SCIE guide 7: Fostering November 2004 SCIE guide 7: Fostering Introduction SCIE (October 2004) is designed for foster care practitioners and anyone with an interest in good practice in fostering. The easy-to-use guide is packed with case studies, good practice tips and research summaries and designed to answer any questions foster carers may have on fostering, as well as provide food for thought. The guide is based on evidence from a number of reports including SCIE Knowledge Review 4: Innovative, Tried and Tested – A Review of Good Practice in Fostering, SCIE Knowledge Review 5: Fostering Success – An (1) , (2) Exploration of the Research Literature in Foster Care and two other (3) recent studies . It shows how this evidence can be used in every day practice. About SCIE SCIE works with people and organisations throughout the social care sector to identify useful information, research and examples of good practice. Using this information, we produce free paper and web-based publications which bring together existing information about a particular area of social care, draw out key messages for good practice and identify areas where more research is needed to inform good practice. In this way, people can use SCIE's publications as a central point of evidence-based information. Our publications are useful for social care workers, managers, academics, practice teachers, policy makers, service users, carers and others with an interest in social care. SCIE's work covers the breadth of social care, including services for adults, children and families; participation; human resource development; social work education; e-learning and the use of knowledge in social care. SCIE also owns and runs Social Care Online, an extensive online resource of free information about social care. It has around 80,000 abstracts of books, reports, research papers, official publications and articles and is a pivotal tool for social work students, managers, academics, front line practitioners and service users. Link: http://www.scie-socialcareonline.org.uk This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE guide 7: Fostering Index About this guide Children’s views Meeting foster children’s emotional and behavioural needs The needs of foster children from a black and minority ethnic background Looked after children’s physical health Counselling and therapeutic help School and education Contact Temporary foster care Placement stability Placing siblings Using partnerships and commissioning to create placement choice The profile of foster carers Recruiting foster carers Training foster carers Retaining foster carers Creating foster carer job satisfaction User evaluation of fostering services This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering About this guide Who the guide is for? This guide is designed for practitioners but will also be useful and of interest to all those concerned with good practice in fostering. What is the aim of the guide? The purpose of this guide is to offer quick and easy access to knowledge about foster care practice. It is designed to enable practitioners, carers, teams and services to think creatively about their work to benefit foster children and young people. The guide does this by: • identifying major areas of importance in current fostering practice • summarising key research findings • providing references for the original research • suggesting practice points • giving examples and illustrations from practice • giving definitions and details of relevant legislation, guidance and standards • providing further information and useful web links • providing information about current English law and standards. Coverage As this guide has been produced using evidence from SCIE knowledge (1), (2), reviews 4 & 5 it does not include in any detail foster care topics outside this remit. But the importance of, for example, family and friends care and adoption by foster carers, is recognised. What the guide does not cover The law and standards sections apply to England only. The guide does not include every topic, for example, private fostering and the kinship care of ‘looked-after’ children. Structure of the guide Each topic is divided into the following sections: Key research findings An accessible summary of the important research. Practice points Where appropriate, an analysis of how these findings have been translated into everyday practice. This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering Research An overview of current research with references and some links to the original research. Ideas from practice Where available, there are practice ideas and examples showing how agencies have tried to improve practice and solve problems. Some examples, (1) from SCIE knowledge review 4 were evaluated by the researchers, and are referenced as such in the guide, whilst others are self reported and have not been evaluated. We are grateful to agencies for their ideas, acknowledge that other agencies may also be doing similar work, and welcome other practice ideas which could be included. Law and standards Relevant legislation, guidance and standards, where it exists. Note: Not all sections apply to every topic Author and acknowledgements The author of this guide is Mary Sainsbury, Practice Development manager at SCIE. We would like to thank all those who contributed to this guide. Particular thanks go to Rob Howells, web development officer at SCIE; Kate Wilson, Ian Sinclair, Claire Taylor, Andrew Pithouse and Clive Sellick at the Universities of Nottingham, York, Cardiff and East Anglia for their work on SCIE’s Knowledge Reviews Fostering Success and Innovative Fostering Practice; Alan Cave and Mary Lane who commented and advised on this work. We would also like to thank all members of the fostering reference group, advisory group and quality assurance group, for their input and insight, and Joanna Adande, Sue Lawson, Gail Goldstone and Pat Fraser who helped with initial testing. Working with you SCIE welcomes email or written comments on any aspect of the Guide, which will inform future updates. SCIE is keen to collect examples of translating key research findings and Practice points into practice. You can contact SCIE from the Contact us page on the website. Disclaimer SCIE is committed to the highest standards of information quality and every attempt has been made to provide up to date and accurate information. However, SCIE gives no warranty, either expressed or implied, as to the accuracy of the information on this website and accepts no liability for any loss, damage or inconvenience caused as a result of reliance on such information. This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering External links External links are provided on this website provide users with additional information. SCIE cannot guarantee that such links will always work, and make no representations as to the quality or accuracy of the sites linked to. SCIE does not endorse any external sites and is not responsible for their content. Terms and conditions All material on this website, including text, graphics and photographs, is copyright of the Social Care Institute for Excellence (SCIE), unless otherwise stated. Text and graphics may be freely reproduced for the purposes of any personal or educational use or private research. However, the use of any text, graphics or photographs contained in this website for any commercial purposes is not authorised unless permission is first obtained from SCIE. This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering Children's views Key findings Although there are some difficulties with researching children’s views, we can be fairly confident about the general findings, which are true for many children. Children want different things to suit their individual circumstances, but they all desire: • an ‘ordinary’ family life, and not to feel ‘different’ • to maintain relations with their birth families • to understand why they’re in care, and to have an explanation ready • to be listened to about where they want to be, and to have an element of control • to be valued, respected, encouraged (for example, at school) and to be appreciated for themselves. With some exceptions, foster children generally feel positive about being in foster care. Practice points • Remember that children want to enjoy an ‘ordinary’ family life in their foster family. Ask them and yourself if they are being made to feel different and how you can overcome this together. • Think about how you arrange reviews, meetings, contact and everyday events like medical assessments. • Offer to help children work out an explanation that they can give to school and friends about their current family situation. • Ask yourself how you can help children feel listened to, empowered and in control of their own lives. Ask them the same questions too. • Think about how you can help children maintain relations with their birth families. • Encourage children in their pursuits and ask them if they are getting enough encouragement from elsewhere. • Find out whether the children you are working with feel valued, respected and loved and think about what you can do to promote these positive feelings. What we know from research Ask children what they want It is important to find out what children think about foster care. Many researchers have conducted studies about children’s views, but do they really (4) represent the views of children in care ? This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering Often, children and young people may not feel free to say what they really think: for example, they may be worried about upsetting their foster carers and (5), (6) birth families Some studies have had a low response rate and in general it is often easier to find out the views of teenagers and children in permanent (7), foster care than those of younger children and children in temporary care (8) . In spite of these reservations, when children are consulted very similar themes emerge and we can be fairly confident that the views described below (9). are true for the great majority of children Because of their individual circumstances children and young people do not want exactly the same things, but in the research studies referred to above, they all report similar general needs and wishes. For many children foster care can be a good experience most of the time. (3) Research studies show that a sizeable majority of children valued being in care, did not want to return to their birth families, and did not think that being in care was the reason for their difficulties. Help children not to feel different Children living in foster care want to feel that they have an ordinary family life. (10) They do not like anything that marks them out as different . For example, they do not like statutory reviews interfering in normal life or being conducted in a place that may affect their privacy, such as at school or in the foster (9), (11), (12) family home . Maintain relations with birth families Nearly all fostered children want to retain a relationship with their birth family and nearly all worry about not seeing their mothers, fathers, brothers and sisters. Many feel that the relationship they have with brothers and sisters can represent what is best about their family. Additionally, many children worry about their birth families while they are away: some children think that their relationship with their own family is threatened by their relationship with their (7), (13-15) foster family . Help them understand and explain why they are in care Many children are worried about the reasons why they came into care and for how long they are likely to be there. One study 16 shows that about two thirds of children do not know and understand why they entered care in the first place. Trying to produce an account of what has happened which can then be explained to others, particularly at school, preoccupies many children. There is also evidence that children have to accept the reason themselves, (17) otherwise placements are more likely to break down . Listen to where they want to be Not all children and young people want the same things, but they all want to (7), (18) be listened to and to feel that they have choice and control . Children do not like being moved suddenly and they want to be involved in their own care (7),(9), (12), (13), (19-23) (3) planning . We also know from research that if children are not happy in a placement and are unmotivated to make it work, it will probably break down. If they cannot be where they want to be, they appreciate an explanation of the options. This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering Value, respect, encourage and appreciate children Children need to feel that: • their individual qualities are appreciated and that they are loved for themselves • they are an equal member of the foster family • they are encouraged and given the opportunity to do well at school and in other pursuits • their individuality, choices and privacy are respected, particularly for (9) older children . The relationship between foster carers’ own children and fostered children (3) Research has found a generally favourable relationship between foster carers‘ own children and fostered children. If there is serious conflict of interest between the two groups of children, or if the carer feels that their own children may be at risk in any way, most foster carers will put the needs of their own children first. This can make foster children feel that they are treated less favourably and trigger a downward spiral, which may result in placement breakdown. It is important to recognise this and intervene early. Most children feel positive about their foster family (24) With some exceptions foster children generally feel positive about their care and nearly three quarters of looked after children thought that being (7), (9), (21), (23), (25), (26) looked after had been a ‘good idea’ . Law and standards Compliance with Statute and Regulations is mandatory; compliance with Standards is taken into account by the Council for Social Care Inspection, when registering and inspecting fostering service providers. There are various legal channels through which children can express their views about foster care, and perhaps more particularly, their concerns and complaints. Children Act 1989 section [1] [3] welfare checklist ‘A court must have regard to the ascertainable wishes and feelings of the child’ concerned in the legal proceedings. Section 20 [6] Before providing accommodation under this section, a local authority shall, so far as is reasonably practicable and consistent with the child's welfare: • ascertain the child's wishes regarding the provision of accommodation; and • give due consideration (having regard to his age and understanding) to such wishes of the child as they have been able to ascertain. This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/ SCIE Guide 7: Fostering Section 41 Children Act 1989 A Children And Family Court Advisory And Support Service officer [Children’s Guardian] must be appointed by the court to safeguard the child’s interests in ‘specified proceedings‘ [application for care or supervision order, discharge or variation of these orders, section 34 contact orders etc]. The Guardian’s duties include ensuring that the child’s views are heard by the court and appointing a solicitor to represent the child in the court proceedings. Where the child is of sufficient understanding to instruct the solicitor directly, rather than through the Guardian, and the child and guardian do not agree about what should happen, the solicitor will represent the child’s views to the court, not those of the Children’s Guardian. Independent Visitors Children Act 1989 Schedule 2 paragraph 17, and Definition of Independent Visitors [Children] Regulations 1991. Local authorities must appoint independent visitors [whose role is to visit, advise and befriend] when a child is looked after by an local authority and contact with a parent or other person who has parental responsibility, has been infrequent, she/he has not visited, been visited or lived with any of these people during the last 12 months, and it would be in the best interests of the child. Complaints and Representations by Children Children Act 1989 section 26 [3] to [9], and section 59 [4], and Representations Procedure [Children] Regulations 1991, and Fostering Service Regulations 2002 Regulation 18 [Fostering Service Provider complaints procedures]. These all provide ways in which children and young persons can make complaint or representations about aspects of their foster care. The Advocacy Services and Representations Procedure [Children] [Amendment] Regulations 2004 and Guidance, and Looked After Children [2004] 11 A duty is placed on local authorities with social services responsibilities to ensure that advocacy services are provided for children and young people, making or intending to make a complaint under or section 26 or section 24D of the Children Act 1989. Review of Children’s Cases [Amendment] Regulations 2004 Local authorities must appoint Independent Reviewing Officers, who have powers to ensure the child’s views are understood and taken into account at and between reviews, as well as: • monitor the performance of the local authority in implementation of care plans • problem-solve on behalf of children • advise and assist children to complain, make representations and/or take legal action This PDF document was created in December 2005, and will not reflect any changes made to SCIE Guide 7: Fostering since that date. Please visit our website for the latest version: http://www.scie.org.uk/fostering/