Foster Carer Training: Resources, Payment and Support

Abstract

Foster carer training Resources, payment and support This article by Kate Ogilvie, Derek Kirton and Jennifer Beecham examines key aspects of training for foster carers, using quantitative and qualitative data from a study of remuneration and performance in foster care. Three main issues are discussed: the training undertaken by foster carers and whether it is thought adequate; foster carer and supervising social worker views on NVQ level 3 training and payment for skills schemes; and how foster carers can be encouraged to attend training regularly. The study found fairly high levels of participation in training among foster carers who generally expressed satisfaction with its quality. However, very few agencies had clear training strategies. NVQ training was broadly welcomed but concern was expressed regarding its suitability for all foster carers and its relationship to high-quality foster care. There was scope for improving attendance through attention to organisational issues such as venues, timing of courses and availability of child care. Finally, the relevance of training to debates on professionalisation and the place of foster carers within the children's workforce are considered.

An investigation of foster parent training needs

“…A current review of the foster parent training literature, including studies published in the last 15 years found a considerable number of studies conducted in the United Kingdom; many of these stress the importance of specialized training and treating foster carers as members of a professional team (Maclay, Bunce, & Purves, ; Ogilvie, Kirton, & Beecham, ; Wilson & Evetts, ). The research focused on preparing foster parents to be professional carers, which in some instances were paid for their professional role.…”

Mental health services for children in public care and other vulnerable groups: Implications for international collaboration

“…Such programmes have built on existing parent training, by combining social learning and attachment theory in enabling foster carers to make links between children's experiences of trauma and their emotions and behaviours (Allen & Vostanis, 2005;Golding, 2007;Gordon, 1999). These overlap substantially with training programmes for foster carers, as part of their accreditation, ongoing support systems, or at a targeted level when concerns arise (Minnis, Pelosi, Knapp, & Dunn, 2001;Ogilvie, Kirton, & Beecham, 2006;Pallett, Scott, Blackeby, Yule, & Weissman, 2002;Warman, Pallett, & Scott, 2006), although their impact on the quality of care, children's outcomes and placement sustainability is not yet known (Dorsey et al, 2008).…”

The knowledge of caring: revisiting the need for knowledge support of carers

“…Although attendance at training does not ensure learning and subsequent use in practice, it is generally regarded as a good vehicle for knowledge provision. However, training content does need to be responsive to the caring environment (Ogilvie et al . 2006).…”

“…2006). The opportunity for interaction and support from other care‐providers is recognized as a major incentive for attendance at training events and other carer forums (Ogilvie et al . 2006).…”

“…In times of crisis (Triseliotis et al . 2000, cited in Ogilvie et al . 2006) or when knowledge is needed, care‐providers will contact those who have previously provided useful and relevant advice.…”