Successful Academic Achievement Among Foster Children: What Did the Foster Parents Do?

Skilbred, Dag; Iversen, Anette Christine; Moldestad, Bente

doi:10.1080/13575279.2016.1188764

Cited by 18 publications

(8 citation statements)

References 29 publications

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“…Qualitative results showed that the most common hotspot for UASC was difficulties with sleeping, while the most common hotspot for LAC was reported difficulties at school. Similar hotspots and issues were recorded in previous studies (Draper et al, 2020; Lawrence & Michelmore, 2019; Skilbred et al, 2017). Furthermore, it is likely that a group format is more cost‐effective than individual sessions for each young person, which is an appealing prospect for National Health Services and Local Authorities to consider.…”

Section: Discussionsupporting

confidence: 86%

Fast Feet Forward: A sports group for looked‐after children and unaccompanied asylum‐seeking children as an early intervention to process trauma and reduce distress

Draper,

Marcellino,

Benham

et al. 2023

Couns and Psychother Res

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Looked‐after children (LAC) and unaccompanied asylum‐seeking children (UASC) are likely to have experienced adverse childhood experiences (ACEs) in their developmental years, leading to poorer outcomes in their health and psychosocial development. A novel, exercise‐based early intervention utilising bilateral movements for UASC and adoptive children (An early intervention framework for the emotional health and wellbeing of unaccompanied minors, 2020) called Fast Feet Forward (FFF) has shown promise in providing relief from trauma symptoms. This study seeks to replicate the effectiveness of FFF and extend it to a new population of traumatised children. Two groups of FFF occurred with 18 children participating. Results revealed a statistically significant decrease in distress and an increase in positive cognitions for UASC, showing effective processing of trauma‐related hotspots. The LAC cohort also demonstrated a statistically significant decrease in distress and disturbance. Support is demonstrated for the efficacy of FFF as a cost‐effective and resiliency‐building early intervention treatment utilising bilateral movements for traumatised populations, especially UASC.

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Section: Discussionsupporting

confidence: 86%

Fast Feet Forward: A sports group for looked‐after children and unaccompanied asylum‐seeking children as an early intervention to process trauma and reduce distress

Draper,

Marcellino,

Benham

et al. 2023

Couns and Psychother Res

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“…Foster carers are mentioned frequently in the literature on this topic. Skilbred, Iversen, and Moldestad () detail how foster carers support academic achievement, reporting from their study examining the qualities of the foster home that were important in successful academic achievement among foster children. Providing a sense of belonging in the foster home, emphasis of core values in relation to education (e.g., the importance of doing your best), and providing structure and routine around education were identified as key.…”

Section: Overview Of Literaturementioning

confidence: 99%

Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Brady

Gilligan

2019

Child & Family Social Work

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Research highlights the role of key actors and relationships in supporting the educational attainment and progress of children in care and care leavers. We know less about how relationships influence the educational journeys of people with care experience over time and how to support the educational progress and engagement of adults with care experience. The principle of “linked lives” is central to the life course perspective referring to the interdependence of human lives throughout the life course. This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time. Educational life history interviews were conducted with 18 care‐experienced adults (aged 24–36) in Ireland. Findings suggest that the principle of linked lives is a valuable conceptual tool for providing new insights on this issue. Four key themes were identified: (a) opportunities for educational support are present across the life course; (b) “family” is a central source of educational support; (c) there is intergenerational capacity for educational support; and (d) relationships beyond the “family” are supportive of education. Implications for practice, policy, and research are explored.

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“…This review found that the study of academic resilience among minority children compared to majority children in the Nordic countries is a relatively new research field. Most research has focussed on disadvantaged majority children from "child welfare" systems (Hansen et al, 2011;Hesjedal et al, 2015;Hojer and Johansson, 2013;Skilbred et al, 2017;Seeberg et al, 2013;Weyts, 2004) and not specifically on minority children. In contrast to studies outside the Nordic countries, no research in the present review uses the term "academic resilience", except one study from Finland that uses "educational resilience" (Kilpi-Jakonen, 2011), and one Norwegian study that uses "resilience" (Lauglo, 1999).…”

Section: Discussionmentioning

confidence: 99%

Minority children and academic resilience in the Nordic welfare states

Johnsen

Ortiz-Barreda

Rekkedal

et al. 2017

IJMHSC

Self Cite

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Purpose The purpose of this paper is to summarise and analyse empirical research on protective factors that promote academic resilience in ethnic minority children mainly aged between 13 and 18 years attending schools in the Nordic countries. Design/methodology/approach This paper was opted for a literature review of 23 peer-reviewed quantitative articles published between 1999 and 2014. The analysis entailed protective factors at both the personal and environmental levels in ethnic minority children. Findings Some minority children’s school performance may be just as good if not better than majority children when having similar or even lower socioeconomic status than majority children. Protective factors at the personal level included working hard, having a positive attitude towards school, and having high educational aspirations. Protective factors at the environmental level included supportive school systems, supportive schools, and supportive networks including parental qualities and support. The findings are comparable to the findings outside the Nordic countries with one exception; minority children in the Nordic countries performed better than expected despite socioeconomic disadvantages. Research limitations/implications Protective factors affecting academic resilience need further attention in a time with an increased global migration. Research implications may be related to how schools and policy makers develop supportive school systems, supportive schools, and supportive networks to contribute to making a difference for minority children’s educational opportunities in the Nordic countries. Originality/value Academic resilience is a relatively new research field in the Nordic countries. This review is the first review which has summarised and analysed existing findings on academic resilience in the Nordic countries in minority children.

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Successful Academic Achievement Among Foster Children: What Did the Foster Parents Do?

Cited by 18 publications

References 29 publications

Fast Feet Forward: A sports group for looked‐after children and unaccompanied asylum‐seeking children as an early intervention to process trauma and reduce distress

Fast Feet Forward: A sports group for looked‐after children and unaccompanied asylum‐seeking children as an early intervention to process trauma and reduce distress

Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Minority children and academic resilience in the Nordic welfare states

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