Relevant bibliographies by topics / Foster parents’ children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foster parents’ children'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Foster parents’ children"

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Hamilton, Leslie S., and Victor W. Harris. "Beyond Expectations: From Foster Children to Foster Parents." International Journal of Education 10, no. 1 (2018): 1. http://dx.doi.org/10.5296/ije.v10i1.12147.

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Little research exists on long-term outcomes for adults who have been in foster care as children, with even less research on former foster children who become foster parents themselves. Foster care and maltreatment exert significant independent and interdependent impacts on youth outcomes. While traditional research often focuses on predicting and mitigating negative outcomes, new studies indicate success using a positive youth development approach that is strengths-based targeting positive outcomes, such as strong empathy skills. These outcomes align with the demonstrated skills that lead to successful foster parenting. The current review examines the possible transition from foster child to foster parent through the lenses of parenting styles, attachment, and family systems theories, as well as positive youth development and social justice youth development theories. The authors propose utilizing theory and proven interventions to address foster youths’ attachment and emotional development needs, recognize positive outcomes for youth in foster care, and employ evidence-based training programs in place for at-risk parent groups to help break the cycle that leads to displacement. The need for more research to assist foster children, parents, case workers, and systems to promote healthy youth development is discussed.
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Schormans, Ann Fudge. "Experiences Following the Deaths of Disabled Foster Children: “We Don't Feel Like ‘Foster’ Parents”." OMEGA - Journal of Death and Dying 49, no. 4 (2004): 347–69. http://dx.doi.org/10.2190/pmpx-5jww-7lab-c9le.

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Foster parents in the child welfare system occupy a unique position in our culture. While expected to parent and provide safe, loving, and normative family experiences to a child removed from her/his family of origin, they are, simultaneously, expected to remember that they are not the child's biological parent. Increasingly, foster parents are being asked to care for children with severe disabilities that sometimes precipitate an early death. How do foster parents experience the death of a foster child with disabilities in their care? Semi-structured interviews with bereaved foster parents revealed foster parents' self-identification as “parents” who shared “parent/child” relationships with foster children whom they considered to be part of their families. The foster parents' experience of the death of the foster child with a disability was reported comparable to the death of a birth child, however, their identification as legitimate grievers was often disenfranchised by others.
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Dainichi, Yoshiharu. "Do Foster Parents Consider Their Foster Children Family Members?" Kazoku syakaigaku kenkyu 32, no. 1 (2020): 33–46. http://dx.doi.org/10.4234/jjoffamilysociology.32.33.

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Foreman, Lily, and Albert Foreman. "Foster Parents Helping Children to Move." Adoption & Fostering 9, no. 2 (1985): 54–57. http://dx.doi.org/10.1177/030857598500900215.

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RENDE TAYLOR, LISA. "PATTERNS OF CHILD FOSTERAGE IN RURAL NORTHERN THAILAND." Journal of Biosocial Science 37, no. 3 (2004): 333–50. http://dx.doi.org/10.1017/s0021932004006790.

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Evolutionary theory guides an investigation of foster parent selection in two northern Thai villages with different biosocial environments: one village has high levels of labour migration and divorce, and growing numbers of parental death due to HIV/AIDS, while the other village has lower migration, divorce and parental mortality levels. Focus groups examine mothers’ and fathers’ motivations and ideals regarding foster caretaker selection, and quantitative family surveys examine real fostering outcomes: specifically, the laterality (matrilateral versus patrilateral) and genetic distance of the foster caretakers of all ever-fostered children in these two villages. As predicted, in environments of high marital stability and paternity certainty, parents seem to prefer close genetic kin from either side as foster parents for their children. In low marital stability and paternity certainty environments, parents trust their own lateral kin, regardless of genetic distance, over close genetic kin from the other side. The striking exception to this pattern, however, occurs in the case of parental death, in which case children are fostered to the deceased parent’s kin, regardless of the child’s sex or other factors. In general, the foster parents for girls are selected with more care, reflecting the daughter/female preference expected in traditionally matrilineal, matrilocal societies. An ordered decision-making pathway for foster parent selection is proposed, taking into consideration the key factors of (a) the circumstances driving the fostering decision, (b) the gender of the child, (c) the gender of the key decision-making parent, and (d) the degree of marital and population fluidity (and subsequent paternity certainty) in the village.
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Frimpong-Manso, Kwabena, Ishmael Tagoe, and Stella Mawutor. "Experiences of Formal Foster Parents in Ghana: Motivations and Challenges." Southern African Journal of Social Work and Social Development 32, no. 1 (2020): 18. http://dx.doi.org/10.25159/2415-5829/6529.

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In Ghana, the reform of the child welfare system is shifting the care of orphans and vulnerable children from residential care to foster care. However, the system has faced difficulties in recruiting foster parents. Therefore, this qualitative research explored the motivations and challenges of foster parents in Accra, Ghana. A total of 15 foster parents took part in semi-structured interviews that were analysed using an inductive thematic approach. The study found that the participants undertook the role of fostering because of their love for children, religious and social obligations, and satisfaction of personal goals. Challenges experienced by the foster parents included stigma, financial challenges, and emotional issues as a result of fostering children. The recommendations of the study which aim to help in dealing with the challenges that confront foster parents include the provision of financial resources, sensitisation campaigns to reduce the stigma, and the creation of foster parent associations to help with the emotional issues.
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Rosenwald, Mitchell, and Laura Bronstein. "Foster Parents Speak: Preferred Characteristics of Foster Children and Experiences in the Role of Foster Parent." Journal of Family Social Work 11, no. 3 (2008): 287–302. http://dx.doi.org/10.1080/10522150802292376.

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Antle, Becky F., Anita P. Barbee, Bibhuti K. Sar, Dana J. Sullivan, and Kirsten Tarter. "Exploring Relational and Parental Factors for Permanency Outcomes of Children in Care." Families in Society: The Journal of Contemporary Social Services 101, no. 2 (2019): 132–47. http://dx.doi.org/10.1177/1044389419881280.

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This research examined the impact of individual and relational characteristics of foster parents on permanency outcomes for children in care. Previous research has focused on child and case characteristics. The sample consisted of 233 foster parents from the public child welfare system surveyed at the end of a training. The results of the surveys showed that couple relationship quality and altruism were predictive of reunification of foster children with biological parent. The significant predictors of placement in a residential facility were age, education, and avoidant attachment style of the foster parent. Practice and policy implications are discussed.
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Golding, Kim. "Developing Group-Based Parent Training for Foster and Adoptive Parents." Adoption & Fostering 31, no. 3 (2007): 39–48. http://dx.doi.org/10.1177/030857590703100306.

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Parent training interventions are among the best-researched strategies to improve the adjustment of children within their families. In 2006, group-based parent training interventions were further promoted by the publication of guidance from the National Institute for Health and Clinical Excellence (NICE) and the revised edition of Drawing on the Evidence (British Psychological Society, 2006). This guidance endorses parent training based on Social Learning Theory as an intervention to help children with conduct disorder. It provides helpful advice on the process of parent training that might also be applicable to training for foster and adoptive parents. Kim Golding explores the development of parent training for helping parents and carers of children living in foster care and adoptive homes. The difficulties that some of these children display are complex and enduring. Parent training programmes, as part of a package of care, may be a helpful intervention for children demonstrating challenging behaviours within the context of neurodevelopmental difficulties and poor early attachment experience.
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Ćwirynkało, Katarzyna, and Urszula Bartnikowska. "Dzieci z rodzin zastępczych w szkole. Raport o współpracy rodziców zastępczych z personelem szkoły." Problemy Wczesnej Edukacji 43, no. 4 (2018): 77–85. http://dx.doi.org/10.26881/pwe.2018.43.07.

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Children and youth from foster families more often – in comparison to general population – have disabilities, emotional and behavioural disorders (Minnisi in. 2006). Also, in their history of life they often experienced abuse and/or neglect, which may influence their later achievements (Kolankiewicz 2009; Bartnikowska, Ćwirynkało 2016). Foster parents often deal with challenges connected to raising their children. The paper is a research report in which the authors investigate the perceptions of foster parents concerning their cooperation with teachers and school personnel. In order to achieve this aim an interpretivist paradigm and phenomenographic method (Paulston 1993) was applied. Three focus group interviews were conducted with 21 foster parents of children and youth at school age. A qualitative analysis (Charmaz 2009) resulted in the identification of two thematic areas of parents’ perceptions of: (1) division of responsibility (perception of the role of a foster parent and school personnel in the process of their children’s education), (2) positive and negative aspects of foster parents’ experiences in the cooperation with school (personal and organizational level). Based on the results, recommendations on how to improve the cooperation between school and foster parents are proposed.
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Dissertations / Theses on the topic "Foster parents’ children"

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Romero, Ramona P. "BONDING BETWEEN FOSTER PARENTS AND FOSTER CHILDREN." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/148.

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This study focused on the reason that close to 500,000 children were in the foster care system in 2009 in the United States, and the average length of care was over 26 months. The primary focus was why foster parents are unable to form a bond with the children placed in their home and the effects of not forming any attachment to the children. The results can be extremely negative for the children for many reasons including the foster parents not being invested in the child and providing only minimal standards of care. Moreover, the child does not receive the nurturance or guidance so desperately needed. The child’s wellbeing was not the primary focus of the foster parent. The child is unable to learn the core value of caring, nor form healthy relationships and unfortunately cannot develop or express other healthy emotions. This compromises the child’s ability to function in society as a healthy productive member. Further examined was the perspective of the child as to what the children’s social worker could do differently.
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Kaplan, Carol P. "The reactions of foster parents' biological children to the fostering experience /." Full text available online (restricted access), 1985. http://images.lib.monash.edu.au/ts/theses/kaplan.pdf.

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Diaz, Rodrigo. "The Experience of Foster Parents: What Keeps Foster Parents Motivated to Foster Long Term?" Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1503013699534605.

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Lau, Hang-chi Frederick, and 劉恆志. "Working with parents having children in foster care." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249462.

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Lau, Hang-chi Frederick. "Working with parents having children in foster care /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744586.

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Time, Lumka. "The effect of foster care placement on children and foster families." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021151.

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Clearly very little is known about the dynamics within foster families and the effects of fostering on children. The intention of this study was to understand what happens in the lives of children during their period of placement in foster homes and it affected them and to explore and describe the experiences of the foster parent. It was learned that there is often a breakdown in the relationship between foster parents and the children they foster, particularly with regards to the gaining of trust, the socio economic status of the foster parents also played a part in the success of the placement. This research has found that substance abuse on the part of the children was prevalent leading to great tension within the households.
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Cherry, Donna J., and John G. Orme. "The Vital Few Foster Mothers." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7640.

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Many foster parents serve only briefly, and foster and adopt few children. Anecdotal reports suggest that a small percentage of foster parents provide a disproportionate amount of care; however, we know virtually nothing about these parents. This study applied the Pareto Principle, also known as the 80-20 rule or Vital Few, as a framework to conceptualize these foster parents. Using latent class analysis, two classes of mothers were identified: one accounted for 21% of mothers and the other 79%. We refer to the former as the Vital Few and the latter as the Useful Many. Vital Few mothers fostered 73% of foster children - 10 times more than Useful Many mothers although only fostering three times longer. They adopted twice as many foster children while experiencing half the yearly rate of placement disruptions. Vital Few mothers were less likely to work outside the home, had better parenting attitudes, more stable home environments, more time to foster, and more professional support for fostering, but less support from kin. Further, they were as competent as the Useful Many on numerous other psychosocial measures. Understanding characteristics of these resilient Vital Few can inform recruitment and retention efforts and offer realistic expectations of foster parents.
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Berryman, Ryan DeRay. "Do San Bernardino County, Department of Children's Services, licensed foster parents receive adequate trainings and services to care for foster children?" CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3394.

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The purpose of this study was to examine the training and support services that were available to foster parents licensed with San Bernardino County, Department of Children's Services. San Bernardino county is responsible for approximately 510 licensed foster homes.
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Orme, John G., Donna J. Cherry, and Taylor E. Krcek. "Who Is Willing to Foster Children With Disabilities?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7639.

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Children with disabilities represent a significant and increasing proportion of children in foster care. In a national sample of 304 foster mothers we identified two groups of mothers, one willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes.
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Powell, Lezlee. "The Effects of a Parent Training Course on Coercive Interactions Between Parents and Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3856.

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Coercion within parent/child relationships can have lasting effects on the behavior of children. The Family Safety/Applied Behavior Analysis Initiative at the University of South Florida is part of a statewide project designed to serve foster parents and the children in the foster care system, has developed a training program entitled .Parenting Tools for Positive Behavior Change.. To date, the effectiveness of the parenting course has been evaluated in two ways. First, parents have been tested in role-play situations before and after training, and have shown improvements in their use of positive parenting skills. Second, frequency of foster home placement disruptions has been evaluated. The Preliminary results suggest that the parenting course was successful in decreasing the costs associated with placement disruptions, as well as reducing the number decreasing the costs associated with placement disruptions, as well as reducing the number of restrictive placements. Despite the promising results thus far, research has not been conducted to determine whether the parenting course reduces coercion in interactions between parents and children. The present study sought to demonstrate the effectiveness of .Parenting Tools for Positive Behavior Change. training course on the use of positive parenting tools within the context of authentic environments (i.e., within home settings) using parents and biological children. Although all parent participants. appropriate responding improved during the course of the study, results appeared more dramatic for some parents over others. In general, the parent participants seemed to do better in decreasing coercive responses with their child.s appropriate behaviors than their child.s inappropriate behaviors. Overall, affect on the parent.s coercive responses to their children.s behaviors was not as dramatic as the affect on their increase in responding appropriately to their child.s appropriate behaviors. It seems that the increase in more appropriate responses does not necessarily mean that this will also result in dramatic reductions in coercive responses by the parents.
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Books on the topic "Foster parents’ children"

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Foster parents. Raintree, 2011.

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Foster parents. Raintree, 2012.

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Rissman, Rebecca. Foster parents. Heinemann Library, 2011.

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Schuette, Sarah L. Foster families. Capstone Press, 2010.

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Child Welfare League of America., ed. I miss my foster parents. Child Welfare League of America, 1991.

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Fields, Julianna. Foster families. Mason Crest Publishers, 2010.

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Fields, Julianna. Foster families. Mason Crest Publishers, 2010.

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Fields, Julianna. Foster families. Mason Crest Publishers, 2010.

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Scott, Karen. Another mother's love. Penguin Books, 2014.

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Merry, Trisha. The cast-off kids. Simon & Schuster, 2016.

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Book chapters on the topic "Foster parents’ children"

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Hansen, Anna. "Bonds of Affection between Children and Their Foster-Parents in Early Icelandic Society." In Emotions in the Household, 1200–1900. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230286092_2.

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Quiring, Johanna, and Franziska Vogt. "Shared Reading for Valuing Diversity and Fostering Language Acquisition." In Migration, Religion and Early Childhood Education. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29809-8_1.

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Abstract It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.
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Fernandez, Elizabeth. "Parental Perspectives." In Accomplishing Permanency: Reunification Pathways and Outcomes for Foster Children. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5092-0_9.

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Maluccio, Anthony N., and Edith Fein. "An Examination of Long Term Foster Family Care for Children and Youth." In The State as Parent. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1053-9_31.

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Brown, Sibyl Clement, Robert H. Thouless, Georgina Bathurst, et al. "Children and Foster Parents." In The Cambridge Evacuation Survey, edited by Susan Isaacs. Routledge, 2019. http://dx.doi.org/10.4324/9780429031717-4.

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Rymph, Catherine E. "Providing Love and Care." In Raising Government Children. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469635644.003.0005.

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This chapter examines the ambiguity of the foster parent role in the post-World War II period, looking particularly at analogies to other kinds of parenting. It explores efforts by child welfare professionals to reconcile their ambivalent feelings about foster parents through the creation and promotion of national standards for foster care and foster parenting. The chapter looks closely at professional writings about the foster mother role and the reasons why foster fathers received so little attention. It also examines the ways in which foster parents resisted their proscribed role, notably through attempting to adopt children in their care.
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Rymph, Catherine E. "Compensated Motherhood and the State." In Raising Government Children. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469635644.003.0007.

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This chapter examines the role of foster parents as workers, an idea rooted in the nineteenth century role of the “boarding mother.” Child Welfare professionals, foster parents, and the public struggled over the proper balance between paying adequate board to foster parents while ensuring that desire to nurture a child remained the paramount motivation. By the 1960s, foster parents began organizing themselves, culminating in the formation of the National Foster Parents Association in 1971.
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Song, Miri. "Multiracial People, Their Children, and Racism." In Multiracial Parents. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479840540.003.0005.

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Will the children of multiracial people be subject to forms of racial prejudice and discrimination? How do parents teach their children about the realities of race and prepare them to deal with potential forms of discrimination and denigration? Existing studies of mixed people in Britain rarely explicitly address their experiences of racial stigmatization or denigration, and even less is known about how they, as parents, regard the racialized experiences of their children. In this chapter, I examine how multiracial participants’ own experiences of racism (or lack thereof) influence their expectations and concerns about how their own children are treated in the wider society. This chapter also documents the ways in which parents foster racial awareness and coping.
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"The Community Interactions of Gay and Lesbian Foster Parents." In Parents and Children Communicating with Society. Routledge, 2010. http://dx.doi.org/10.4324/9780203938607-29.

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Rymph, Catherine E. "Helping America’s Orphans of War." In Raising Government Children. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469635644.003.0004.

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This chapter examines the impact of World War II, which increased the need for foster care, decreased the supply of foster parents, and exacerbated tensions over women’s roles as workers, mothers, and caregivers. In an effort to meet wartime needs for foster parents, child welfare professionals turned to the rhetoric of war service to recruit foster families, celebrating foster mothers’ caregiving as part of the war effort. As was also the case for other women working in war industries, however, champions celebrated foster mothers’ motivations in traditionally feminine terms while often downplaying the very real economic considerations at play. The chapter examines the role of a program to temporarily place British children in American homes (administered by the US Committee for the Care of European Children) in further developing the American child welfare infrastructure. It also explores child welfare professionals’ opposition to institutional day care.
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Conference papers on the topic "Foster parents’ children"

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Ananieva, Ana. "DEINSTITUTIONALIZATION - AIMS AND PRACTICE OF A EUROPEAN DIRECTIVE." In THE LAW AND THE BUSINESS IN THE CONTEMPORARY SOCIETY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/lbcs2020.278.

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In 2010, in response to a UN recommendation and a European directive, the Council of Ministers adopted a Vision for deinstitutionalization in Bulgaria. The aim was to gradually close the mass social homes, to take the children out of them and to place them in foster families or children's centres (not more than 12), that means much closer to a family environment. The fam-ily came to the fore in the system of "triple protection" of children: from the family, from the state and from society. But the practice also outlined a new set of problems: for the preparation of foster parents, for the control over a large number of places for accommodation, for the psy-chological impact on the children raised by "transitory parents", etc.
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Andreswari, Rachmadita, Irfan Darmawan, and Warih Puspitasari. "A Preliminary Study on Detection System for Assessing Children and Foster Parents Suitability." In 2018 6th International Conference on Information and Communication Technology (ICoICT). IEEE, 2018. http://dx.doi.org/10.1109/icoict.2018.8528785.

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Pardarina, Novi, and Rukiyati Rukiyati. "Pattern of Parents Foster Care Against the Social Emotional Development of ADHD Children." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.95.

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Aldasheva, A. А., М. Е. Zelenova, and J. N. Sivash. "Administration of a child as a regulator of activity of social teachers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.357.367.

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The study is aimed at studying the regulatory features of the mental image of an adopted child in parents with different forms of custody of orphans. In connection with the preparation of the bill on the support of foster families and the mandatory psychological testing of foster parents, empirical research in this area has received particular relevance and significance. The sample consisted of: 1. social educators — adoptive parents who perform their functions on the basis of an employment contract on a fee and raise a different number of orphans; 2. Blood guardians — adoptive parents having kinship with pupils left without parents. A total of N = 110 people were examined. To identify the peculiarities of the image of the adopted child, a verbal version of the SOCH (I) technique was used (V. L. Sitnikova). The following results were obtained: 1. In foster parents, in the hierarchy of image components, the leading place belongs to the qualities of the child, revealing its features as the subject of social interaction — the “Social” component. It was also established that for large adoptive parents, the behavior of the child and its characteristics as a subject of activity are important, occupying the lower hierarchical positions in the form of ordinary parents. We explain this structural feature of the child’s image in the mentality of parents with many children by the presence of many problems that arise in the dyad “adopted child — adopted adult”. 2. It has been established that the blood guardians in the image structure of the adopted child do not have the component “family values”, which is an alarming fact. As you know, it is the values of the family that perform the regulatory function and form the unity of a small group that unites the concept of “we”. 3. When comparing images of a “good-bad” child, an important feature of the mentality of large social educators was revealed — the images of a “good-bad” child turned out to be weakly differentiated in their structure, which in the context of previously obtained empirical data can be interpreted as weak emotional and personal involvement in the process of education, as well as the presence of psychological distance in relations with foster children.
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Wangi, Eneng Nurlaili, Yuli Aslamawati, Dewi Sartika, Ria Dewi Eryani, and Siti Mutya Lutfiani. "Training Building Positive Characters to Children Through Foster Parents in SOS Village Indonesia Lembang." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.067.

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Plisková, Barbora. "UPBRINGING AND EDUCATION OF PRE-SCHOOL AND YOUNG SCHOOL- AGED CHILDREN BY OLDER FOSTER PARENTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2702.

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Korjova, Elena Yu, Svetlana A. Bezgodova, and Elena V. Yurkova. "Family well-being of children under foster care and their contact with biological parents: Is there a connection?" In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-45.

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Morozov, Alexander V., and Olga V. Kremezion. "Training teachers for substitute parents to ensure the psychological well-being of foster children in a new family." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-57.

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9

Armijos-Yambay, Karen, and José Antonio Jordán-Sierra. "SUPPORT OR BARRIER? THE NEED TO FOSTER POSITIVE EXPECTATIONS IN PARENTS OF CHILDREN WITH DOWN SYNDROME: A LITERATURE REVIEW." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1025.

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de Vries, Charlotte, Kate Fu, Elizabeth Starkey, et al. "Broadening Participation: Over Ten Years of Outreach Within the IDETC-DED Community." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22687.

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Abstract A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children. This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.
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Reports on the topic "Foster parents’ children"

1

Thome, William. An Evaluation of HEW Grant 426, a Training Program for Foster Parents of Handicapped Foster Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2638.

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Lahti, Janet. Adoption of children in foster care: a comparison of processes leading to adoption by foster parents and adoption by others. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.878.

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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.
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