The Definition Foster Care Social Work Essay

The Definition adforefrontce C atomic number 18 amicable Work EssayNew World Enclopedia (2012) defines cling to make surface as full-time substitute get by of kidskinren outside their induce cornerst sensation by people other than their biological or rear p atomic number 18nts or jural guardians. fit in to The Ad excerpt Foundation (2012) Foster take means placing a claw in the temporary apprehension of a family other than its own as the dissolver of enigmas or ch e rattlingenges that atomic number 18 taking drive at heart the birth family.Johnson (2004) defines Foster commission as a 24-hour substitute c atomic number 18 for shaverren placed away from their p atomic number 18nts or guardians and for whom the State Agency has spatial relation and divvy up responsibility.To summarise the Foster C be aim is to provide the opportunity to children victims of hat tearing and/or conk out to live in a substitute family on a temporary basis. The role of the cling to levys is to give support to the child and help him to grow physically, activatedly, kindly and spiritually.3.2 History of Foster CargonThe electric razorren economic aid Society (2012) verbalize that status of children in foster stems is a ideal which goes as far back as the Old Testament, which refers to caring for restricted children as a duty under law. Early Christian church building records indicate orphaned children lived with widows who were paid by the church. English Poor Laws in the 1500s allowed the placement of poor children into indentured service until they became adults. This practice was imported to the get together States and was the beginning of placing children into foster substructures. The approximately signifi enkindlet record of foster was in 1853, a child was distant from a workhouse in Cheshire and placed in a foster family under the sub judice contend of the local presidential term. At the beginning of the 1900s only orphaned or cast a side children under the mount up of 11 years were fostered, and they had to remove a demanding psychological profile salutary adjusted, obedient and physically normal.Jeune Guishard-Pine (2007) identified that in 1969 research was carried out on the foster aid corpse and it was piece that foster families required reading on how to deal with the foster children and make them fill unattackable in the placement.3.3 Foster c ar as a global conceptJohnson (2005) emphasize that foster take is close likely the some widely dexterous form of substitute plow for children world-wide, depending on the needs of the child, the culture and the system in place. check to Askeland (2006) at that place are many different kinds of fostering and definitions of foster care vary internationally. It can be short -term, a matter of days ,or a child whole puerility. A followup of foster care in twenty-two countries found considerable multifariousness in the way of fostering in both defined and practised.Mannheim (2002) say that kinship foster care, which is the just about common form of fostering in African countries, is not called foster care in all countries. In Ireland for example only children placed with no relatives are said to be fostered. fit to Colton William (1995) in roughly countries foster care is only seen as a temporary arrangement.Johnson (2005) stated that the procedures to be registered as foster parents in different countries much(prenominal)(prenominal) as coupled Kingdom, Australia, Uganda and South Africa are similar. In some countries foster care programme is managed either by the regime or an agency, and each country has their own basic criteria that should be fulfilled, such as be physically and psychically fit and healthy, having a room for the child ,having time to spend with the child. According to Blatt (2000), the process to be registered as foster families can take approximately six months or to a greater extent. Individuals who are leading to be begin foster families must make their applications to the agency. A foot study is conducted by a loving worker to assess the energy of the applicants for taking care of a child. The assessment form is then forwarded to a panel who gives the approval.3.4 Placement in Foster careAccording to (Blatt 2000 Zuravin Deponfilis 1997), children are removed from their homes to protect them from curses. These children keep back pay offed physical, knowledgeable abuse, or neglect at home, before they are transferred to a secure milieu. Some children are abandoned by their parents or legal guardians, or put up parents or legal guardians who are unable to take care of them because they experience financial difficulties, some are alcoholics, others are irresponsible. These children are then placed into foster care until the parents or guardians are capable of taking the parental responsibility.Elisa et al (2010), states that in all foster care cases, the childs b iological or adoptive parents, or other legal guardians, momentarily gives up legal appreciation of the child. The guardian gives up custody, besides not necessarily legal guardianship. A child whitethorn be placed in foster care with the parents agreement. In a clear case of abuse or neglect, a court can order a child into foster care without the parents or guardians consent.Duncan and Shlonsky (2008) emphasizes that before any placement the foster care family is screened by the Government or agency through a psychologist or social worker that assess the foster care families under certain criteria such as emotional stability, motivation, parental skills and financial capabilities. Elisa et al (2010) states that the government provides foster families with an allocation taking in foster children. The foster parents are required to use the funds to buy the childs food, clothing, school supplies, and other incidentals. nigh of the foster parents responsibilities toward the foster c hild are cl aboriginal set in legal documents.According to Blatt (2000), foster placements may last for a iodin day or several weeks some continue for years. If the parents give up their rights permanently, or their rights to their child are disgustfuld by the court, the foster family may adopt the foster child or the child may be placed for adoption by strangers.3.3.1 The Aim of Foster Care agreementAccording to Hayden (1999), the aim of foster care system is to protect and affirm the security of the child, while providing foster parents and biological parents with the sufficient resources and available service needed to maintain the childs healthy reading. Foster care surroundingss are proposed to be places of safety and comfort, and are monitored by several welfare agencies, representatives, and caseworkers. Personal caseworkers appoint to a foster child by the state or county are accountable for supervising the placement of the child into an appropriate foster care sys tem or home. The National Conference of State Legislatures (2006), states that the caseworker alike carries out regular visits to the foster care family home to monitor progress. opposite agents involved in a childs placement into foster care may allow private service providers, welfare agencies, insurance agents, psychologists, and subject matter abuse counselors.3.3.2 Types of Foster CareAmbrosino et al (2008), emphasis that parents may voluntarily place children into foster care for various reasons. Such foster placements are monitored until the biological family can provide appropriate care for the child, or the biological parental rights are terminated and the child is adopted. Legal Guardianship, is a third option which can be used in cases where the child cannot be reunited with their biological family and adoption is not a suitable option. The Guardianship option most commonly occurs for older children aged 10years old onwards, who are strongly bonded to their biological parents.Geen (2003) mentions that voluntary foster care can be utilised when the parents are unable or unwilling to care of a child a child may suffer from demeanoral or psychological problems and requires narrow word. Involuntary foster care is applied when the child is in jeopardy and should be removed from the family to be put in a secure place.(Blatt 2000 Bath 2010Moe 2007) mention different types of fostering(i) Foster family home, relative A licensed or unlicensed home of the childs relatives regarded by the state as a foster care victuals arrangement for the child.(ii) Foster family home, non-relative A licensed foster family home regarded by the state as a foster care living arrangement.(iii)Group home or Institution A group home is a licensed or approved home providing 24-hour care for children in a small group setting that in the main has from 7 to twelve children. An Institution is a facility operated by a public or private agency and providing 24-hour care and/ or treatment for children who require separation from their own homes and group living experience. These facilities may include child care institutions, residential treatment facilities, or maternity homes.Associated Problems with Foster Care SystemAccording to Mannhein (2002) stated that in the United States, placement success rate was 40% and failure rate was 60%.From sooner studies carried out, Children and Family Research Center (2004), Proch Taber (1985), there are many associated problems with the foster care system that leads to the removal of the child from the foster care home such as time of placement in the foster care family, characteristics of home, foster parents characteristics and child characteristics.According to a study carried by Mannhein (2002) in the United States, placement success rate was 40% and failure rate was 60%. Fernadez and Bath (2010) states,that foster children face a number of problems both in spite of appearance and outside the foster care sys tem. Foster children are more loose to neglect, abuse, family dysfunction, poverty, and severe psychological conditions. The di speech pattern caused to a child when removed from their home is besides severe and may cause depression, anger, and confusion. Psychological conditions of maltreated and omit children are required to improve when placed in foster care, til now the separation from their biological parents cause scathetic effect on the child.3.3.4 eon of Placement in Foster Care familyAccording to Bremner Wachs ( 2010) many studies which has been carried out show that demeanour of the child is the strongest predictor of placement disperseion and is one of the main reasons foster parents request removal the children from Foster Families. Newton et al (2000) confirms that children showing sign of behaviours such as dissolute, aggressive or stern behaviour in the foster homes are requested to be removed from Foster Families. Zandberg Van der Meulen,(2002) study sh ow that behaviour becomes a sarcastic issue for foster placements for children over the age of 4 years.Webb et al, (2010) states, that children are more prone to experience insecurity in the foster home during the sign phase of placement and the first six months of a placement are crucial as 70 % of removal of foster children occur deep down this period. According to Whittaker et al (2010) older children experience more placement dissymmetry during the initial phase compared to infants and older girls are at the highest risk of placement disruptions than boys.3.3.5 Characteristics of the HomeBerridge Cleaver, (1987) stated that children have difficulty to adapt in foster home when they are placed with other children who are roughly the alike age or if they are placed in foster homes where the foster parents have children of their own. Foster Children placed with other children may feel dangerous and start competing for affection and materialistic objects so fartually this le ads to conflicts in the foster care family.3.3.6 Foster Parent CharacteristicsAccording to Walsh Walsh (1990) to deal with a childs problem behaviour is mostly related to the Foster Parents character and sense of dread. Doelling and Johnson (1990) states that the other most predictive characteristics of foster parents is their goodness of fit with a child including a match witaments and having a relationship that is described as close. Butler Charles (1999) alike state that a mismatch in temperament between a foster parents who is inflexible and a child with negative mood will offspringually lead to disruption.Walsh and Walsh (1990) study also shows that for a placement to be successful the foster parents should be motivated, they should accept the child, they should feel the desire to parent the child and they should be motivated by their own childhood experience. According to Fine (1993), Social Support in foster family is important to proscribe placement disruption and fost er parents who have good relationship with their family and friends are more likely to be successful.3.3.7 Child CharacteristicsAccording to Children and Family Research (2004), the behaviour of a child is closely think to placement disruptions. As stated by Lindheim Dozier (2007) foster parents do not understand the behavioural problems of the child and finally they request removal of the child from their custody. The behaviour of the child is a result of the child characteristics i.e the background of the child. Foster children are more uncovered to neglect, abuse, family dysfunction, poverty, and severe psychological conditions. The harm caused to a child when removed from their home is also severe and may cause depression, anger, and confusion.Psychological Trauma in ChildrenPsychological suffering is a type of ravish to the mind that occurs as a result of a severely di instruction experience. When that di tautness leads to complaints , damage possibly will involve phys ical changes inside the nous and to drumhead chemistry, which modifies the persons reation to future stress.A scathetic event involves a single experience, or an enduring or recurring event or events, that fully prevail over the individuals capacity to deal with or integrate the ideas and emotions involved with that experience. The sense of be overwhelmed can be delayed by weeks, years or even decades, as the person fights back to cope with the abrupt detail. Psychological wound can lead to serious long-term negative consequences that are practically overlooked even by mental health professionalsTrauma can be caused by a wide range of events, but there are a few general aspects .There is, putting the person in a state of tremendous puzzlement and lack of confidence. Psychological trauma may accompany physical trauma or exist seperately of it. The coarse causes and dangers of psychological trauma are sexual abuse , domestic abandon, being the victim of an alcoholic parent, particularly in childhood. Long-term exposure to situation such as original poverty or milder forms of abuse, such as verbal abuse, can be traumatic.Psychological trauma may pop off during a single traumatic event or as a result of repeated ( continuing) exposure to overwhelming stress (Terr, 1992). Children assailable to chronic trauma normally have considerably worse effect than those exposed to severe accidental traumas. In addition, the failure of caregivers to satisfactorily protect a child may be experienced as betrayal and encourage supply to the adversity of the experience and effects of trauma. Acute psychological trauma causes impairment of the neuroendocrine systems in the consistence. excessive stress triggers the fight or flight survival response, which activate the sympathetic and suppresses the parasympathetic vile system. crowd or flight responses increase cortisol levels in the central nauseating system, which enable the individual to take action to survive (either dissociation, hyperarousal or both), but which at extreme levels can cause alterations in brain outgrowth and damage of brain cells. In children, high levels of cortisol can disrupt cell speciality, cell migration and critical aspects of central nervous system integration and functioning. Trauma affects basic regulatory processes in the brain stem, the limbic brain (emotion, memory, regulation of arousal and affect), the neocortex (perception of ego and the world) as well as integrative functioning across various systems in the central nervous system.Traumatic experiences are stored in the childs body/mind, and fear, arousal and dissociation associated with the lord trauma may continue after the threat of danger . maturement of the capacity to control affect may be destabilized or stop by trauma, and children exposed to severe or chronic trauma may demonstrate symptoms of mood swings, impulsivity, emotional irritability, anger and aggression, anxiety, depression and d issociation. Early trauma, in the main trauma at the hands of a caregiver, can distinctly characterize a childs perception of self, trust in others and perception of the world.Children who experience severe early trauma practicallytimes develop a foreshortened sense of the future. They come to anticipate that life will be dangerous, that they may not survive,and as a result, they give up hope and expectations for themselves that reach into the future (Terr, 1992).Among the most demoralizing effects of early trauma is the disruption of the childs individuation and differentiation of a separate sense of self. Disintegration of the developing self occurs in response to stress that overwhelms the childs confine capacities for self regulation. Survival becomes the focus of the childs interactions and activities and adapting to the demands of their environment takes priority. Traumatized children lose themselves in the course of handling with ongoing threats to their survivalthey can not commit to trust, relax or fully look at their own feelings, ideas or bear ons. Characterlogical development is shaped by the childs experiences in early relationships (Johnson, 1987). Young trauma victims often come to believe there is something naturally wrong with them, that they are at fault, unlovable, hateful,helpless and unworthy of protection and love. Such feelings lead to poor selfimage, self abandonment, and self destructiveness. Eventually, these feelings may create a victim state of body mind spirit that leaves the child/adult vulnerable to subsequent trauma and revictimization.Acute trauma in early childhood affects all bailiwick of development, including cognitive, social, emotional, physical, psychological and moral development. The pervasive negative effects of early trauma result in earthshakingly higher levels of behavioral and emotional problems among abused children than non-abused children.In addition, children exposed to early trauma due to abuse or ne glect lag behind in school readiness and school performance, they have diminished cognitive abilities, and many go on to develop substance abuse problems, health problems and serious mental health disorders. Serious emotional and behavioral difficulties include depression, anxiety, aggression, conduct disorder, sexualized behavior, eating disorders,somatization and substance abuse. Early childhood trauma contributes to negative outcomes in adolescence, including dropping out of school, substance abuse, and early sexual activity, increasing the occurrence of sexually transmitted diseases, early pregnancies and previous(p) parenting. Early childhood trauma contributes to adverse adult outcomes as well, including depression, speckletraumatic stress disorder, substance abuse, health (Harris, Putnam Fairbank,2004).Although the effects of child abuse and neglect vs. family environmental andgenetic factors have been debated, recent twin studies confirm a significant causalrelationship be tween child abuse and major psychological medicine (Kendler, Bulik, Silberg,Hettema, Myers Prescott, 2000). Acute trauma in early childhood seems to set in motion a chain of events , a negative path that places those children who have the highest exposure and a less positive mediating or ameliorating factors at greatest risk of significant debilitating effect on development and increased occurrence of psychological medicine (Perry, 1997, 1999, 2001 Eth Pynoos, 1985 Pynoos, 1994).The Adverse childhood Experiences Study (1998)carried a study where researchers mailed questionnaires to over 13,000 people who had freshly had medical workups at the Southern California Permanente Groupin San Diego. These patients were asked about their experiences with any of seven categories of childhood trauma psychological, physical, or sexual abuse violence against the mother or living with household members who had problems with substance abuse, mental illness, were ever imprisoned or committed su icide. Over 9,000 patients responded. Among those who reported even one such exposure, there were straightforward increases in a awful range of disorders, together with substance abuse, depression, suicide, and sexual promiscuity, as well as increased incidences of heart disease, cancer, chronic lung disease, extreme obesity, skeletal fractures and liver disease.In summary, experience to extreme traumatic stress affects people at many levels of functioning somatic, emotional, cognitive, and behavioral (e.g., vander Kolk, 1988 Kroll, Habenicht, McKenzie, 1989 Cole Putnam, 1992 Herman,1992b, van der Kolk et al., 1993). Childhood trauma sets the stage for a variety of disorders, such lay traumatic stress disorders,eating disorder, wariness deficient hyperactivity disorder,oppositional defiant disorder,pervasive disorder,attachment disorder.(Herman, Perry, van derKolk, 1989 Ogata, Silk, Goodrick, Lohr, Westen Hill, 19893.4 Disorders with the Foster ChildThe Northwest Foster Care A lumni Study (2012) on foster care children showed that foster care children, were found to have double the incidence of depression, and were found to have a higher rate of post-traumatic stress disorder (posttraumatic stress disorder) than fighting veterans. In long term the foster care children suffer from psychopathology and cognitive disorders.3.4.1 Psychopathology Disorders with ChildAccording to Barkley and Mash (1996), child psychopathology is the manifestation of psychological disorders in children and adolescents. Some examples of psychopathology are post traumatic stress, attention-deficit hyperactivity disorder, oppositional defiant disorder, and pervasive developmental disorders.3.4.1.1 Post traumatic stress disorder (PTSD)Cash (2006) states that posttraumatic stress disorder (PTSD) is an emotional illness that that is classified ad as an anxiety disorder and unremarkably develops as a result of a terribly frightening, life-threatening, or otherwise highly unsafe exper ience. PTSD victims re-experience the traumatic event or events in some way, tend to block places, people, or other things that remind them of the event , and are exquisitely stark naked to normal life experiences (hyperarousal). According to Dubber (1999) 60% of children in foster care who were sexually abused had post traumatic stress disorder ( PTSD). 18% of children who were not abused faced PTSD just by witnessing violence at home. The symptoms of post traumatic stress disorder are tabulated down the stairsTable 3. 1 Symptoms Post Traumatic Stress Disorder reliving the Traumatic eventAvoidance and NumbingIncreased Anxiety and horny ArousalIntrusive, upsetting memories of the eventAvoiding activities, places, thoughts, or feelings that remind you of the trauma problem falling or staying asleepFlashbacks ( acting or feeling like the event is happening again)Inability to remember important aspects of the traumaIrritability or outbursts of angerNightmares (either of the event o r of other frightening things)Loss of interest in activities and life in general hindrance concentratingFeelings of intense melancholy when reminded of the traumaFeeling detached from others and emotionally numbHypervigilance (on constant red alert)Intense physical reactions to reminders of the event (e.g. pounding heart, rapid breathing, nausea, muscle tension, excreteSense of a limited future (you dont expect to live a normal life span, get married, have a career)Feeling rocky and comfortably startledIntrusive, upsetting memories of the eventAvoiding activities, places, thoughts, or feelings that remind you of the trauma3.4.1.2 Attention Deficient Hyper Activity DisorderMillichap (2010) , defines attention deficit-hyperactivity disorder (ADHD) as a psychiatric disorder and it is characterized by either significant difficulties of disrespect or hyperactivity and impulsiveness or a combination of the two. ADHD impacts school-aged children and results in restlessness, acting imp ulsively, and lack of focus which impairs their ability to learn properly. It is the most commonly canvass and diagnosed psychiatric disorder in children, affecting about 3 to 5 percent of children globally.Robin (1998) has listed some of the symptoms of Attention deficit-hyperactivity disorder are inattention, hyperactivity, disruptive behavior and impulsivity. Academic difficulties are also common signs of ADHD. According to Ramsay et al (2008), the symptom categories yield three potential classifications of ADHD-predominantly inattentive type, predominantly hyperactive-impulsive type, or combined type if criteria for both subtypes are met. The table below shows the Attention Deficient Hyper Activity Disorder SymptomsPredominantly inattentive SymptomsPredominantly hyperactive-impulsive SymptomsImpulsivity SymptomsBe substantially distracted, miss details, forget things,Fidget and squirm in their putBe very impatient lease difficulty maintaining focus on one laborTalk nonstopBl urt out improper comments, show their emotions without restraint, and act without regard for consequencesBecome bored with a task after only a few minutes, unless doing something enjoyableDash around, signature or playing with anything and everything in sightHave difficulty postponement for things they want or waiting their turns in gamesHave difficulty focusing attention on organizing and completing a task or nurture something new or dread completing or turning in homework assignments, often losing things (e.g., pencils, toys, assignments) needed to complete tasks or activitiesHave trouble sitting still during dinner, school, and story timeNot seem to learn when spoken toBe constantly in motionDaydream, become easily confused, and move slowlyHave difficulty doing quiet tasks or activitiesHave difficulty processing information as quickly and accurately as othersFidget and squirm in their seatsStruggle to follow instruction manual3.4.1.3 Oppositional defiant disorderMatthys W Lochman J (2010), defines oppositional defiant disorder ( strange) as an ongoing pattern of anger guided disobedience, hostilely defiant behavior toward authority figures which goes beyond the bounds of normal childhood behavior. People may appear very stubborn and often untamed.Freeman et al (2006), also listed some common features of oppositional defiant disorder (ODD) as persistent anger, sponsor temper tantrums or angry outbursts and well as disregard for authority. Children and adolescents with ODD often purposely annoy others, blame others for their own mistakes, and are easily disturbed. The table below shows the signs and symptoms of Oppositional Defiant Disorder.Signs and Symptoms of Oppositional Defiant Disorder (lasting at least 6 months, during which four or more are present)Symptomsoften loses temperoften argues with adultsoften actively defies or refuses to comply with adults requests or rulesoften deliberately annoys peopleoften blames others for his or her mistake s or misbehavioris often touchy or easily annoyed by othersis often angry and resentfulis often spiteful or vindictive3.4.1.4 distributive developmental DisorderWaltz M (2003), defines Pervasive developmental disorders,( PDDP, as a group of conditions that involve delays in the development of many basic skills, most notably the ability to socialize with others, to communicate, and to use imagination.Malmone Quinn (2004) also states that these conditions are usually identified in children around 3 years of age a critical period in a childs development. Although the condition begins far earlier than 3 years of age, parents often do not notice the problem until the child is a toddler who is not walking, talking, or developing as well as other children of the same age and four types of Pervasive Development Disorders have been identified Autism, Apergers Syndrome, Childhood disintegrative disorder and Retts syndrome.According to Volkmar (2007), children with autism have problems with social interaction, pretend play, and communication. They also have a limited range of activities and interests. Many (nearly 75%) of children with autism also have some peak of mental retardation.Malonne Quinn (2004), stated that children with Aspergers syndrome have difficulty with social interaction and communication, and have a narrow range of interests. However, children with Aspergers have average or higher up average intelligence, and develop normally in the areas of language and cognition (the mental processes related to thinking and learning). Volkmar (2007) also stated that children with Aspergers often also have difficulty concentrating and may have poor coordination.Waltz (2003) stated that children with Childhood disintegrative disorder begin their development normally in all areas, physical and mental. At some point, usually between 2 and 10 years of age, a child with this illness loses many of the skills he or she has developed. In addition to the loss of social a nd language skills, a child with disintegrative disorder may lose control of other functions, including intestine and bladder control.According to Goldstein Reynolds (2011), Children suffering from Retts Syndrome which is a very rare disorder have the symptoms associated with a PDD and also suffer problems with physical development. They generally suffer the loss of many motor or movement skills such as walking and use of their hands and develop poor coordination. This condition has been linked to a defect on the X chromosome, so it almost endlessly affects girls.The table below summarises the commonplace Symptoms in Pervasive Developmental DisordersGeneral Symptoms in Pervasive Developmental DisordersDifficulty with verbal communication, including problems using and understanding languageDifficulty with non-verbal communication, such as gestures and facial expressionsDifficulty with social interaction, including relating to people and to his or her surroundingsUnusual ways of playing with toys and other objectsDifficulty adjusting to changes in routine or familiar surroundings repetitious body movements or patterns of behavior, such as hand flapping, spinning, and head bangingChanging response to sound the child may be very sensitive to some noises and seem to not hear others.Temper tantrumsDifficulty sleepingAggressive behaviourFearfulness or anxiety eat DisordersHudson et al (2007) defines eating disorders refer to a group of conditions defined by abnormal eating habits that may involve either insufficient or excessive food intake to the detriment of an individuals physical and mental health. According to Hadfield (2008), obesity in