insights from a matched sample in canada and australia ross a. klein, memorial university of...
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Insights from a Matched Sample in Canada and Australia
Ross A. Klein, Memorial University of NewfoundlandRoss A. Klein, Memorial University of NewfoundlandDeirdre Cheers, Barnardos South East Sydney & The LAC ProjectDeirdre Cheers, Barnardos South East Sydney & The LAC ProjectKathleen Kufeldt, Kathleen Kufeldt, University of New BrunswickUniversity of New BrunswickAnnette Kelly-Egerton, Barnardos AustraliaAnnette Kelly-Egerton, Barnardos AustraliaScott Rideout, Scott Rideout, University of New BrunswickUniversity of New Brunswick
2006 Association of Children’s Welfare Agencies Conference7th International Looking After Children Conference14 – 16 August, Sydney, NSW.
Looking After Children in the Looking Glass: Looking After Children in the Looking Glass:
Looking After Children Looking After Children (LAC)(LAC)
Originally developed in the United KingdomOriginally developed in the United Kingdom Theory development Theory development 1987 - 19911987 - 1991 Piloting and Revisions Piloting and Revisions 1991 - 19951991 - 1995 Implementation Implementation 1995 - 19981995 - 1998 Assessment of Outcomes Assessment of Outcomes 1996 - 20021996 - 2002
Note: LAC has now been combined with the UK Assessment Note: LAC has now been combined with the UK Assessment Framework to form the Integrated Children’s SystemFramework to form the Integrated Children’s System
(www.dfes.gov.uk/integratedchildrenssystem)(www.dfes.gov.uk/integratedchildrenssystem)
What is Looking After What is Looking After Children ?Children ?
AA comprehensive set of integrated comprehensive set of integrated toolstools (forms) for use with children and youth (forms) for use with children and youth in carein care
AA guided practice case management guided practice case management systemsystem which provides a framework for which provides a framework for recommended processes and actionsrecommended processes and actions
AnAn inclusive system which promotes inclusive system which promotes participationparticipation of carers, parents, children of carers, parents, children and youth in the care assessment, planning and youth in the care assessment, planning and decision making processand decision making process
LAC consists of:LAC consists of:
PLANNING & PLACEMENT FORMSPLANNING & PLACEMENT FORMS Essential Information Records Parts 1 & 2Essential Information Records Parts 1 & 2 Placement Plan Parts 1 & 2Placement Plan Parts 1 & 2 Care PlanCare Plan Consultation PapersConsultation Papers Review of Arrangements RecordsReview of Arrangements Records
ASSESSMENT & ACTION RECORDS Age RelatedAge Related 7 Developmental Dimensions7 Developmental Dimensions
LAC in CanadaLAC in Canada
1997 - 1997 - 20002000
•Eastern Canada (National Looking Eastern Canada (National Looking After Children After Children Project-Kufeldt, Simard Project-Kufeldt, Simard & Vachon)& Vachon)•Ontario (LeMay & Flynn)Ontario (LeMay & Flynn)•British Columbia British Columbia (Provincial (Provincial Government)Government)
2001 - 2001 - 20022002
•OnLAC Ontario (University of Ottawa OnLAC Ontario (University of Ottawa in conjunction with OACAS)in conjunction with OACAS)
2002 - 2002 - 20042004
•CanLAC (University of Ottawa in CanLAC (University of Ottawa in conjunction with OACAS and CWLC, conjunction with OACAS and CWLC, with funding from HRDC)with funding from HRDC)
2003 - 2003 - 20062006
•Comparative Canada/Australia project Comparative Canada/Australia project University of New Brunswick (Kufeldt)University of New Brunswick (Kufeldt)
LAC in AustraliaLAC in Australia
19919933
Western Australia pilot (Clare)Western Australia pilot (Clare)
19919966
Victoria pilot (Clark & Burke, Wise)Victoria pilot (Clark & Burke, Wise)
19919977
New South Wales - Barnardos New South Wales - Barnardos AustraliaAustralia
20020000
Australian Capital Territory: Australian Capital Territory: government launchgovernment launch
20020011
Western Australia: full government Western Australia: full government launchlaunch
20020022
Victoria: government launchVictoria: government launch
20020033
Tasmania: government launchTasmania: government launch
The Canada/Australia The Canada/Australia Research ProjectResearch Project
The project “Looking After Children in The project “Looking After Children in government care: assessing and improving government care: assessing and improving outcomes in Child Welfare” is funded by outcomes in Child Welfare” is funded by Social Sciences and Humanities Research Social Sciences and Humanities Research Council (SSHRC) with principal researcher Council (SSHRC) with principal researcher being Dr Kathleen Kufeldt (University of being Dr Kathleen Kufeldt (University of New Brunswick, Canada)New Brunswick, Canada)
Barnardos Australia is participating via Barnardos Australia is participating via provision of data on a sample of Australian provision of data on a sample of Australian children in long term foster carechildren in long term foster care
Project Overall Goal:Project Overall Goal:
““to increase knowledge about the to increase knowledge about the
impact on children’s impact on children’s
development when being cared development when being cared
for by the state because of for by the state because of
parental abuse and neglect”parental abuse and neglect”
Research Design & Data Research Design & Data CollectionCollection
Primary Tool: LAC Assessment & Primary Tool: LAC Assessment & Action Record Action Record
Administered annually, covering 7 Administered annually, covering 7 developmental dimensions: developmental dimensions: • Health Health • EducationEducation• IdentityIdentity• Emotional and Behavioural DevelopmentEmotional and Behavioural Development• Social PresentationSocial Presentation• Family And Social RelationshipsFamily And Social Relationships• Self Care SkillsSelf Care Skills
Sample sizeSample size
126 young people (63 from both NB and 126 young people (63 from both NB and ACT), drawn from a larger sample of 198 ACT), drawn from a larger sample of 198 youth (112 from NB and 86 from ACT) and youth (112 from NB and 86 from ACT) and 291 AARs. 291 AARs.
Matched for age and sex.Matched for age and sex.
Slightly more males than females (55% versus Slightly more males than females (55% versus 44%) 44%)
Two-thirds are 10 years of age or older.Two-thirds are 10 years of age or older.
HEALTH DIMENSIONHEALTH DIMENSION
IMMUNIZATIONSIMMUNIZATIONS
DIETDIET
HEALTH RISKSHEALTH RISKS
ACT youth more likely to receive ACT youth more likely to receive hearing tests and NB youth more hearing tests and NB youth more
likely to have received age likely to have received age appropriate immunizationsappropriate immunizations
Precentage of young people receiving the following
0%20%40%60%80%
100%
Medical exam Hearing test(p=.037)
Eye exam Dental exam Immunizations(p=.020)
NB ACT
NB youth significantly more likely NB youth significantly more likely to consume potatoes (including to consume potatoes (including
French fries/chips), milk and French fries/chips), milk and snack foods.snack foods.
Percentage reporting regular consumption of the following foods during the previous 7 days
0%20%40%60%80%
100%
Fruit Vegetables andsalads p=.090
Potatoes p=.001 Milk p=.032 Cheese
NB ACT
Percentage of young people reporting Percentage of young people reporting regular snack food consumption regular snack food consumption
during the past 7 daysduring the past 7 days
0%
10%
20%
30%
40%
50%
60%
Potato chips/crispsp=.000
Cookies/biscuitsp=.001
Candy/sweets Pop/fizzy drinks p=.001
NB ACT
A higher proportion of NB youth A higher proportion of NB youth reported receiving information related reported receiving information related
to sex and sexualityto sex and sexuality
Percentage of young people 10 years or older receiving information on the following topics
0%20%40%60%80%
100%
Sexuality and sexualorientation
Sex and birth control Health risks of unprotected sex(p=.003)
NB ACT
EDUCATION EDUCATION DIMENSIONDIMENSION
ABSENTEEISM RATESABSENTEEISM RATES
SCHOOL DISRUPTIONSCHOOL DISRUPTION
EXTRACURRICULAR ACTIVITIESEXTRACURRICULAR ACTIVITIES
NB youth more likely to be NB youth more likely to be absent from school and absent from school and
generally missed more daysgenerally missed more daysHow many days was the youth absent?
0%
10%
20%
30%
40%
50%
60%
0 days Less than 7 days 7 days or longer
NB ACT
Did the young person change schools?
0%
20%
40%
60%
80%
Yes No Don’t Know
NB ACT
The number of school changes The number of school changes increase with the number of increase with the number of
placement changes.placement changes.School and Placement disruption
0%
20%
40%
60%
80%
100%
No school changes 1 to 3 school changes 4 or more schoolchanges
Don’t know
1 to 3 placement changes 4 or more changes in placement Don’t know
Effects of school changesEffects of school changes Those who change schools are less likely to believe Those who change schools are less likely to believe
they are doing as well as they can in schoolthey are doing as well as they can in school
0%
20%
40%
60%
80%
100%
Self Teacher’s view Foster Parents view
Changed schools No school change
Slightly higher percentages of Slightly higher percentages of NB youth participated in NB youth participated in extracurricular activitiesextracurricular activities
Types of extracurricular avtivities youth are involved in
0%20%40%60%80%
100%
Sports Music Other skills or interests(e.g. art, drama,
cooking, etc)
Involved with otherclubs or organizations
(p=.004)
NB ACT
IDENTITY IDENTITY DIMENSIONDIMENSIONPreservation of their Preservation of their
past past
(life books)(life books)
Children between 5 and 9 years of Children between 5 and 9 years of age were more likely to have age were more likely to have
information collected about their information collected about their past.past.
Was information collected about the young person's past? (p=.000)
0%
20%
40%
60%
80%
100%
Yes No
1-4 years 5-9 years 10 years or older
FAMILY & SOCIAL FAMILY & SOCIAL RELATIONSHIPSRELATIONSHIPS
PLACEMENT (IN)STABILITY PLACEMENT (IN)STABILITY
RELATIONSHIPS WITH FOSTER RELATIONSHIPS WITH FOSTER FAMILY FAMILY
FAMILY CONTACTFAMILY CONTACT
The majority experienced less The majority experienced less than 5 caregivers while in than 5 caregivers while in
care.care.How many caregivers has the young person lived
with?
0%
10%20%
30%
40%
50%60%
70%
Less than 5caregivers
Between 5 and 9caregivers
10 or morecaregivers
Not sure
NB ACT
In NB where greater instability over time In NB where greater instability over time existed, social workers were more likely to existed, social workers were more likely to say young people experienced continuity in say young people experienced continuity in
care during the previous yearcare during the previous year
Social worker's assessment of continuity of care during the previous year (p=.015)
0%20%40%60%80%
100%
Yes No - some disruptions (Onechange)
No - serious disruption (Two ormore changes)
NB ACT
While youth typically described having a While youth typically described having a good relationship with their foster mother good relationship with their foster mother and others in the home, relationships with and others in the home, relationships with
the foster father differed by regionthe foster father differed by region
Percentage reporting a 'good' relationship with the following
0%
20%
40%
60%
80%
100%
Foster mother Foster father p=.073 Others in the household
NB ACT
Even though the proportion of young people Even though the proportion of young people with regular family contact was remarkably with regular family contact was remarkably low, 72% of NB youth and 70% of ACT youth low, 72% of NB youth and 70% of ACT youth
were satisfied with it.were satisfied with it.
Percentage reporting regular contact with the following family members
0%10%20%30%40%50%
Birth mother Birth father Maternalgrandparents
Paternalgrandparents
Siblings
NB ACT
Percentage with Percentage with parental parental contactcontact decreased as time in decreased as time in
care increasedcare increasedRelationship between parental contact and time in care
0%20%
40%60%
80%100%
Less than 19 months 20 through 55 months 56 months or longer
Tiime in care
In contact with biological parents No contact with biological parents
EMOTIONAL & EMOTIONAL & BEHAVIOURAL BEHAVIOURAL DEVELOPMENT DEVELOPMENT
DIMENSIONDIMENSION MENTAL HEALTH ASSESSED MENTAL HEALTH ASSESSED
BY BEHAVIOURAL BY BEHAVIOURAL INDICATORSINDICATORS
EXPERIENCES OF ABUSEEXPERIENCES OF ABUSE
A larger proportion of ACT youth A larger proportion of ACT youth appear to be aggressive and to have appear to be aggressive and to have
anxiety and worryanxiety and worryIndicators of Aggression
0%
10%
20%
30%
40%
50%
Often defiant,disobedient ordisruptive atschool/ home
Often angry andlose temper
Gets intofights/picks onothers p=.044
Deliberately breakor steal things
NB ACT
Indicators of anxiety/worry
0%
10%
20%
30%
40%
50%
Over-friendlywith strangers
Worries a lot p=.070
Often getsaches and
pains
Difficultysleeping due
toworry/anxiety
Strongfeelings orsadness
Scared ofparticularthings orsituations
NB ACT
NB youth may be a bit more social NB youth may be a bit more social than ACT youth, but differences are than ACT youth, but differences are
small.small.Indicators of Sociability
0%
20%
40%
60%
80%
100%
Considerateof other'sfeelings
Comfortothers whoare upset
Likes toshare thingswith others
p=.059
Popular withother youth
Hard to mixwith other
youth or arevery shy
Easy tomake andkeep closefriendships
Likes to letothers join
in theiractivities
NB ACT
All ACT youth experienced some form of All ACT youth experienced some form of maltreatment compared to two-thirds of maltreatment compared to two-thirds of
NB youth.NB youth.
Type of Maltreatment Experienced
0%20%40%
60%80%
100%
Physical (p=.021) Sexual Emotional (p=.009) Neglect (p=.054)
NB ACT
SELF CARE SELF CARE DIMENSIONDIMENSION
Can young people take care Can young people take care of their own needs?of their own needs?
NB youth are more independent NB youth are more independent and take greater responsibility for and take greater responsibility for
themselvesthemselves Percentage of young people who can ...
0%
20%
40%
60%
80%
100%
Regular personalhygiene (p=.015)
Make their bed(p=.056)
Do the dishes (p=.000)
Change afuse/reset a
breaker (p=.014)
Shop/hairdresseralone (p=.025)
Regularly usespublic
transportation(p=.044)
NB ACT
Time in CareTime in Care
NB youth spend a longer NB youth spend a longer time in care as compared to time in care as compared to
their ACT peerstheir ACT peersTime in care by region
0%10%20%30%40%50%60%
1 to 19 months 20 – 55 months 56+ months
NB ACT
Regular family contact Regular family contact decreases with length of time decreases with length of time
in carein carePercentage of young people in regular contact with the following
family members
0%
20%
40%
60%
Birth mother(p=.008)
Birth father Maternalgrandparents
(p=.004)
Paternalgrandparents
Siblings
19 months or less 20 - 55 months 56+ months
CONCLUSIONSCONCLUSIONS The value of the AAR and companion documents The value of the AAR and companion documents
as tools for practice as well as for research. as tools for practice as well as for research.
Questions are raised about the emphasis on Questions are raised about the emphasis on contact with birth parents, especially birth contact with birth parents, especially birth mothers. mothers.
Differences between youth in ACT and NB … Differences between youth in ACT and NB … Some are artifacts of culture and location … Some are artifacts of culture and location … Need for discussion, teasing out, and further Need for discussion, teasing out, and further analysis.analysis.
AUTHORS/CONTACT DETAILS:
Ross Klein, Memorial University of Newfoundland [email protected]
Deirdre Cheers, Barnardos Australia [email protected]
Kathleen Kufeldt, University of New Brunswick [email protected]
Annette Kelly-Egerton, Barnardos Australia Annette Kelly-Egerton, Barnardos Australia [email protected]
Scott Rideout, University of New Brunswick [email protected]
Copies of this paper are available for download at:Copies of this paper are available for download at:http://www.cruisejunkie.com/LAC.pdfhttp://www.cruisejunkie.com/LAC.pdf