Fostering Changes: A Cognitive-Behavioural Approach to Help Foster Carers Manage Children

Abstract

Fostering changes A cognitive-behavioural approach to help foster carers manage children A project has been set up in a socially deprived inner-London borough to provide foster carers with practical skills in the management of child behaviour. Clare Pallett, Stephen Scott, Kathy Blackeby, William Yule and Roger Weissman discuss why the project was set up and consider how carers learn best. Social workers often provide good general support to carers and placements, but may not offer more specific practical advice in managing behaviour so well. A training course based on cognitivebehavioural theory is described and case examples given. The evidence presented shows significant improvements in carer-child interaction, child difficulty, specific child problems causing most worry to carers, and child emotional symptoms; insignificant improvements were seen in hyperactivity and conduct problems.

Evaluation of a Training Programme for Foster Carers in an Independent Fostering Agency

“…Pallet et al (2002) and Minnis (2001) reported similar behaviours being raised by the carers in their studies.…”

“…Pallet 2002 andWebster-Stratton 1992) and the principles underlying attachment theory and social learning theory underpin all aspects of the course structure and teaching. One of the fundamental principles of attachment theory is that "the infant and young child should experience a warm intimate and continuous relationship with his mother (or permanent mother substitute) in which both find satisfaction and enjoyment" (Bowlby 1951, p. 13).…”

Do Parenting Programmes for Severe Child Antisocial Behaviour Work over the Longer Term, and for Whom? One Year follow-up of a Multi-Centre Controlled Trial

“…Out of this first rate individual service, he and the team set up a manualized 10-session programme to run groups for foster-carers in local communities, and an evaluation trial proved this was effective in improving carer confidence and child outcomes in this notoriously hard to treat population (Pallett, Scott, Blackeby, Yule and Weissman, 2002); the programme has recently been published as an attractive manual (Pallett, Blackeby, Yule, Weissman and Scott, 2005). The distinction of the team was recently recognized by the UK government who awarded it the contract to adapt the Oregon model of Multidimensional Treatment Foster Care and supervise its introduction to 20 local authorities all over England (Roberts, Jones and Scott, 2004).…”

Integrating attachment theory with other approaches to developmental psychopathology

“…It is important not to overlook the fact that, although these problems may have arisen in the context of disturbed attachment relationships, effective interventions are available that do not rely on attachment theory. Thus cognitive-behavioural approaches are successful for PTSD (Yule, 2002), and behavioural management and medication are effective in ADHD (Schachar & Tannock, 2002). These treatment models are sometimes viewed as competing with attachment research-based interventions; however, instead they should be viewed as complementary.…”

“…They can be trained to respond more effectively and calmly to challenges, and to use a problem-solving negotiating style with the young person, backed up by a clear system to reward prosocial behaviour. In a recent trial, this was shown to increase foster carer's confidence, reduce child behaviour problems, and reduce the chances of placement breakdown (Pallet, Scott, Blackeby, Yule, & Weissman, 2002). This then, in turn, provides the backdrop for a long stable placement during which more trusting attachment relationships can develop.…”