Abstracts

Adoption & Fostering abstracts are selected by Miranda Davies. Although care is always taken to be as exact as possible, the editors cannot guarantee the accuracy of material received from outside sources.

Adoption

FROST Reihonna L and GOLDBERG Abbie E

Adopting again: a qualitative study of the second transition to parenthood in adoptive families

Adoption Quarterly. Online first, 20 June 2019. doi.10.1080/10926755.2019.1627450. USA

The transition to second-time parenthood ‒ i.e. becoming a parent to a second child ‒ is a time of adjustment and change for the whole family. While research has demonstrated that family transitions can be uniquely challenging in the adoptive context, no known research has studied the transition to second parenthood in adoptive families. The current qualitative study explores the transition to second parenthood for heterosexual, lesbian, and gay adoptive parents. Participants were 60 individuals in 30 couples (i.e. 9 heterosexual couples, 10 lesbian and 11 gay male couples) who had adopted their first child two to five years earlier and were in various stages of adopting a second. Findings centred on parents’ process of considering, preparing for, and then adopting a second child ‒ with parents emphasising the ways in which the second adoption process was different from the first. Specifically, parents described more restrictions on the characteristics of the child they would adopt, greater comfort with ‘holding out’ for a child who fits their family, and feeling less stressed by the adoption process. Parents also explained how the unpredictable nature of adoption presented challenges to introducing a second child to the family. Implications for adoptive families and adoption professionals are discussed.

PACE Cecilia, DI FOLCO Serena, GUERRIERO Viviana and MUZI Stefania

Late-adopted children grown up: a long-term longitudinal study on attachment patterns of adolescent adoptees and their adoptive mothers

Attachment & Human Development 21(4) 2019, pp. 372‒388. Italy

This article reports on a long-term follow-up of a longitudinal study conducted in Italy that assessed attachment patterns of late-adopted children (placed between 4 and 8 years old) and their adoptive mothers, in three phases: T1, at placement; T2, in childhood (7–8 months after adoption); and T3, in adolescence (current study). The following hypotheses were tested: (1) children’ internal working models (IWMs) will shift from insecurity towards security in a long-term follow-up; and (2) there will be a significant association between adoptees’ and adoptive mothers’ IWMs in adolescence. Participants were 22 late-adopted adolescents (aged 11–16) and their adoptive mothers, all assessed in previous phases. Participants completed several measures of attachment, including the Separation-Reunion Procedure (T1, T2), Manchester Child Attachment Story Task (T2), Friends and Family Interview (T3) and Adult Attachment Interview (T1, T3). Late-adopted adolescents showed both an increase in attachment security and a decrease in disorganised attachment from childhood to adolescence. Adoptive mothers’ (T3) secure states of mind were associated significantly with their adopted children’s attachment security in adolescence. These findings reinforce the importance of taking attachment into account for adoptive families from the beginning of adoption.

SANCHEZ-SANDOVAL Yolanda, JIMENEZ-LUQUE Natalia, MELERO Sandra, et al.

Support needs and post-adoption resources for adopted adults: a systematic review

The British Journal of Social Work. Online first, 5 October 2019. doi.org/10.1093/bjsw/bcz109. Spain

Post-adoption services provide guidance to adoptive families concerning common and specific circumstances. Despite the fact that adoption is a lifelong experience, most post-adoption resources are oriented towards children, adolescents and their adoptive parents. However, it is also necessary to focus on the demands and interventions with adult adoptees. The aim of this article is to review adult adoptees’ demands for post-adoption resources, applicants’ characteristics and resources offered to them. A systematic search conducted in several databases found 40 studies that fulfilled the selection criteria (about adults, domestic/international adoptions and published between 2005 and 2018). The included studies showed mainly three needs: contact with birth family, ethnic identity and birth culture, and psychological support. Additionally, adoptees who demand post-adoption resources are a heterogeneous group. This review collects structured programmes focused on different topics: search for origins, attachment development and professionals’ training in adoption. In addition, the authors found some specific post-adoption services and other tools, such as support groups or cultural events. Finally, adoptees also have access to other resources that are not specifically for them, such as mental health services. The scarce existence of evidence-based interventions is an important weakness in this work. Recommendations for future research and practice are included.

Fostering

SCHOFIELD Gillian, COSSAR Jeanette, WARD Emma, LARSSON Birgit and BELDERSON Pippa

Providing a secure base for LGBTQ young people in foster care: the role of foster carers

Child & Family Social Work 24(3): Special issue on teenagers in foster care, July 2019, pp. 372‒381. England

The experiences and needs of lesbian, gay, bisexual, trans and queer/questioning (LGBTQ) young people in care have been overlooked in England, in both policy and research. This article reports on findings from the first study of LGBTQ young people in care in England and focuses on the nature of foster carers’ experiences and perspectives on caring for them. Qualitative interviews regarding the fostering role in caring for LGBTQ young people were conducted with a sample of foster carers (n = 26) and analysed thematically. Foster carers described the importance of offering them not only the nurturing relationships that all children in care need but also availability, sensitivity and acceptance to help them to manage stigma and other challenges associated with minority sexual orientation and gender identity. The Secure Base caregiving model provided a framework for analysing the different dimensions of these relationships. Understanding caregiving roles and relationships for LGBTQ young people in care has important implications for recruiting, training, matching and supporting foster carers to care for them effectively.

SHUKER Lucie and PEARCE Jenny

Could I do something like that? Recruiting and training foster carers for teenagers ‘at risk’ of or experiencing child sexual exploitation

Child & Family Social Work 24(3): Special issue on teenagers in foster care, August 2019, pp. 361‒369. UK

Child sexual exploitation (CSE) is a category of child abuse that was historically created to recognise the victimhood of children and young people, illuminating the ways in which their evolving capacity to consent to sex is manipulated and undermined. Using evidence from the evaluation of specialist foster care provision and a CSE training course for foster carers, this article considers how training might be used to widen the pool of potential foster carers for children affected by CSE and identifies qualities displayed by effective carers. It argues that improving the recruitment of foster carers can create safer home environments for teenagers at risk of or experiencing sexual exploitation and reduce the risk of further harm, and that informed and effective foster care provision is crucial to prevent both the sexual exploitation of looked after teenagers and placement breakdowns that can ultimately increase risk.

Other

GARCIA-MOLSOSA Marta, COLLET-SABE Jordi and MONTSERRAT Carme

The role of mentoring in the schooling of children in residential care

European Journal of Social Work. Online first, September 2019. doi.org/10.1080/13691457.2019.1666253. Europe

Children in care, especially those living in residential centres, are much less likely to gain access to post-secondary education than their non-in-care peers. Mentoring programmes seem to have promising results in facing this challenge, although important research gaps still exist. This study explores the role of mentoring within the complex network of institutions and stakeholders involved in the schooling of children in residential care. Qualitative data were collected from a school-focused mentoring programme implemented in five European countries. A total of 853 observation forms completed by 62 mentors were analysed, and 16 focus groups (with 16 mentors, 16 residential centre staff, 13 children and two teachers) were conducted. Data were qualitatively coded using thematic analysis. Findings suggest that mentors play a supplementary role towards the academic achievement of children in residential care. Additionally, they have emerged as advantageous figures in the face of the limitations posed by institutional settings. According to the results, by providing supportive, caring, trustful and steady relationships, mentoring programmes may create an opportunity for the well-being and resilience of children in residential care as well as promote their social capital.

O’CONNOR Louise

How social workers understand and use their emotions in practice: a thematic synthesis literature review

Qualitative Social Work. Online first, 23 April 2019. doi.org/10.1177/1473325019843991, UK

Emotions are intrinsic to social work. Social workers engage with people at points of crisis or need. The emotions of both practitioners and the people they interact with are central to the lived experience of practice. This article presents a thematic synthesis of empirical studies which illuminate how social workers understand and use their emotions in practice. A search of electronic databases and reference harvesting located 28 papers that were screened against inclusion criteria and appraisal tools. Four analytic themes were identified: emotions as a dynamic relational resource; patterns of organisational and professional relationships; ambivalence, dissonance and distance and the place of emotions in professionalism; and identity. Patterns and themes were found in diverse settings. This review brings together a small but valuable knowledge base. Findings suggest that emotions constitute a paradox for social work and are potentially a constructive resource. The author concludes with suggestions for further research into the situated emotions of social work practice.

O’HIGGINS Aoife

Analysis of care and education pathways of refugees and asylum-seeking children in the UK: implications for social work

International Journal of Social Welfare 28(1): pp. 53‒62. England

There are currently 4560 refugee and asylum‐seeking children in care in England, but little is known about their care histories and educational outcomes. This study analysed the educational outcomes of unaccompanied refugee and asylum‐seeking children in care at age 16 (n = 167) in 2013, using secondary data analysis. It compared their care histories and educational experiences with other children in care and those in the general population. Secondly, it used linear regression to determine what factors predict educational outcomes. Refugee and asylum‐seeking young people in care faced fewer difficulties than their peers in care or those in need, but they lagged behind children in the general population. Age at entry, placement type, Strengths and Difficulties Questionnaire scores, school type and mobility predicted attainment. Special educational needs (SEN), number of placements and absences did not. Better care planning and a greater understanding of SEN are required to enhance the well‐being of this population.

SEBBA Judy and BERRIDGE David

The role of the Virtual School in supporting improved educational outcomes for children in care

Oxford Review of Education 45(4) 2019, pp. 538‒555. England

In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This article reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. The interviews explored their role, the types of support they offer young people in care, what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes, how schools support young people in care and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified, informed by the literature on the education of children in care. The authors draw out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.

TURNER Lynda and PERCY-SMITH Barry

Care leavers and children’s services: exploring the utility of communities of practice in theorising transition

The British Journal of Social Work. Online first, 3 October 2019. doi.org/10.1093/bjsw/bcz108. UK

This article considers the application of Communities of Practice theory to understand transition into, through and out of care, arguing that a sense of belonging and identity emerges from participation in supportive communities. It considers the influence of community on looked after children and care leavers’ sense of identity, engagement and well-being in transition. It also focuses on the ways in which service policy and provision shapes professional practice. In doing so, the authors move beyond the argument for supportive relationships to examine some of the practices which mediate the interpersonal and reflect on the need to understand the meanings of disengagement. They discuss some of the ways practices within and across different communities affect young people’s trajectories and professionals’ responses, such as developing resilience, preparation for leaving care and achieving independence. While current policy and provision focuses on preparation for independence, the article claims that resilience emerges through community and considers the importance of developing supportive social ecologies for cared for children to sustain them in their transition from care. It also calls for an examination of assumptions of accountability and measurement in policy, and the importance of hearing the voices of professionals and developing dynamic and responsive practices.