The Authentic Warmth Dimension of Professional Childcare

Abstract

The emotional, social and academic problems of children and young people in public care have long been documented and many researchers have named the chief culprits as a deeply flawed corporate care system and an unsympathetic education establishment. While the need for major improvements to both corporate care and education is recognized, in this paper, a perspective, which links early childhood experiences with restricted life outcomes, is presented and it is argued that it is parental rejection (often accompanied by abuse and neglect) which is a major mediating factor in the often restricted life outcomes for many of these children. The approach described here is designed to empower residential staff and foster-carers to provide not only high-quality parenting, but also the sensitive support which can enable children and young people in care to cope with parental rejection, abuse and neglect. It is also argued that these two tasks (good parenting and appropriate emotional support) are key factors in promoting the successful emotional, social and academic development of children in public care. Keywords: children in public care, residential and foster-carers, parenting, post-trauma support, improving outcomes for vulnerable children Introductory comments Recognizing the Child, for the full and harmonious development of his or her personality, should grow up in a family environment in an atmosphere of happiness, love and understanding (UN Convention on the Rights of the Child, 1990, preamble).

Improving pupil referral unit outcomes: pupil perspectives

“…Feeling connected to an educational setting has been found to be associated with school success (McLaughlin and Clarke 2010; Resnick et al 1997). The identification of support from family members is consistent with findings that improving the parenting experiences and emotional support provided to vulnerable young people can lead to improved social and academic outcomes (Cameron and Maginn 2008;C4EO 2009;Gallagher et al 2004).…”

Through the Eyes of Ex-Foster Children: Placement Success and the Characteristics of Good Foster Carers

“…• personal characteristics: open-minded and accepting of child's background, tolerant, flexible, easy going, organised, consistent (enforcement of rules), deep love or concern for children, realistic, warm, child oriented, respectful, show love and affection, stable, caring, loving, fair, persistent, committed, trustworthy, able to provide reasonable discipline and set limits (Buehler, Cox, & Cuddeback, 2003;Cameron & Maginn, 2008;Crum, 2010;Sinclair & Wilson, 2003a;Whiting & Lee, 2003);…”

Continuing educational participation among children in care in five countries: some issues of social class

“…Jackson, Ajayi, and Quigley (2005) found that among university students who had been in care, the single most important factor was having a significant adult, usually a foster carer, who took an interest and sustained the young person's educational commitment and ambitions. The challenge for the care system, argued Cameron and Maginn (2008), is to provide the quality of care and support that is to be found not just in the average family home, but in the families that provide optimal stimulation and support for social and educational development. In the USA, Proctor et al (2010) found that among young children who had been fostered, about two-thirds made stable, long-term positive adjustments to their new family situation; such adjustment was assisted where there had been a lower level of abuse and placements were stable.…”