This study examines secondary traumatic stress (STS), burnout and compassion satisfaction (CS) in Flemish foster care workers (FCW) during the COVID-19 lockdown. Even though child welfare workers are at increased risk for STS and burnout, these constructs have not been studied in FCW so far. Additionally, the COVID-19 measures severely impacted Flemish FCW’s work, personal and client environment, possibly stimulating the onset of STS and burnout and weakening CS. Moreover, this study aims to identify the work, client and personal factors determining high levels of STS and burnout and low levels of CS among FCW during the lockdown. STS, burnout and CS levels from 434 Flemish FCW were inquired with the Professional Quality of Life Scale. Low mean levels of STS and moderate mean levels of burnout and CS were reported during the lockdown. FCW who experienced a negative impact of COVID-19 measures on their work, had a high amount of worrisome placements due to birth parents in their caseload and low emotional stability are an at-risk group for both STS and burnout during the lockdown. CS was strongly determined by the impact of the COVID-19 measures on work and personality traits. Emotional stability determined the three outcome variables, making this a key characteristics for FCW during the lockdown. Consequently, during adverse circumstances, foster care agencies should pay extra attention and offer additional support to those FCW they estimate emotionally less stable and who struggle with the birth parents in their caseload.

No abstract

Family foster care is the option of choice in case of out-of-home placements in Flanders, resulting in rising numbers of family foster care placements. As a number of the foster children experienced traumatic events and all of them were separated from their primary caregivers, concerns can be raised about the quality of attachment between foster children and their foster carers. Additionally, international research regarding associated factors with attachment quality is scarce and inconclusive and to our knowledge, Flemish research into this matter was non-existent. The sample of this research consisted out of 68 young foster children and their foster mothers. The attachment behavior was scored by the foster mothers on the Attachment Insecurity Screening Index. The mean for the total Attachment Insecurity Screening Index was non-clinical, but significantly higher than the mean of the norm group, this points to foster mothers perceiving more insecure attachment behavior in the relationship with their foster children. The rates for insecure attachment were comparable to the regular population. Parenting stress and problem behavior were positively associated with insecure attachment scores and, negatively with self-reported sensitivity of foster mothers. These factors were entered in a multiple linear regression model. This model shows that higher levels of parenting stress and more behavior problems were associated with higher insecure attachment scores. We recommend to pay sufficient attention to the attachment relationship of foster children and their foster carers, parenting stress and behavior problems by monitoring them regularly and providing additional support and interventions when these are indicated.

This article describes how 27 foster children aged 12 to 18 years old, placed in Flemish long-term family foster care, experience life in their foster family and how they cope with their feelings. Evidence from a combination of the children's selection of visual images displaying different emotions (emoticons) and semi-structured interviews shows that they mostly express positive feelings, such as happiness and pride, but simultaneously experience difficult emotions like sadness, anger and confusion. Positive feelings are mostly related to being able to feel like an ‘ordinary’ kid and negative ones to strained relationships with birth parents. Investigations into how the children cope with these emotions distinguished two groups: those who talk about their feelings with friends and other supportive figures and those who hide them. The latter group needs to be provided with strategies to better comprehend and express their feelings; among those suggested were activities that offer tranquility, consolation or distraction and having a private place for themselves. More attention to the emotional experiences of foster children and the ways they cope with their emotions is recommended in policy, practice and research if children's well-being is to be enhanced.

Background: Foster children often experience school problems and perform less well than average. This may result in failed school careers and compromised future career paths. Nonetheless, few studies have focused on the perspective of foster children regarding education. Method: Semi-structured interviews were conducted with 27 foster children (M = 14 years, range = 12–18 years) placed in long-term family foster care about their experiences regarding “school.” Results: A thematic analysis distinguished four main themes: (1) the importance of school for foster children; (2) the impact of the foster care placement on the school performance (3) support foster children receive with regard to their functioning and performance at school; and (4) the fear of stigmatization. Discussion: Foster children attach a great importance to school and receive support from different persons. Yet, many foster children are confronted with school difficulties, such as bullying, hindered concentration, and negative reactions to being placed in foster care. Interventions should be developed to support this group and improve their performances. Furthermore, actors who get in touch with foster children should be better acquainted with foster care.