Monday, April 30, 2012

Who Likes History?

History of Foster Parent Adoption in the United States

-Foster care is, by law, a program intended to provide a child with a safe, nurturing, therapeutic family environment for a temporary of time.

-During the 1980s greater emphasis was placed on preventing children from becoming involved with the foster care program.  This means that The Adoptions and Welfare Act made sure that as many options as possible were considered in order to keep children out of foster care.  Children would ONLY become part of the foster program when there was no other option by which a child could remain safely with his or her family. 

-What has resulted is a foster program in which most children have been physically or emotionally wounded.  Their families are in a great deal of pain.  This has meant that more foster families have become (through necessity) part of an intense service and treatment team for most children in foster care.  Foster parents have become supplements to the families of children in their care, forming alliances or partnerships with birth parents.  This is a change from the role of substitute parent so commonly seen only a few years ago.  

-The  Adoptions and Safe Families Act puts an emphasis on safety and well-being and has created time frames for achieving permanence for children (as short as possible).  Foster parents may well be asked to consider adoption at the same time they are asked to help with reunification plans, because concurrent planning is one way to achieve permanence in less time. 

-In 1994 the Multiethnic Placement Act and the amendment of 1996 was brought about to prevent discrimination in the placement of children on the basis of race, color, or national origin.  It is illegal to routinely consider race, national origin, or ethnicity in the adoption decision.

-More involvement between foster families and birth families is perhaps one of the reasons why foster parent adoptions have increased.  Foster parents who have contact with the parents of the children in their foster care are more likely to say "yes" in their adoption decision.  Other positive outcomes occur.  First, practice and research tell us that children who have contact with their parents have a better self-concept than those who do not have contact.  Secondly, children who have frequent contacts with their parents are more likely to be reunited with them.  If they cannot return to their birth families, the child will feel much better about the circumstances knowing that contact is still maintained (even if just through letters).

The Changing Emphasis in Adoption

-In 1975, more than two thirds of the states in this country required foster parents to sign a statement that they would not attempt to adopt the children placed in their foster homes.  Although these policies were directed primarily toward infant adoption, foster parent adoptions in general were affected.  Good practice dictated that every caution be taken to help foster parents understand that foster care was temporary and not a "back door" to adoption.  Agencies dealt with the issues of "back door" adoptions in many ways.  One private agency in 1989 had a policy that required children in foster care to move every six months in order to avoid an attachment to foster parents.  This policy certainly discouraged foster parent adoptions at one level.  This policy also harmed already vulnerable children.

-Despite examples like that, other positive changes began to occur.  During the late 1970s and early 1980s agencies began to encourage foster parent adoptions for children who had exceptional and special needs.

-In the late 1980s somewhere between 40% and 75% of all US public agency adoptions were by foster parents.  Today, agencies report that the majority of all public agency adoptions are by foster parents.

-Perhaps most importantly, during the past decade there has been a strong movement in the adoption field to preach the message that every child is adoptable.  Not long ago the older, more seriously wounded child was seen as "unadoptable".  The advocacy of foster parents and staff willing and eager to provide a home intended to last a lifetime, allowed these children to be adopted where they lived and where they were accepted.  Foster parent adoptions assured that wounded children who had often experienced multiple moves were prevented from making yet another possibly devastating move.

What Should Foster Families Think About When They Are Considering Adoption?
-First, there will be many changing roles within the family.
-Second, there will be changes for the child who often has a difficult time seeing that anything is different.
-Third, there will be changes in the team roles played between the family and agency staff.
-Fourth, there will be changes in the partnership roles between the two families of the child, the foster/adoptive family and the birth family. 

Lesson #9:  Despite the changes and challenges that have occurred throughout the history of fostering/adopting, every child (regardless of circumstance) is worth adopting and deserves a chance.  You have to be willing to create history.  

Monday, April 23, 2012

Birth Family Connections

Meeting 7: Helping Children With Birth Family Connections

Did you know that there is an Indian Child Welfare Act?  I thought that was very interesting.  There is a long explanation for it in our information packets, but basically the Native American tribes have there own governmental system.  If anyone were to ever observe the abuse or neglect of an Indian child, the Indian tribe would be notified and they would be able to handle the issue with their own laws.  The only time the US government can intervene is if they see that the issue is really not being handled or handled effectively.  The Native American tribes are protected and are basically their own country within ours. 

*In child welfare, "openness" is a term to describe the degree to which an adopted child continues to be connected to his or her family of origin. 

*The level of openness is a parental decision, based upon the needs of the child.  Adoptive parents consider the child's identity, culture, well-being, and safety needs in order to determine the level of openness most appropriate for the child. 

*Levels of openness include:
-Providing children with information about their family origin.
-Letters and photos exchanged between parents and adoptive parents through the child-placing agency.
-Giving children photos and letters from their parents and/or extended family members. 
-Letters between children and their parents and/or extended family members
-Sharing holidays with parents and/or extended family members
-Regular visits with parents and/or extended family members
-Ongoing shared parenting with parents and/or extended family members, much as other extended family members share parenting responsibilities. 

*Purpose of Visits:  Visits between children in placement and their biological families serve four major purposes.
1.  Reassurance to the child and family:
*Children know they have not been abandoned
*Families know the agency wants them to reconnect with their child
*Parents and child know that each other are well
*Continuity of relationships is preserved
*Psychological well-being is promoted

2.  Assessment of reunification capacity and progress:
*Workers can assess parent's and child's willingness to reconnect, the strengths that can make reunion possible, and the family problems that can impede reunification.
*Workers can use visiting experiences to help parents identify family goals that need to be met in order for the reconnection to be maintained.
*Workers can alter the visiting plan to reflect family and child progress and needs
*Workers can identify the need for informal and formal resources
*The extent to which foster parents can serve as a resource to parents will be recognized
 *Workers can see parent's and children's needs for additional help

3. Intervention:
-Parents and children can confront reality, recognizing what it really means to be reunited.
-Families can identify and test out their optimal degree of reconnection
-The timing of actual reunification can be carefully considered
-Parents and children can express and work through their feelings toward each other

4.  Documentation:
-Recommendations and plans can be supported or changed through accurate recording of visiting experiences.
-Credibility of court testimony can be enhanced
-Parents can be provided with feedback regarding their progress

Things That Make Visits Difficult:
-Arranging visits can be time consuming and complicated
-Last-minute changes mean a lot of wasted time
-Observing family distress can be emotionally depleting
-Concerns about the impact of one's decision making on a child's safety can be overwhelming.
-The threat of family violence can make workers and foster/adoptive parents feel personally vulnerable
-A lack of agency support for visiting can produce stress

Types of Activities Children and Families Can Do During Visits
Older Children:
-Clothes Shopping
-Food Preparation
-Medical Appointments
-Taking a Walk
-Class Trips
-Household Tasks
-Haircut Appointments
-School Conferences

Younger Children:
-Free Play
-Stories
-Arts and Crafts

Ways Foster/Adoptive Parents Can Improve Family Visits
-Plan visits with birth parent's needs and resources in mind
-Allow visits to take place in their homes
-Look for, point out, and enhance birth parent's strengths
-Help children work through their feelings following visits
-Taking photographs of child with birth family at the beginning of placement (can later be included in child's Life Book)

Things Foster/Adoptive Parents Should Communicate to the Worker About Visits
-Awkwardness
-A crying child who can't be comforted
-A parent who is angry
-A parent who has been drinking or is high on drugs
-Sadness when the visit is over

Ways Foster/Adoptive Parents and Workers Can Help Prepare Children For Visits
-Be sure to inform them of about everyday ordinary details like where and when lunch will be eaten, who will be there, etc.
-Use references that are meaningful to the child like "You will be back in time to watch Sesame Street."
-Address any concerns a child may have about personal safety. (I will be with you, or just in the next room during the whole visit."
-Help children to identify how they might feel once they are together with the family members.  
-Elicit the child's fantasy of what visiting with the family will be like.  Correct any misinformation and respond to feelings.  ("Only Mom will come this time.  Dad will be coming next time.")
-Children can be helped be being given permission to demonstrate to family members the ways in which they have changed and grown during placement.  This can ease a sense of divided loyalty between parents and foster parents.  "Let's be sure to talk with Mom about how well you can read now."  

Lesson #8:  When fostering, keep a notebook or journal from day #1.  Document EVERYTHING that happens to see changes or pattens in the child's behaviors and present any needed information to the case workers (or possibly a judge).

Sunday, April 15, 2012

Helping Children Manage Their Behaviors

Meetings five and six were both about the children's behaviors and different parenting styles.  Sometimes things are generalized, when I believe there is no set formula for parenting (or teaching).  Rather, every child is unique and requires an individualized method of parenting/teaching.  Still the information packets taught us a lot. 

-There are two "parenting styles" or approaches to discipline:

1.  Proactive Parenting
*Builds a safe, trusting relationship by frequently staying close.
*Focuses on appropriate behaviors and positive consequences
*Looks for what the child is doing right and provides positive consequences for that behavior rather than forcing compliance.
*Withholds positive consequences for "not doing" rather than providing extra negative consequences.

2. Reactive Parenting:
*Corrodes your relationship
*Focuses on inappropriate behavior and giving negative consequences.
*Looks for what the child is doing wrong and tries to get rid of that behavior through coercion or punishment.
*Sees inappropriate behavior as a chance to forcefully "teach the child a lesson" so the child fears the consequences and stops doing the behavior.
*Forgets to pay attention to what the child is doing right.
*Waits for the bad behavior and reacts to it rather than having a plan.
*Allows your own bad experiences and resulting bad mood to control your parenting.
*Uses coercion: questioning, arguing, sarcasm, force, threat, criticism, despair, and logic (which I happen to be a fan of ).

Examples of Positive Methods of Punishment:
*Reinforcing acceptable behavior, honest praise, special privileges and treats, extra hugs and kisses, additional time spent with the child, and stickers on behavioral charts.
*Verbal disapproval of the child's behavior, never the child.
*Loss of privileges
*Time Out/Grounding
*Redirecting the child's activity

The Cycle of Need:

NEED (underlying conditions)------>EXPRESSION (behavior)------>INTERVENTION (proactive parenting)----->RELAXATION (healthy self-concept)----->BACK TO A NEED

Lesson #7:  It's important to provide stability and love.  These are reflected through consistent rules, methods of discipline, and patience.  The "Need Cycle" continues in every child. 

Throughout the course we've been working on a "Family Profile".  This is a collection of information about us and our families.  Early on we completed information forms regarding our education, health, families, and jobs.  Later we received an email with a list of other items to collect and add to our Family Profile.  These items include:

-Employment Verification Forms (1 per person)
-Medical Clearance Forms
-2 Neighbor Reference Forms
-3 Personal Reference Forms (not relatives)
-Picture ID, SS Card, Birth Certificate or Passport
-Copy of Floor Plan of Current Home with Evacuation Route
-Animal Vaccinations
-Car Insurance (with names of all drivers)
-MAPP Training Certificate
-Fingerprints through the Children's Home Society