Over three decades of longitudinal research on the development of foster children: A meta-analysis

Goemans, Anouk; Geel, Mitch van; Vedder, Paul

doi:10.1016/j.chiabu.2015.02.003

Cited by 119 publications

(115 citation statements)

References 62 publications

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“…Both for FCS and CCS, improvements with comparable effect sizes emerged on all behavioural dimensions. This is consistent with the findings of Knorth et al () and Veerman and De Meyer () but contrary to Goemans et al (), who examined children in foster care and found that child behavioural problems did not change significantly in such a context. We think that it is not remarkable to find comparable child outcomes for FCS and CCS.…”

Section: Discussionsupporting

confidence: 91%

“…In CCSs, professionals are seen as experts who help determine the needs of families (Dunst et al, 1991). Research on out-of-home treatment showed that child behavioural problems decreased in residential care (Knorth, Harder, Zandberg, & Kendrick, 2008) but that these problems did not change significantly for children in foster care (Goemans, van Geel, & Vedder, 2015). Moreover, when children and their families after a period of treatment were reunited, child behavioural problems increased both for children treated in residential and those in foster care (Hair, 2005;Lau, Litrownik, Newton, & Landsverk, 2003;Quay, 1979).…”

mentioning

confidence: 99%

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Parental empowerment and child behavioural problems during youth care involvement

Damen

Veerman

Vermulst

et al. 2018

Child & Family Social Work

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The aim of this study was to examine changes in parental empowerment and child behavioural problems during a period of youth care and how changes are related to the kind of services provided. We compared a preservation service that was familycentred (FCS) with out-of-home services that were primarily child-centred (CCS).The sample consisted of 621 families who were supported by FCS (n = 434) or CCS (n = 137). Information about parental empowerment and child behavioural problems was gathered at the start and end of youth care. Significant changes during treatment were identified with t tests and effect sizes. Significant improvements emerged on all empowerment scales for FCS but only on the behavioural control subscale for CCS.Moreover, significant improvements emerged on all child behavioural scales for both FCS as CCS. Cross-lagged analysis showed that the kind of service, in favour of FCS, predicted parental empowerment but not child behavioural problems. Parental empowerment and child behavioural problems were negatively related. This paper discusses the potential for parental empowerment and FCS elements in CCS out-of-home care and the need for follow-up research on this subject. KEYWORDS child behavioural problems, family preservation, family-centredness, foster care, parental empowerment, residential care

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

Parental empowerment and child behavioural problems during youth care involvement

Damen

Veerman

Vermulst

et al. 2018

Child & Family Social Work

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“…They represent cases where abuse/neglect tends to be combined with parental serious psychopathology and persistent familial poverty. In addition, a host of studies have shown that the rates of childhood mental disorders are strikingly high in OHC populations, also in Scandinavia (e.g., Lehmann, Havik, Havik, & Heiervang, 2013) and do not seem to improve over time while children remain in societal care (e.g., Goemans, van Geel, & Vedder, 2015). These findings are especially salient in a life-course perspective since childhood psychopathology is strongly linked to socioeconomic outcomes, mortality, and physical/mental health in midlife years (e.g., Clark, Caldwell, Power, & Stansfeld, 2010).…”

mentioning

confidence: 99%

Children Placed In Out-of-Home Care as Midlife Adults: Are They Still Disadvantaged or Have They Caught Up With Their Peers?

et al. 2017

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International research has consistently reported that children placed in out-of-home care (OHC) have poor outcomes in young adulthood. Yet, little is known about their outcomes in midlife. Using prospective data from a cohort of more than 14,000 Swedes born in 1953, of which nearly 9% have been placed in OHC, this study examines whether there is developmental continuity or discontinuity of disadvantage reaching into middle age in OHC children, compared to same-aged peers. Outcome profiles, here conceptualized as combinations of adverse outcomes related to education, economic hardship, unemployment, and mental health problems, were assessed in 1992–2008 (ages 39–55). Results indicate that having had experience of OHC was associated with 2-fold elevated odds of ending up in the most disadvantaged outcome profile, controlling for observed confounding factors. These findings suggest that experience of OHC is a strong marker for disadvantaged outcomes also in midlife.

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“…Little research has been conducted to study the outcomes for foster children in the Head Start programme. The cognitive development of foster care children is especially important because in general, children in foster care experience more developmental issues compared to those who live with their biological parents (Barter and Lutman, ; Geenen and Powers, ; Goemans et al ., ; Hansen et al , ; Lloyd and Bath, ; Stacks et al ., ). The National Survey on Child and Adolescent Well‐being indicates that approximately 50 per cent of young foster children scored in the delayed range on a developmental assessment, seven per cent of school‐age children scored in the clinical range on a cognitive test and 13 per cent scored in the delayed range on a language test (Harden, ).…”

Section: Head Start and Foster Carementioning

confidence: 98%

Head Start's Impact on Cognitive Outcomes for Children in Foster Care

Lee

2015

Child Abuse Review

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Using the Head Start Impact Study data, this secondary data analysis examines Head Start's impact on cognitive outcomes for children in foster care. Out of 4442 children, 162 children in foster care were selected to examine the following study questions.(1) Do children in foster care who enrol in Head Start have different child and family characteristics than those who do not participate in Head Start? (2) Do children in foster care who participate in Head Start have higher reading and math scores at ages five to six? (3) Do child and family characteristics moderate Head Start's impact on reading and math scores of children in foster care at ages five to six? There was no main Head Start impact on reading and math scores for children in foster care. However, Head Start impact was found for the child's gender and the caregiver's age. Girls who participated in Head Start obtained higher reading and math scores than boys. Children cared for by older caregivers had higher math scores than those cared for by younger caregivers. Baseline variables such as ethnicity, special needs status and cognitive skills prior to Head Start enrolment were directly associated with math and reading scores at ages five to six. Copyright © 2015 John Wiley & Sons, Ltd. KEY PRACTITIONER MESSAGES• Child welfare workers should consider enrolling more children who are in foster care in the Head Start programme.• Head Start should address and implement programme performance standards and regulation specifically targeting children in foster care.• Head Start should consider various family characteristics to maximise programme benefits for children in foster care.

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Over three decades of longitudinal research on the development of foster children: A meta-analysis

Cited by 119 publications

References 62 publications

Parental empowerment and child behavioural problems during youth care involvement

Parental empowerment and child behavioural problems during youth care involvement

Children Placed In Out-of-Home Care as Midlife Adults: Are They Still Disadvantaged or Have They Caught Up With Their Peers?

Head Start's Impact on Cognitive Outcomes for Children in Foster Care

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