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Maintaining a Long Term Commitment to Children in Care: Factors that Influence the Continued Capacity of Foster Parents who are Raising Children with FAS/FAE in Rural and Reserve Environments
Kathleen Jones, Ph.D., RSW
West Region Child and Family Services
West Region Child and Family Services– Keeseekowenin First Nations– Waywayseecappo First Nations– Gambler First Nations– Ebb and Flow First Nations– Rolling River First Nations– Crane River First Nations– Skownan First Nations– Pine Creek First Nations– Valley River First Nations
West Region Child and Family Services
Assets of the Agency– Family Resource Centre in most
communities– Community worker in each
community– Block Funding formula– Most staff are aboriginal many
community members– Most staff have BSW, some working
on MSW– Support from Leadership– Commitment to creative practice
among staff
West Region CFS-FASD Program
West North Physical Mental Parents
Community South East
Social Emotional Professionals The child
Support to Families-Family Centred Diagnostic Program (Diagnosis)-Parent Advocacy(Training)-Community Based Support
Supports to Professionals-Consulting (Training)-Specialized Programming-Partnerships with community programs
Supports to Children-Case planning support(Support to Families)-Referrals for diagnosis(Diagnosis)-Long term planning(Support to Families)
Building a Healthy Community-Workshops (Training)-Reclaiming our Voices (Prevention)-Women’s Lodge(Prevention)
The Gift of the Child with FASD
Traditional teachings tell us that children with FASD are a special gift
from the creator
Each child comes into a family with their own special role in the family and the community. Children may be brought into the world to take on leadership roles. They may be entrusted with the responsibility to nurture and support others. They may be placed on Turtle Island to help the community struggle with imbalances due to addictions, poverty and difficult life circumstances. Our role, as caring community members, is to find, understand, and recognize the gifts in all of our children.
West Region Child and Family Services
Goals of the FASD Program Reduction of children born with FASD
Reduction of children coming into care Increase the capacity of families and
caregivers caring for children with FASD Increase supports for children with FASD in
the school and community Increased support to children with FASD in
and out of care
Reduction of unplanned moves for children with FASD
Purpose of the Study
To explore all of the personal, relational, and situational factors that influence the capacity of foster parents to maintain a stable and nurturing environment for their foster children with FAS/FAE
Context to the Study Children born with FAS/FAE experience a range of
disabilities that compromise their intellectual, physical, social-emotional, and behavioural capacities. (Streissguth, 1992, Barth, 1991)
Children with FASD are 2.1 times more likely to face emotional/physical abuse early in life
Families living in rural environments have fewer professional services than families in urban environments (Trute, Adkins, & McDonald, 1994)
Context to the Study 90% of all FAS/FAE children have had some involvement with
child protection services by their 5th birthday(Jones, McClullough and Dewoody, 1992)
80% of children with FAS/FAE are living in alternative care settings (foster care) (Stratton, Howe, Battaglia,1996)
Children with FASD stay in Foster homes longer, are the most likely to face multiple home placements and the least likely to be adopted
A Manitoba study showed that at least 20% of children with FAS/FAE ‘in care’ have experienced more than 9 placements in their childhood.(Children and Youth Secretariat, 1998)
Context to the Study
80% of children with FAS/FAE who enter the Child Welfare system do not return home. (Besharow and Boehler, 1994)
Living in a stable, nurturing home for over 72% of life is a universal protective factor in reducing poor outcomes in adults with FAS/FAE (Streissguth, Barr, Kogan, & Bookstein, 1997)
Study Methodology A qualitative, multiple case study
methodology
“an inquiring process of understanding a social or human problem based on building a complex, holistic picture, formed with words, reporting detailed views of informants and conducted in a naturalistic setting” (Cresswell, 1994, pg. 1)
Study Methodology
Collective Case Study ApproachIntensive interviews (4-6 hours)
Field Notes
File review of ‘child file’
Study Methodology-Subject Selection
Study of eight foster families representing 14 children with FAS/FAE ranging in age from 3-17.
Fostering for longer than 5 years
All fostered for same FN-CFS agency 4 families living in rural environments4 families living in reserve
environments
The ecology of human development involves the scientific study of the progressive, mutual accommodation between an active, growing human being and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded (Bronfenbrenner, 1979, pg 21)
Employing an Ecological Framework
An Ecological Framework
The Child
The Family
The School & Community
The Child
The Family
The School &
Community
Child WelfareSupports
Domain One: The Complex Child
“ My sister-in-law has children with FAS and it’s so visible. My kids seem so normal”
Problems with Emotional ReciprocityAggression HyperactivityStubborn Social Skill ConcernsPoor Memory Physical/Medical Needs
Sleep disorders
Domain Two: Family Commitment
High level of stability in familiesmarriage strengthenedchild/family focusedHigh reliance on family and friends
All saw relationship with child as exclusive High level of commitment to culture
among ‘on reserve’ families
Gendered Parenting
Domain Three: The Community as
Support Generally low level of professional
supports, preference for family support
Rural families saw ‘community’ as a safe place to raise children
Reserve based families saw ‘community as a place to maintain cultural connections
Domain Three: The School as Support
High level of frustration with schools
The ability to ‘read’ seen as important indicator of academic success
Recognition of the role of the school as a community resource in rural/reserve areas
General need for supports targeted to teenagers- problems in school linked to delinquent behaviour
Domain Four: Child Welfare Support
Desire for workers that are committed to family (not always ‘child specific’ focus)
Families appreciated the contact, wanted better working relationship with worker
Problems with philosophic underpinnings of foster care and fostering
Linking the Domains: An Ecological Approach
Families appeared to be able to support children in home but harder in community
Lack of early intervention/support led to problems in adolescence-Particularly for children living away from their culture
Children that had difficulty with emotional reciprocity/aggression appeared to be the highest risk as teens.
Policies in community agencies often exascerbated problems for families
An Ecological Approach
Communityinfluences
Poor emotional
reciprocity
Poorsocialskills
Better social skills
Strongemotionalconnections
Parentas
advocate
Decliningparental
role
Socialnetworksupport
Activeparent
involvementFewparentalsupports
Activelyattending
school
Healthyfriends
EarlyIntervention in school
Earlydiagnosis
Healthy lifestyle
Drinking/druguse
Communityinfluences
Poorrecreational
supports
Schooldrop-out
Vandalism
No/Littlesupport inschool
Poorcommunitysupports
Cultural connections
Conclusions-Recommendations
Need to increase community supports to better accommodate the child and family
Increased involvement with First Nation community
Early intervention in schools
Targeted support for teenagers (rethink role of family)
Targeted support to children with difficulties showing emotions
Increased collaboration between CFS and families, CFS and community supports
Future Research Study looking at the role of foster fathers in
raising high need children
Study looking at subsets of children with FASD particularly children showing difficulty with emotional reciprocity
Comparing outcomes of children in urban areas or families that were not successful in keeping children
Future Information
Kathy Jones, Ph.D. RSW
West Region Child and Family ServicesRolling River First NationsErikson, Manitoba, Canada