| Title | Author | Year | Add to Folder |
| Maintaining culture and supporting cultural identity in foster care placements.
| Waniganayake, Manjula
Hadley, Fay
Johnson, Matthew
Mortimer, Paul
McMahon, Tadgh
Karatasas, Kathy | 2019 |
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Title: Maintaining culture and supporting cultural identity in foster care placements.
Author(s): Waniganayake, Manjula | Hadley, Fay | Johnson, Matthew | Mortimer, Paul | McMahon, Tadgh | Karatasas, Kathy |
Journal Details: Australasian Journal of Early Childhood v.44 n.4 p.365-377
Published: December 2019
ISSN: 1836-9391
Abstract: This article reports on an exploratory study about maintaining and supporting the cultural identity of children from culturally and linguistically diverse family backgrounds in foster care placements. In this study, we spoke with foster carers and caseworkers who respectively live and work with children from culturally and linguistically diverse backgrounds in the state of New South Wales. Foster care is one of the most common placement types in out-of-home care where a child or young person is placed with an alternative caregiver on a temporary or long-term basis, usually due to neglect or abuse. The importance of nurturing a sense of belonging through cultural, linguistic and religious affiliations is recognised in Australian curriculum policies that guide teachers in early childhood and school settings. Teachers, however, may not be fully aware of their potential contribution in supporting these children to maintain their connections with their cultural heritage. Our findings provide evidence for extending the public discourse on cultural responsiveness and supporting cultural maintenance in foster care placements. We consider implications for foster care practice and future research involving key stakeholders such as children and young people in care, as well as teachers in early childhood and school settings. [Author abstract]
URL (conditional access) : https://doi.org/10.1177/1836939119870908
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224748 From EdResearch online
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| Agency Workers' Perceptions of Cross-System Collaboration to Support Students in Out-of-Home Care.
| Gill, Amy
Oakley, Grace | 2018 |
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Title: Agency Workers' Perceptions of Cross-System Collaboration to Support Students in Out-of-Home Care.
Author(s): Gill, Amy | Oakley, Grace |
Journal Details: Children Australia v.43 n.1 p.47-56
Published: 2018
ISSN: 1035-0772
Abstract: Children and young people in out-of-home care (OOHC) experience a wide range of educational issues at rates disproportionate to their peers. Collaboration between child protection and education systems is critical to addressing unique educational needs within this cohort. This article presents a qualitative case study investigating child protection workers' perceptions of their work with primary and high school educators in Western Australia. Methods included policy analysis and in-depth interviews with a purposeful sample of 11 Case Workers and Education Officers employed by the Department for Child Protection and Family Support in metropolitan, regional and remote locations in Western Australia. Overall, participants reported that a jointly established Memorandum of Understanding had helped strengthen mutual accountability for education planning to support students in OOHC. However, difficulties obtaining Documented Education Plans and limited access to supplementary educational supports within both systems were considerable sources of tension. An adaptation of Whittington's (2003) Two-Stage Model of Collaboration illustrates the hierarchical nature of the influences on cross-system collaboration in the present study. While the size of the study limited its scope to one stakeholder group, the study offers frontline insights that may inform the development of future education and child protection agency initiatives. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2018.1
Record No: 219173 From EdResearch online
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| Discussion paper : Children in out-of-home care : What do medical students learn about them?
| Thornton, K. | 2018 |
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Title: Discussion paper : Children in out-of-home care : What do medical students learn about them?
Author(s): Thornton, K. |
Journal Details: Focus on Health Professional Education v.19 n.3 p.63-66
Published: 2018
ISSN: 1442-1100
Abstract: Out-of-home care (OOHC) refers to alternative care, such as foster care, kinship care or residential care, for children and young people up to 18 years old who are unable to safely live with their families. Child maltreatment is common, and 1 in 35 children in Australia received child protection services in 2014-2015. Placement in OOHC is considered an intervention of last resort, meaning that those in care are the highest risk cohort receiving protective services. I conducted a small pilot study to explore what is currently taught to future doctors about children in OOHC and found that there is no formal teaching about these children in the University of Melbourne Doctor of Medicine course. Child abuse and neglect is covered in the paediatric curriculum, and mandatory reporting appears to be well covered. After reflecting on the implications of this omission, I considered a number of ways material about this topic could be implemented into medical school curricula. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222732
Record No: 222732 From EdResearch online
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| Practices to improve communication between birth parents and permanent families.
| Collings, Susan
Neil, Elsbeth
Wright, Amy Conley | 2018 |
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Title: Practices to improve communication between birth parents and permanent families.
Author(s): Collings, Susan | Neil, Elsbeth | Wright, Amy Conley |
Journal Details: Advances in Social Work and Welfare Education v.20 n.2 p.144-150
Published: November 2018
ISSN: 1329-0584
Abstract: Support to maintain important family relationships is seen as a right for children in permanent care in Australia. In New South Wales, newly legislated permanency principles prioritise open adoption over long-term foster care and require plans for ongoing, face-to-face (known as direct) birth family contact for children in permanent placements. Countries with similar child welfare systems do not place the same emphasis on contact after permanent removal and it is especially uncommon to see direct contact given priority in open adoption. There is mixed evidence on the benefits of contact for children in permanent care. The quality of the relationship between birth relatives and caregivers is critical to the success of contact. Casework support is key to promoting understanding and communication between children's birth parents and permanent carers or adoptive parents. The emerging permanency model in New South Wales does not yet have an evidence base and most caseworkers lack the skills to help these families build a constructive relationship in the interests of ongoing contact for children. Casework practices developed for use in child welfare placements elsewhere may be successfully applied to New South Wales to help build the practical skills needed to facilitate openness, empathy and respectful interactions. These practices need to be tested and refined to build an evidence base on what works to support ongoing direct contact for children who are permanently removed from parental care. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222721
Record No: 222721 From EdResearch online
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| "We Live and Breathe Through Culture" : Conceptualising Cultural Connection for Indigenous Australian Children in Out-of-home Care.
| Krakouer, Jacynta
Wise, Sarah
Connolly, Marie | 2018 |
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Title: "We Live and Breathe Through Culture" : Conceptualising Cultural Connection for Indigenous Australian Children in Out-of-home Care.
Author(s): Krakouer, Jacynta | Wise, Sarah | Connolly, Marie |
Journal Details: Australian Social Work v.71 n.3 p.265-276
Published: 2018
ISSN: 0312-407X
Abstract: Indigenous Australian children are overrepresented in the out-of-home care (OOHC) system, with numbers and rates on an upward trajectory. There is now serious concern that this overrepresentation is creating a second Stolen Generations in Australia, noted within policy campaigns such as Family Matters—Kids Safe in Culture, not in Care, and Grandmothers Against Removals. While placement in OOHC is designed to protect children's long-term safety and wellbeing, it threatens cultural connection, which is fundamental to Indigenous identity and wellbeing. Some government policies that aim to foster cultural connection have not been effective, while others, such as the 2014 permanency legislation in Victoria, arguably threaten cultural connection. This article highlights the vital importance of cultural connection for Indigenous child development, arguing that for Indigenous children, family connection strengthens cultural connection. We argue that family needs to be recognised as a critical component of cultural connection that is equally as important as placement stability in OOHC. Consequently, statutory and community organisations responsible for Indigenous children in OOHC must focus on facilitating and strengthening family relationships, not only to foster cultural connection, but also to explore reunification possibilities. [Author abstract]
URL (conditional access) : https://www.tandfonline.com/doi/full/10.1080/0312407X.2018.1454485
Record No: 223665 From EdResearch online
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| Evolve Therapeutic Services : Outcomes for Children and Young People in Out-of-Home Care with Complex Behavioural and Mental Health Problems.
| Eadie, Kathryn | 2017 |
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Title: Evolve Therapeutic Services : Outcomes for Children and Young People in Out-of-Home Care with Complex Behavioural and Mental Health Problems.
Author(s): Eadie, Kathryn |
Journal Details: Children Australia v.42 n.4 p.277-284
Published: 2017
ISSN: 1035-0772
Abstract: This study evaluated Evolve Therapeutic Services, an innovative Queensland, Australian programme employing a trauma-informed collaborative wrap-round model of care in combination with a flexible intervention approach that is individually tailored to children and young people in out-of-home care who present with complex and extreme behavioural and mental health problems. The sample consisted of 768 children and young people. Three measures, the Children's Global Assessment Scale, Health of the Nation Outcome Scales for Children and Adolescents and the Strengths and Difficulties Questionnaire were used to assess functioning via a pre-post treatment design. Outcomes were assessed by comparing pre and post-treatment mean scores using repeated-measures t-tests. For estimates of differences in the proportion of children and young people in the clinical range between pre and post-treatment the McNemar test was used. In addition, surveys were completed by carers and stakeholders. Results provided a demographic profile, clinical profile and pre and post-treatment comparisons. Results revealed significant improvements across a range of problem areas: general functioning and adjustment; antisocial behaviour; overactivity and poor attention; non-accidental self-injury; problems with scholastic and language skills; emotional symptoms; peer and family relationships; self-care and independence; and school attendance. Survey data supported the outcomes from the stakeholder-rated and carer-rated measures. Findings provide ongoing evidence for the effectiveness of the therapeutic intervention programme. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2017.37
Record No: 219177 From EdResearch online
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| Live, Learn, Grow : Supporting young people with a care experience through higher education.
| Rak, Louise
Fuller, Emily | 2017 |
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Title: Live, Learn, Grow : Supporting young people with a care experience through higher education.
Author(s): Rak, Louise | Fuller, Emily |
Journal Details: Student Success v.8 n.2 p.95-99
Published: 2017
ISSN: 2205-0795
Abstract: Developed through research and community collaboration with the out-of-home care (OOHC) sector, including people with lived experience and local providers, Live, Learn, Grow aims to address some of the barriers faced by care leavers in learning about, accessing and engaging in higher education. Over 40,000 children and young people in Australia are currently in OOHC. Research shows Australians who have a previous OOHC experience are less likely to commence and complete tertiary education, and more likely to be unemployed, or employed in low paid, low skilled roles. Through collaboration with local agencies, Live, Learn, Grow has provided information about higher education pathways to young people in care, as well as on-campus experience days. The Navigator/Linker role has also provided support for first-year university students, with participants highlighting this support as a key factor in their decision to remain engaged in university study past their first month. [Author abstract]
URL (open access) : https://studentsuccessjournal.org/article/view/385/403
URL (conditional access) : http://dx.doi.org/10.5204/ssj.v8i2.385
Record No: 218629 From EdResearch online
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| Overcoming adversity : The strengths of care leavers in Australian higher education.
| Andrewartha, Lisa
Harvey, Andrew | 2017 |
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Title: Overcoming adversity : The strengths of care leavers in Australian higher education.
Author(s): Andrewartha, Lisa | Harvey, Andrew |
Journal Details: International Studies in Widening Participation v.4 n.2 p.52-64
Published: 2017
ISSN: 2203-8841
Abstract: Young people who have spent time in out-of-home care, including foster care, kinship care, and residential care, rarely access higher education. Those who do enter university often face financial constraints, mental ill health, and academic under-preparation. These educational challenges and barriers have been well documented but less emphasis has been given to the strengths possessed by care leavers who successfully access higher education. In this paper, we analyse the firsthand accounts of care leavers in Australian higher education. Our findings highlight how care leavers can bring particular qualities, skills, and mindsets to higher education which help them to succeed despite extreme challenges, and which could be harnessed more broadly by institutions. We argue that better understanding of the challenges, experiences, and strengths of care leavers could benefit all students on campus. [Author abstract]
URL (open access) : https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/81/100
Record No: 220050 From EdResearch online
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| Children in Out of Home Care : Should we give them a Fair Go?
| Peel, Nicole
Beckley, Alan | 2015 |
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Title: Children in Out of Home Care : Should we give them a Fair Go?
Author(s): Peel, Nicole | Beckley, Alan |
Journal Details: Children Australia v.40 n.4 p.372-378
Published: December 2015
ISSN: 1035-0772
Abstract: This paper identifies a sizeable group of vulnerable children who suffer discrimination and underachievement on a daily basis in Australia, with particular attention to New South Wales out-of-home care (OOHC) practices. It highlights the gaps in services specifically relating to the education of children in OOHC, care leavers and young carers. The paper identifies the extent of the issue, the ways that OOHC children suffer discrimination and possible solutions. As OOHC children are not a specific equity group targeted for support by governments, their identity, numbers, problems and issues are not recorded or singled out for specialist support. The paper recognises that further research is required, but offers some ways forward giving examples of widening participation in education. However, it comes to the conclusion that OOHC children are not given a 'Fair go'. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2015.37
Record No: 210280 From EdResearch online
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| The Virtual School for Children in Out-of-Home Care : A Strategic Approach to Improving Their Educational Attainment.
| Jackson, Sonia | 2015 |
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Title: The Virtual School for Children in Out-of-Home Care : A Strategic Approach to Improving Their Educational Attainment.
Author(s): Jackson, Sonia |
Journal Details: Children Australia v.40 n.4 p.327-334
Published: December 2015
ISSN: 1035-0772
Abstract: In all countries where the evidence is available, the educational performance of children looked after away from home falls markedly below that of their peers. In recent years this has become a subject of intense debate. Is it an inevitable consequence of the adversity they have suffered before coming into care, and only to be expected given the characteristics of their families of origin? Or does the care system itself bear some responsibility? This question is not simply one of academic interest. Longitudinal research on social exclusion has shown the strong association between low levels of education and negative adult outcomes which disproportionately affect those with a background in care. This paper argues that efforts to narrow the gap in achievement between children in public care and their home-based peers will meet with little success as long as the problem is only tackled at the individual level. In an attempt to bring about systemic change, the English government in 2006 introduced a new concept : the virtual school for 'looked after' children. The virtual school encompasses as pupils all children and young people in a particular area who are in public care, but has no physical existence other than an office base. The children continue to attend their own schools, which are responsible for their progress. Initially a difficult concept to grasp, the model now seems to be fully accepted and all local authorities in England are legally required to appoint a virtual school head. The article reviews the limited available research and offers an illustrative case study. In conclusion, it suggests that the virtual school may be a model with potential to help raise the attainment of children in care in countries other than England. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2015.57
Record No: 210278 From EdResearch online
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| Young people in, and transitioning from, out-of-home care and their mental health issues : a call for evidence.
| Baidawia, Susan
Mendesa, Philip
Snow, Pamela C. | 2015 |
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Title: Young people in, and transitioning from, out-of-home care and their mental health issues : a call for evidence.
Author(s): Baidawia, Susan | Mendesa, Philip | Snow, Pamela C. |
Journal Details: Children Australia v.40 n.4 p.200-205
Published: December 2015
ISSN: 1035-0772
Abstract: Young people leaving state out-of-home care are among the most disadvantaged and vulnerable young Australians, and a substantial proportion experience mental health issues. This article reviews the literature relating to the mental health of care leavers, highlighting the gaps in the current Australian research base. Available studies indicate that mental health issues may worsen during the transition from care, yet mental and emotional health may also be neglected during this stressful period. Furthermore, care leavers with mental health issues are highly vulnerable to poor post-care outcomes, particularly homelessness. Implications for policy and research are discussed. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2014.27
Record No: 210898 From EdResearch online
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| Pathways of Care : longitudinal study on children and young people in out-of-home care in New South Wales.
| Paxman, Marina
Tuly, Lucy
Burke, Sharon
Watson, Johanna | 2014 |
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Title: Pathways of Care : longitudinal study on children and young people in out-of-home care in New South Wales.
Author(s): Paxman, Marina | Tuly, Lucy | Burke, Sharon | Watson, Johanna |
Journal Details: Family Matters n.94 p.15-28
Published: 2014
ISSN: 1030-2646
Abstract: 'Pathways of Care' is a longitudinal study on the well being of children and young people placed in out of home care in New South Wales and the factors that influence their well being. It will provide a strong evidence base to inform policy and practice, and in turn improve decision making about how best to support children and young people who have experienced abuse and neglect. Data collection commenced in May 2011 and will be completed by June 2016. This article introduces the study and describes its research objectives, sample frame, retention strategies, and methodology. [Author abstract]
URL (open access) : https://aifs.gov.au/sites/default/files/fm94b.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=204065
Record No: 204065 From EdResearch online
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| Young People Transitioning from Out-of-home Care and Access to Higher Education : A Critical Review of the Literature.
| Mendes, Philip
Michell, Dee
Wilson, Jacqueline Z. | 2014 |
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Title: Young People Transitioning from Out-of-home Care and Access to Higher Education : A Critical Review of the Literature.
Author(s): Mendes, Philip | Michell, Dee | Wilson, Jacqueline Z. |
Journal Details: Children Australia v.39 n.4 p.243-252
Published: December 2014
ISSN: 1035-0772
Abstract: Young people transitioning from out-of-home care are known to have poor educational outcomes compared to their non-care peers. Yet little is known about the experiences or needs of the small numbers of Australian care leavers who enter higher education. This article critically examines existing Australian and international research on the access of care leavers to higher education. A group of pre-care, in-care, transition from care and post-care factors are identified as either hindering or assisting care leavers to maximise their educational opportunities. Some specific policy and practice reforms are recommended to enhance opportunities for Australian care leavers to participate in and complete higher education. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2014.25
Record No: 205556 From EdResearch online
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| The cognitive profiles of maltreated children in care and their educational needs : supporting good outcomes.
| deGregorio, Lisa Joanne
McLean, Sara | 2013 |
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Title: The cognitive profiles of maltreated children in care and their educational needs : supporting good outcomes.
Author(s): deGregorio, Lisa Joanne | McLean, Sara |
Journal Details: Children Australia v.38 n.1 p.28-35
Published: March 2013
ISSN: 1035-0772
Abstract: Children in care, who have been maltreated, consistently demonstrate poorer educational outcomes than their peers. A number of reasons have been suggested for this such as a lack of stability and opportunities, as compared to their peers. One possible contributor to the poorer educational attainment of children in care is their underlying cognitive vulnerabilities. Cognitive deficits in maltreated children are thought to arise as a result of the impact of trauma on the developing brain. These cognitive deficits include difficulties with executive functioning. Executive functioning abilities include the ability to inhibit behaviour, plan ahead and switch from task to task and are critical for navigating the day to day requirements of educational settings. This article summarises what we know about the cognitive vulnerabilities of maltreated children in care and outlines the implications of these cognitive deficits for supporting maltreated children. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2012.47
Record No: 196455 From EdResearch online
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| Research for practice : highlighting personal strengths of children in out-of-home care : two case examples.
| Mendis, Kathy | 2013 |
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Title: Research for practice : highlighting personal strengths of children in out-of-home care : two case examples.
Author(s): Mendis, Kathy |
Journal Details: Children Australia v.38 n.1 p.36-39
Published: March 2013
ISSN: 1035-0772
Abstract: The education of children in care suffers significantly from a range of disruptions by virtue of them being in care. Research shows that the academic attainment of children in care is lower than that of other children in the general population. Consequently, many young people leave care with minimum or no educational/vocational qualifications and subsequently face adversity in adulthood. Using two case examples this article argues that workers need to look for the strengths in children in care and facilitate the mobilisation of those strengths for them to work their way towards a successful adulthood. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/cha.2012.48
Record No: 196456 From EdResearch online
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| Moving from dependence to independence : a study of the experiences of 18 care leavers in a leaving care and after care support service in Victoria.
| Mendes, Philip | 2010 |
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Title: Moving from dependence to independence : a study of the experiences of 18 care leavers in a leaving care and after care support service in Victoria.
Author(s): Mendes, Philip |
Journal Details: Children Australia v.35 n.1 p.14-21
Published: 2010
ISSN: 1035-0772
Abstract: Young people leaving state out-of-home care are arguably one of the most vulnerable and disadvantaged groups in society. Many have been found to experience significant health, social and educational deficits. In recent years, most Australian States and Territories have introduced specialist leaving care and after care programs and supports, but there has been only limited examination of the effectiveness of these programs. This paper examines the experiences of a group of young people involved in the leaving care and after care support program introduced by St Luke's Anglicare and Whitelion in the Victorian town of Bendigo. Attention is drawn to the impact of some of the key program initiatives around accommodation, employment and mentoring. Some conclusions are drawn about 'what works' in leaving care programs, including particular implications for rural policy and practice. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1017/S1035077200000924
Record No: 182027 From EdResearch online
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