Managing endings in foster care placements – what happens when things 'go wrong'?

Background: Therapists recognise the importance of endings; preparing the client for the ending of therapy or even ensuring they are properly prepared for a significant break, such as a vacation. Sometimes, events overtake... [ view full abstract ]

Background:
Therapists recognise the importance of endings; preparing the client for the ending of therapy or even ensuring they are properly prepared for a significant break, such as a vacation. Sometimes, events overtake the process and an ending occurs without preparation. Maybe illness or a sudden change of circumstances means that therapy cannot continue. In some cases, the client may simply stop coming without explanation, providing much soul searching and wondering for the therapist.
With children in foster care the significance of a placement coming to an end is no less significant, requiring just as much thought and preparation. When a placement is disrupted by events or ends without due planning, there are consequences to be considered for the foster carer, for the child and for the professionals involved.
The importance of successfully managing transitions for children in care, whose lives have often been punctuated with episodes of loss and changes in their living arrangements, is well documented. Traumatised children respond best in a stable and consistent environment that provides appropriate and caring boundaries sufficient to contain their inevitably high levels of anxiety and the acting out which may go along with this. A loving environment, in the context of a secure relationship with adult foster carers, challenges earlier experiences of failed care from those adults whom they should have been able to rely on and trust. Such relationships are as important for the wellbeing of these children and young people, perhaps more so, than any particular treatment modality or intervention.
Coming into foster care is usually a result of some trauma, often persistent and long-lasting over years. Nevertheless, it still represents a break and a separation from known family and carers with an accompanying sense of loss. In the worst cases, this experience is repeated over and again as children are moved from placement to placement, sometimes with little or no preparation or planning.
Research suggests five factors that appear to cause frequent placement moves:
• a change of social worker
• over-optimistic expectations
• placement breakdown, particularly for teenagers
• any policy or practice which generally discourages children from remaining fostered after the age of 17
• the child’s level of emotional disturbance and motivation to remain in the placement also appears to be a key factor.
Objectives:
The presentation will offer ideas and further consideration of the reasons for placement breakdown and unplanned endings of foster care placements based on the experiences of an independent fostering agency working in four areas of England. From this experience practical suggestions will be made as to how the risks associated with unplanned and frequent changes of placement may be mitigated by increasing and developing resilience in both foster carers and the wider professional networks.
Methods:
A literature review of relevant research material plus a series of semi-structured interviews with foster carers, social workers and children who have been in the care system.
Results:
The presentation will feedback on the outcomes of the interview schedule indicating the main reasons for placement breakdown and any examples of practice that were found to be particularly helpful.
Conclusions:
The critical importance of stable and loving placements for children presenting with a range of emotional and behavioural needs is well evidenced. Sustaining such placements is often challenging and stressful for both foster carers and their supporting social workers. These challenges are not only to do with the exhausting and demanding nature of the children’s presentation, but are compounded by the systemic difficulties of financial constraints and competing organisational hassles. Building resilience is vital for the healthy development of children and young people.