school experiences, in a Polish context.
Purpose
This research sought to explore the perceptions of foster parents on the education of their foster children and investigate how they understood these experiences.
Methods
A qualitative, interpretive phenomenological study was undertaken to analyse foster parents’ lived experiences of their foster children’s education. A purposive sample of 62 foster parents participated across seven focus groups. An in-depth, interpretive analysis was conducted.
Findings
Overall, analysis of the rich data set identified four main themes, which crossed all focus groups: Experiences of discrimination; Advocating for the child, Feelings of futility, and Connecting positively.
Conclusions
The study highlights more widely how foster parents can feel routinely excluded from their foster children’s education and suggests that feelings of discrimination may be common experiences. It also draws attention to the opportunities for meaningful connectivity between school professionals, foster parents and children. Implications for practice, which may be of use in other settings internationally, are offered.No Full Tex
Does emotional resilience enhance foster placement stability? A qualitative investigation.
No full textFrequent changes of foster placement are known to have a detrimental effect on the long-term well-being of cared for children. Foster carers who take on children with challenging behaviours have to draw on resources, both internal and external, to help them build and maintain a relationship with the child that will last. Not all foster carers are successful in this regard. The aim of this qualitative study was to explore the role that the emotional resilience of foster carers plays in promoting placement stability.
Seven foster carers, who had a track-record of stable placements (according to national criteria) with children exhibiting challenging behaviours, were recruited from a Local Authority in the North East of England. They attended a focus group and one-to-one interview. Verbatim transcripts were subjected to an inductive grounded theory analysis.
Three potential underlying constructs, namely emotional resilience, interpersonal characteristics and external factors, were found to emerge from the data and identified as likely to influence foster placement outcomes. These data provide a springboard for further quantitative investigation with the potential to screen prospective carers to identify those best suited to ‘difficult’ placements in order to maximise success for the benefit of all concerned
The Experience of Being a Foster Parent in Non-Kinship Placements: Emotional and Psychological Impacts
No full textDue to previous life experiences, children who enter the foster care system have been significantly impacted in numerous ways; and the individuals who act as their caregivers may encounter behavioral challenges as they seek to address the result of what years of abuse and trauma have created. However, as placements progress over time, the foster child may also become an integrated member of the foster family and thus attachments are formed. As a result, foster parents may experience the significant impacts of managing severe and challenging behaviors as well as breaking strong attachments with the foster child who has largely become family. Therefore, the intent of this research study was to gauge how managing behavioral challenges and forming attachments with foster children may impact the families in non-kinship placements, emotionally as well as psychologically. Furthermore, it was important to determine if these impacts additionally served as deterrents for foster families to continue their placements. The process of data collection consisted of interviews conducted with foster parents individually as well as a couple when applicable, with a previously established interview protocol serving as a guiding framework. The interviews were then transcribed and assessed for emerging themes, commonalities as well as discrepancies. Lastly, the psychological and emotional impacts of managing behavioral challenges and forming attachments were identified and discussed. As the findings indicate, despite their intensity, these impacts did not serve to deter participants from continuing their role as foster parents. Overall, the findings of the present study were largely consistent with previously cited research and provided additional implications as well as recommendations for future policy and practice
Proclamation Day and the rise and fall of South Australian nationalism
No full textRobert Foster and Amanda Nettelbec
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