Maintaining a Long Term Commitment to Children in Care: Factors that Influence the Continued Capacity of Foster Parents who are Raising Children with FAS/FAE in Rural and Reserve Environments

Kathleen Jones, Ph.D., RSW West Region Child and Family Services

West Region Child and Family Services– Keeseekowenin First Nations– Waywayseecappo First Nations– Gambler First Nations– Ebb and Flow First Nations– Rolling River First Nations– Crane River First Nations– Skownan First Nations– Pine Creek First Nations– Valley River First Nations

West Region Child and Family Services

Assets of the Agency– Family Resource Centre in most

communities– Community worker in each community– Block Funding formula– Most staff are aboriginal many

community members– Most staff have BSW, some working on

MSW– Support from Leadership– Commitment to creative practice

among staff

West Region CFS-FASD Program

West North Physical Mental Parents

Community South East

Social Emotional Professionals The child

Support to Families-Family Centred Diagnostic Program (Diagnosis)-Parent Advocacy(Training)-Community Based Support

Supports to Professionals-Consulting (Training)-Specialized Programming-Partnerships with community programs

Supports to Children-Case planning support(Support to Families)-Referrals for diagnosis(Diagnosis)-Long term planning(Support to Families)

Building a Healthy Community-Workshops (Training)-Reclaiming our Voices (Prevention)-Women’s Lodge(Prevention)

The Gift of the Child with FASD

Traditional teachings tell us that children with FASD are a special gift

from the creator Each child comes into a family with their own

special role in the family and the community. Children may be brought into the world to take on leadership roles. They may be entrusted with the responsibility to nurture and support others. They may be placed on Turtle Island to help the community struggle with imbalances due to addictions, poverty and difficult life circumstances. Our role, as caring community members, is to find, understand, and recognize the gifts in all of our children.

West Region Child and Family Services

Goals of the FASD Program Reduction of children born with FASD

Reduction of children coming into care Increase the capacity of families and

caregivers caring for children with FASD Increase supports for children with FASD in

the school and community Increased support to children with FASD in

and out of care

Reduction of unplanned moves for children with FASD

Purpose of the Study To explore all of the personal,

relational, and situational factors that influence the capacity of foster parents to maintain a stable and nurturing environment for their foster children with FAS/FAE

Context to the Study Children born with FAS/FAE experience a range of

disabilities that compromise their intellectual, physical, social-emotional, and behavioural capacities. (Streissguth, 1992, Barth, 1991)

Children with FASD are 2.1 times more likely to face emotional/physical abuse early in life

Families living in rural environments have fewer professional services than families in urban environments (Trute, Adkins, & McDonald, 1994)

Context to the Study 90% of all FAS/FAE children have had some involvement with child

protection services by their 5th birthday(Jones, McClullough and Dewoody, 1992)

80% of children with FAS/FAE are living in alternative care settings (foster care) (Stratton, Howe, Battaglia,1996)

Children with FASD stay in Foster homes longer, are the most likely to face multiple home placements and the least likely to be adopted

A Manitoba study showed that at least 20% of children with FAS/FAE ‘in care’ have experienced more than 9 placements in their childhood.(Children and Youth Secretariat, 1998)

Context to the Study 80% of children with FAS/FAE who enter the Child

Welfare system do not return home. (Besharow and Boehler, 1994)

Living in a stable, nurturing home for over 72% of life is a universal protective factor in reducing poor outcomes in adults with FAS/FAE (Streissguth, Barr, Kogan, & Bookstein, 1997)

Study Methodology A qualitative, multiple case study

methodology“an inquiring process of understanding a social or human problem based on building a complex, holistic picture, formed with words, reporting detailed views of informants and conducted in a naturalistic setting” (Cresswell, 1994, pg. 1)

Study Methodology

Collective Case Study ApproachIntensive interviews (4-6 hours)

Field Notes

File review of ‘child file’

Study Methodology-Subject Selection

Study of eight foster families representing 14 children with FAS/FAE ranging in age from 3-17.Fostering for longer than 5 years All fostered for same FN-CFS agency 4 families living in rural environments4 families living in reserve environments

The ecology of human development involves the scientific study of the progressive, mutual accommodation between an active, growing human being and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded (Bronfenbrenner, 1979, pg 21)

Employing an Ecological Framework

An Ecological Framework

The Child

The Family

The School & Community

The Child

The FamilyThe School

& Community

Child WelfareSupports

Domain One: The Complex Child

“ My sister-in-law has children with FAS and it’s so visible. My kids seem so normal”

Problems with Emotional ReciprocityAggression HyperactivityStubborn Social Skill ConcernsPoor Memory Physical/Medical Needs Sleep disorders

Domain Two: Family Commitment

High level of stability in familiesmarriage strengthenedchild/family focusedHigh reliance on family and friends

All saw relationship with child as exclusive High level of commitment to culture among

‘on reserve’ families Gendered Parenting

Domain Three: The Community as

Support Generally low level of professional

supports, preference for family support Rural families saw ‘community’ as a safe

place to raise children Reserve based families saw ‘community

as a place to maintain cultural connections

Domain Three: The School as Support

High level of frustration with schools The ability to ‘read’ seen as important indicator

of academic success Recognition of the role of the school as a

community resource in rural/reserve areas General need for supports targeted to teenagers-

problems in school linked to delinquent behaviour

Domain Four: Child Welfare Support

Desire for workers that are committed to family (not always ‘child specific’ focus)

Families appreciated the contact, wanted better working relationship with worker

Problems with philosophic underpinnings of foster care and fostering

Linking the Domains: An Ecological Approach

Families appeared to be able to support children in home but harder in community

Lack of early intervention/support led to problems in adolescence-Particularly for children living away from their culture

Children that had difficulty with emotional reciprocity/aggression appeared to be the highest risk as teens.

Policies in community agencies often exascerbated problems for families

An Ecological Approach

Communityinfluences

Poor emotional

reciprocity

Poorsocialskills

Better social skills

Strongemotionalconnections

Parentas

advocate

Decliningparental

role

Socialnetworksupport

Activeparent

involvementFewparentalsupports

Activelyattending

school

Healthyfriends

EarlyIntervention in school

Earlydiagnosis

Healthy lifestyle

Drinking/druguse

Communityinfluences

Poorrecreational

supports

Schooldrop-out

Vandalism

No/Littlesupport inschool

Poorcommunitysupports

Cultural connections

Conclusions-Recommendations

Need to increase community supports to better accommodate the child and family

Increased involvement with First Nation community Early intervention in schools Targeted support for teenagers (rethink role of family) Targeted support to children with difficulties showing

emotions Increased collaboration between CFS and families, CFS and

community supports

Future Research Study looking at the role of foster fathers in raising

high need children

Study looking at subsets of children with FASD particularly children showing difficulty with emotional reciprocity

Comparing outcomes of children in urban areas or families that were not successful in keeping children

Future Information

Kathy Jones, Ph.D. RSWWest Region Child and Family Services

Rolling River First NationsErikson, Manitoba, Canada

kathy@wrcfs.mb.ca