66,455 research outputs found
Portrait of author David Foster at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
Author David Foster with academic Jeff Doyle at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
Author David Foster and academic Jeff Doyle at the National Library of Australia, Canberra, 8 June 2011 /
No full textTitle from acquisitions documentation.; Part of the collection: Portraits of author David Foster at the National Library of Australia, Canberra, 8 June 2011.; Acquired in digital format; access copy available online.; Mode of access: Online.; Photographed by a staff member of the National Library of Australia
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
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
Measurement Error in the Reported Reasons for Entry into the Foster Care System
No full textTo date, much of the research on foster dependence hinges on the validity of the reasons for entry into the foster care system. Yet, no one has tested these data. Since these reasons for entry help to assess individual differences in foster care children, the purpose of this study is to more closely examine these reasons. Using data from the Adoption and Foster Care Analysis Reporting System, we begin with exploratory factor analysis on the reported reasons for entry. Next, we specify and test a structural measurement error model of reasons for entry. The reported reasons for entry are not mutually exclusive. Rather, there are five significant commonalities across these various indicators. The commonalities are combined across the reported reasons for entry into the foster care system to create a set of mutually exclusive factors that represent reasons. We apply these factors to a model of dependence on the foster care system. Compared to a model that includes all of the individual indicators, we are able to get a better idea of the kinds of children that are at risk for delayed exits from foster care.
Nur-i-Afshan V.03 no.43 October 1899 Supplement
No full textContents: Editorial notes - Current thought : the origin of Stonehenge - Christian Endeavor convention - Making character - Imitate [Poetry] by Fagin, C. Foster - Telegrams [Letter]
This volume of Nur-i-Afshan published weekly on Fridays from Ludhiana
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