1 The Negative Effect of Inconsistent Foster Home Placement on Children: Annotated

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The Negative Effect of Inconsistent Foster Home Placement on Children: Annotated Bibliography

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Reference

Chambers, R. M., Crutchfield, R. M., Willis, T. Y., Cuza, H. A., Otero, A., Goddu Harper, S. G., & Carmichael, H. (2018, January 31). “it’s just not right to move a kid that many times:” A qualitative study of how foster care alumni perceive placement moves. Children and Youth Services Review. https://www.sciencedirect.com/science/article/pii/S0190740917308459?casa_token=hBN_qf0tvo0AAAAAfMQPtDOb9KUBrbMXSxrT8fQLXsaUghuRYFJogyWvKBmLh6KHPgQcSMyv0HcTZ7srdqavCyKFdQ

Problem/population addressed

This article discussed the negative effects experienced in youth who have undergone multiple foster placements. Some of those effects studied were poor psychological, social and academic outcomes and less likely to achieve family reunification.

Research Questions/Hypothesis

How do foster care alumni remember their experiences of placement moves in foster care?

How do foster care alumni perceive the consequences of their foster care placement moves on their lives today?

Hyp.- Foster care alumni will recall their experiences of placement moves in foster care as largely negative, involving significant emotional and relational disruptions.

Type of methodology (quant/qual/mixed, longitudinal/cross sect/survey/interview/experiment, etc)

Comparative study

Semi-structured interviews

Interview duration/format

What measurements were used? What variables were measured?

Self-reported data

History in CW system: age entered care, duration of placements, number of placements

Variables measured:

demographic info, placement history, experience/perceptions

Key findings?

Loss of relationship

Educational trouble

Difficulty building relationships

Need for policy change

Gaps/limitations?

Small number of participants

Interviews conducted at drop-in centers

Interviews only in S. CA

Only self-reported data

Next steps?

Policy change

Academic collaboration

Youth autonomy

What will you use in your paper and where will you include it?

I will use the findings from this study as evidence to discuss the academic effects from placement disruptions

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Reference

Fawley-King, K., Trask, E. V., Aarons, G. A., & Zhang, J. (2016, December 4). The impact

of changing neighborhoods, switching schools, and experiencing relationship disruption on children’s adjustment to a new placement in foster care. VCU. https://www-sciencedirect-com.proxy.library.vcu.edu/science/article/pii/S0145213416302770

Problem/population addressed

This study was conducted to discuss some of the negative effects that may take place for children who have experienced inconsistency within foster placements. Some of the effects occurred due to multiple transitions of placements included inconsistency within schools, environmental changes, diminishing social life, and less contact with biological family members. As a result, this study concluded that although multiple transitions between foster homes has the potential of causing negative effects, it also may bring forth a positive outcome depending on each individual’s situation. 

Research Questions/Hypothesis

What is the impact of various transitions (e.g., changing neighborhoods, changing schools, losing contact with friends, separation from siblings, and contact with biological parents) on foster children’s adjustment to a new placement in out-of-home care?

Hypothesis: Different types of transitions associated with entering a new foster care placement (changing schools, losing contact with peers, separation from siblings, and varying levels of contact with biological parents) will have significant effects on foster children’s adjustment.

Type of methodology (quant/qual/mixed, longitudinal/cross sect/survey/interview/experiment, etc)

Data source

Selected sampling

Interviews

What measurements were used? What variables were measured?

Types of transitions following a new foster placement: new neighborhood, new school, loss of peer contact, separation from siblings, etc.

Variables measured:

Transitions, mental health, relationship with family/foster family, relationship with peers, school engagement

Key findings?

Mixed effects: Not all transitions have uniformly negative impacts. Some transitions have minimal or even positive effects on youth adjustment.

Neighborhood changes: Changing neighborhoods did not significantly impact the adjustment measures studied.

School changes: The impact of changing schools was not universally negative; in some cases, it might be beneficial, particularly if the new environment is better.

Separation from siblings: While being placed apart from siblings can be challenging, the study did not find consistent negative impacts on youth adjustment.

Gaps/limitations?

Lack of baseline for pre-existing conditions (mental health and quality of relationships)

Lack of measurement for school quality

Limited data on sibling information

Age restriction

Foster care settings (most participants were not in a formal FC setting)

Sample representation

Next steps?

Understanding impact of transitions

Assisting with coping for youth undergoing such transitions

Assessing the quality of relationships

Limit contact with problematic relationships

Facilitate positive change (advocate for transitions that have potential for positive outcomes)

Provide ongoing support

What will you use in your paper and where will you include it?

I will utilize the findings from this study to discuss the academic and social effects of placement disruptions. However, the study presents a nuanced perspective by highlighting some positive outcomes from foster placement transitions. I will incorporate this as a counterargument while also outlining the interventions and systematic changes necessary to ensure that, when placement disruptions occur, the benefits outweigh the drawbacks.

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Reference

Leathers, S. J., Spielfogel, J. E., Geiger, J., Barnett, J., & Vande Voort, B. L. (2019, March 16). Placement disruption in foster care: Children’s behavior, Foster parent support, and parenting experiences. Child Abuse & Neglect. https://www.sciencedirect.com/science/article/pii/S0145213419300985

Problem/population addressed

This article touches on the contribution of a child’s problematic behavior in relation to multiple foster home placements. The focus of this study revolved around the experience of foster parents, with foster children between ages, 8-14, who are caring for foster children at risk for disruption in placements due to experiencing long term foster care and developing problematic behaviors. 

Research Questions/Hypothesis

What are the factors associated with difficult parenting experiences and placement disruption for foster parents caring for children at risk for multiple moves?

Hypothesis: Specific child and foster parent characteristics, social support, and service adequacy would be associated with parenting experiences, and more negative perceptions of parenting experiences would be a strong predictor of subsequent placement disruption.

Type of methodology (quant/qual/mixed, longitudinal/cross sect/survey/interview/experiment, etc.)

Cross sectional

Interviews via phone

What measurements were used? What variables were measured?

Measures of children’s behavior and mental health needs.

Adequacy and sources of foster parent social support.

Foster parent perception of unmet service needs and agency support.

Parenting experiences.

Single point in time measurement

Additional data collected from historical placement records included:

History of moves.

Hospitalizations.

Residential treatment.

Variables measured:

For child: Behavior problems, mental health needs, history of moves, hospitalizations, and residential treatment

For foster parent: adequacy of social support, sources of support, perception of unmet service needs, perception of agency support, parenting experiences

Key findings?

Parenting Experiences and Placement Outcomes: Foster parents’ experiences of parenting significantly influence placement stability. More positive interactions and closer relationships with foster children were associated with lower rates of placement disruption. Conversely, less rewarding and more difficult parenting experiences predicted higher disruption rates.

Demographic Factors: African American foster parents reported more positive parenting experiences but faced a higher risk of placement disruption. This discrepancy suggests underlying factors beyond socioeconomic status that require further investigation, such as neighborhood risks or varying service availabilities.

The study underscores the critical role of foster parents’ experiences and support systems in determining placement outcomes. It emphasized the critical need for enhanced support for foster parents, especially those caring for children with behavior problems and risks to others, to improve stability and well-being for children in foster care.

Gaps/limitations?

Only one interview with foster parents

Sample size was small

Utilized a single point in time measurement

Did not account for changes made within the agency (caseworker turnover)

Focused on children with a history of foster disruptions and long-term foster care, not those who have been in care for shorter periods of time.

Focused on perceptions of parenting limited the examination of other important aspects of the foster parent-child relationship and the child’s adaptation to the foster home

Next steps?

Need for future research to identify specific types of support that are most beneficial for foster parents

Need for targeted interventions for maladaptive behaviors towards others

Better assessment tools and protocols to identify high risk children

Implement pre-placement planning process to ensure appropriate matches between child and foster parent

What will you use in your paper and where will you include it?

I will use the findings from this study as evidence to discuss the effects caused by placement disruptions as well as interventions that should be implemented to support the foster child and foster parents to help promote stability.

4.

Reference

Sandh, S., Donaldson, V. M., & Katz, C. C. (2020, March 4). Students connected to foster care: An overview of high school experiences. VCU. https://www-sciencedirect-com.proxy.library.vcu.edu/science/article/pii/S0190740919311430

Problem/population addressed

This study was conducted to focus on the connection between youth in foster care and continuing a higher level of education. Key components identified within the conclusion of this study showed that youth in foster care do aspire to attend college, but the data for those who do, is low. Some reasons within this study for these low numbers are that youth struggle academically due to changing schools throughout their placement, lack of support from foster parents, and case workers prioritizing immediate needs, jobs, housing, etc, rather than their academic goals. 

Research Questions/Hypothesis

How do residential and academic stability during high school impact the postsecondary enrollment and academic outcomes of youth in foster care in a large, urban Northeastern public university system?

Hypothesis: Youth in foster care who experience higher levels of residential and academic instability during high school will have lower academic outcomes, such as SAT scores, AP course participation and performance, dual enrollment participation, and on-time high school graduation rates, compared to their peers in the city’s department of education overall. These lower academic outcomes will subsequently lead to lower postsecondary enrollment and success rates for youth in foster care.

Type of methodology (quant/qual/mixed, longitudinal/cross sect/survey/interview/experiment, etc)

retrospective analysis: based on the sample and their previous academic enrollment, the analysis for this study includes data from university program databases and the city’s department of education, which were linked to create a comprehensive dataset.

What measurements were used? What variables were measured?

Number of ZIP code changes, number of high school transfers, SAT scores, on-time high school graduation

Variables: Race/ethnicity, gender, age at university enrollment, participation in support programs, number of ZIP code changes and high school transfers, test scores, on-time high school graduation

Key findings?

Findings highlight the ongoing challenges faced by youth in foster care, particularly in terms of housing and educational instability, academic preparation for college, and timely high school progression and graduation.

Gaps/limitations?

Retrospective Analysis: The study’s retrospective nature, focusing on students who ultimately enrolled in college, limits its ability to account for mediating factors that influenced students’ educational trajectories.

Residential Instability: Measurement: Residential instability was based on ZIP code data from high school academic records, which may be self-reported and not regularly updated.

Limited Generalizability: The findings from this study may not be generalizable beyond the specific context of the urban setting and local laws and standards of the city where the study was conducted.

Next steps?

Prospective Sampling Strategy: Future research should employ a prospective sampling strategy representative of youth in foster care entering high school. This approach would allow for a more comprehensive exploration of the relationship between housing and school instability and subsequent high school outcomes.

Effect of Personal Relationships and Social Support: Explore the impact of personal relationships and social support on the educational aspirations of youth in foster care.

What will you use in your paper and where will you include it?

I will use the findings from this study as evidence to discuss the negative effects academically on children in foster care experiencing disruptions with their foster placements Furthermore, I will use these findings to focus on the correlation between children in foster care experiencing multiple disruptions and the success in pursuing higher education.

The synthesis of the four articles reveals both commonalities and distinctions in their findings, identifies gaps in the current research, and suggests future directions. All articles emphasize the complex interplay between academic regression and behavior problems in foster children and the stability of their placements, highlighting how externalizing behaviors, such as aggression, increase the risk of disruption. These studies consistently note the critical role of foster parents’ perceptions and experiences, particularly how negative parenting experiences and inadequate support from child welfare services, exacerbate the risk of placement instability​​. A significant gap identified is the limited consideration of demographic factors, such as race and socioeconomic status, and how these impacts both parenting experiences and placement outcomes. For instance, African American foster parents reported more positive parenting experiences yet faced higher disruption risks, suggesting that other unmeasured factors like neighborhood risk or systemic biases might play a role​​. These studies also indicate a need for more comprehensive data collection and analysis methods. Limitations such as small sample sizes, reliance on single interviews, and the lack of longitudinal data hinder the ability to draw robust conclusions about the causes of placement instability​​. Future research should focus on larger, more diverse samples and employ multi-wave data collection to better capture the dynamics of foster care placements over time. Additionally, expanding measures to include foster parent well-being, resilience, and the quality of relationships within the foster family will provide a more holistic understanding of factors influencing placement stability​​.