What is it about?
Foster carers look after distressed children and teenagers. Although they receive training, they often do not have direct support when they need it most, when their child is really struggling and difficult to care for. This paper suggests that in addition to training, foster carers are likely to benefit from regular ongoing reflective peer support and supervision.
Featured Image
Photo by Christopher Ryan on Unsplash
Why is it important?
There is a UK shortage of foster carers and many feel isolated and unsupported. Providing foster carers with regular reflective supervision would help them during difficult times and help stabilise vulnerable placements. This is important as changes in placement can be detrimental to children and teenagers.
Perspectives
I hope this article will draw attention to the challenges that foster carers face. They often deal with very challenging and distressed children with very little support. Providing solid regular support is financially a solid investment which is sadly lacking in many areas.
Dr Caryn Onions
The Mulberry Bush Organisation
Read the Original
This page is a summary of: Retaining foster carers during challenging times: the benefits of embedding reflective practice into the foster care role, Adoption & Fostering, September 2018, SAGE Publications,
DOI: 10.1177/0308575918790433.
You can read the full text:
Resources
PLAY-toh and other thinklings – deepening the culture of inquiry in a children’s therapeutic community.
Critical thinking skills are crucial to education, as opposed to mere instruction, as well as developing the civic qualities assumed to be required for effective participation in social life. We are investigating how regular sessions of co-operative philosophical inquiry can encourage children and staff to engage more deeply with, and sustain a culture of inquiry within a living and learning environment. The overarching research question is: Can regular sessions of cooperative philosophical debate encourage children and staff to engage more deeply with and sustain/embed a culture of inquiry within a living and learning environment?
Emotional Security in the Classroom project
Emotional security (ES) as defined by the Boxall Profile, is a classroom trait that can be observed through a child’s investment in and care for their work, alongside the quality of their interaction with staff. Staff will receive training in a new academic curriculum and teacher resilience and TA impact will be maximised. Pupil and staff data will be collected to answer the overarching research question ‘Can levels of ’emotional security’ in children attending the MBS be increased through adaptations made to the school curriculum and to teacher resilience?
Mulberry Bush website
The Mulberry Bush is committed to researching therapeutic practice with children and families, particularly in residential and education settings.
Contributors
The following have contributed to this page
