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Research & Evidence-Based Ratings

The randomized controlled trials (RCTs) conducted on Foster Parent College (FPC) online courses have demonstrated that they are effective for both the pre-service and in-service training of resource parents. These studies have shown, among other things, that our online and blended training approaches are effective at significantly increasing viewers' knowledge of the courses' core information.

Evidence-Based Ratings

California Evidence-Based Clearinghouse - FPC's Blended Pre-Service Training

The FPC-IHS Blended In-Person and Online Pre-Service Training for Resource Parents has been rated by the California Evidence-Based Clearinghouse for Child Welfare (CEBC) as "Promising Research Evidence."

The CEBC provides child welfare professionals easy access to vital information about selected programs related to child welfare. Each program is reviewed and—depending on the level of research evidence for the program—rated utilizing the CEBC Scientific Rating scale. The programs are also rated for their relevance to child welfare. In June 2018 the CEBC gave Foster Parent College’s Blended Pre-Service Training program a "Promising Research Evidence" rating with "High" relevance to child welfare.

California Evidence-Based Clearinghouse - FPC

FosterParentCollege.com® (FPC) is the first and only online resource parent training center to be rated by the California Evidence-Based Clearinghouse for Child Welfare (CEBC).

According to the CEBC website, "Evidence-based practices are those that have empirical research supporting their efficacy." FPC received a "Promising Research Evidence" rating for the scientific research it has conducted and was given the highest rating for "Relevance to Child Welfare."

The CEBC provides child welfare professionals worldwide with easy access to vital information about selected programs related to child welfare. Each program is reviewed and, depending on the level of research evidence for the program, rated utilizing the CEBC Scientific Rating scale. The programs are also rated for their relevance to child welfare.

Published Journal Articles and Book Chapters

Understanding and Parenting Children's Noncompliant Behavior

White, L., Delaney, R., Pacifici, C., Nelson, C., Dickinson, S.L., & Golzarri-Arroyo, L. (2019). Understanding and parenting children's noncompliant behavior: The efficacy of an online training workshop for resource parents. Children and Youth Services Review, 99, 246-256.

The current study examined the effectiveness of an online training program on parenting children's noncompliant behavior. Eighty-two resource parents (foster, adoptive, and kinship) were recruited through Foster Parent College—an online training website—and randomly assigned to a treatment or wait-list control group. Parents in the treatment group participated in an online interactive workshop on noncompliant child behavior. Online assessments occurred before and after a 1-week intervention, and again 3 months later. Group differences at posttest were significant for parents' reports of children's positive behavior and parent knowledge related to children's noncompliant behavior. Only parents in the treatment group showed significant improvement from pre- to posttest on several other outcome measures of parenting noncompliant behavior. Satisfaction with the online workshop at posttest was very high. Results at the 3-month follow-up assessment showed significant group differences only for parents' knowledge about children's noncompliant behavior. Feedback on the workshop remained positive, with treatment group parents indicating that they felt the workshop had beneficially impacted their parenting and their children's behavior.

To view the article, visit www.ncbi.nlm.nih.gov/pmc/articles/PMC6528673/

Efficacy of Blended Preservice Training for Resource Parents

White, L., Delaney, R., Pacifici, C., Nelson, C., Whitkin, J., Lovejoy, M., & Keefer Smalley, B. (2016). Efficacy of blended preservice training for resource parents. Child Welfare, 93, 6, 45-72.

To evaluate a new way of meeting the growing demand for training prospective resource parents, our study compared the efficacy of a blended online and in-person approach with a traditional classroom-only approach. Findings based on a sample of 111 resource parent prospects showed significantly greater gains in knowledge from pre- to post-test for the blended approach over the classroom-only approach. The blended approach also produced dramatically lower dropout rates during preservice training. Both groups made significant gains in parenting awareness from pre- to post-, but those gains were greater for the classroom-only approach. Post hoc analyses examined this finding more closely. Satisfaction with training was comparably high for both groups. Gains in knowledge and awareness were sustained at a 3-month follow-up assessment.

To view the article, visit www.ncbi.nlm.nih.gov/pmc/articles/PMC5471628/

Web-Enhanced Pre-Service Training for Prospective Resource Parents

Delaney, R., Nelson, C., Pacifici, C., White, L., & Keefer Smalley, B. (2012). Web-enhanced pre-service training for prospective resource parents: A randomized trial of effectiveness and user satisfaction. Journal of Social Service Research, 38, 503-514.

Traditionally, prospective resource parents must attend all pre-service training in person. Although live sessions are necessary for screening applicants, instructional portions of training could be enhanced by Web-based sessions. This pilot study compares the effectiveness of online and classroom versions of one session from a widely used pre-service training program. Ninety-two individuals enrolled in the program in two states were randomly assigned to a treatment group that viewed an online version of the class on child abuse and neglect or to a comparison group that took the same class in person. Written questionnaires were completed before and after the class. Significant group differences on knowledge of child maltreatment and empathy toward birth parents plus high user satisfaction were hypothesized. Analysis of covariance results showed the online training was more effective than the live training at increasing knowledge. Multivariate analysis of covariance findings on empathy were not significant but trended toward greater empathy for the online group. Feedback indicated high satisfaction with the online course. The finding that online instruction is more effective than live instruction has positive implications for practice, because Web-based training offers advantages like standardizing instruction, cutting agency and trainee costs, and providing greater flexibility.

To view the article, visit www.ncbi.nlm.nih.gov/pmc/articles/PMC3454502/

Marriage Relationships

Markman, H. J., Rhoades, G. K., Delaney, R., White, L., & Pacifici, C. (2010). Extending the reach of research-based couples interventions. In K. Hahlweg, M. Grawe-Gerber, & D. H. Baucom (Eds.), Enhancing couples: The shape of couple therapy to come (pp. 128-141). Cambridge, MA: Hogrefe.

In this chapter we explore ways of extending the reach of research-based approaches to couples intervention to partners, service providers, and policy makers. We focus specifically on prevention and relationship education efforts over the past 30 years and summarize lessons learned from these efforts that can influence practice and social policy. We show how today these services are becoming the main way that empirically based couples interventions are reaching couples in general and underserved, high risk partners and individuals in particular. We conclude with a discussion of two new studies that illustrate some of the lessons learned and that highlight some of the key issues that our field faces as we move forward.

For information on obtaining a copy of the book, call the publisher at 866-823-4726 or send an email to customerservice@hogrefe-publishing.com.

Web-Based Training for Foster, Adoptive, and Kinship Parents

Pacifici, C., Delaney, R., White, L., Nelson, C., & Cummings, K. (2006). Web-based training for foster, adoptive, and kinship parents. Children and Youth Services Review, 28, 1329-1343.

Foster, adoptive, and kinship parents urgently need high quality in-service training to help them better understand and deal with serious behavior problems of children in their care. Parents are increasingly turning to the internet for information, advice, support, and now, for formal training. Breakthroughs in technology have made the Web more accessible and more sophisticated, visually. For example, it is now feasible to use video or animation to model social skills, a mainstay of today's parent training interventions. The current study examined the effectiveness of two online courses - on lying and sexualized behavior - with a sample of foster parents from the Foster and Kinship Care Education Program of California Community Colleges. The intervention used interactive multimedia formats to present behavior problems, provide insights into their etiology, and offer parents practical steps to resolve them. Findings showed significant gains in parent knowledge for both courses, and in competency-based parent perceptions for the course on lying, with findings for the other course in the expected direction. Overall, user satisfaction and implementation fidelity were very high. Implications and future directions for this type of intervention are discussed.

To view the article, visit doi.org/10.1016/j.childyouth.2006.02.003

Foster Parent College: Interactive Multimedia Training for Foster Parents

Pacifici, C., Delaney, R., White, L., Cummings, K., & Nelson, C. (2005). Foster Parent College: Interactive multimedia training for foster parents. Social Work Research, 29, 243-251.

The authors evaluated a home-based parent training program for foster parents delivered on DVD. The program, part of a series of interactive multimedia courses produced for both DVD and the Web, addressed serious anger problems in children. The approach is in response to the growing unmet needs among foster families and their agencies for in-service training that is relevant and accessible. In the study, a national sample of foster parents showed significant increases in knowledge about the clinical aspects of children's anger, as well as confidence in being able to effectively parent foster children with serious anger problems. Parent satisfaction with the program was also generally very high. The findings are discussed in relation to the potential for DVD and online training in foster care.

To view the article, visit www.academia.edu/12495303/Foster_Parent_College_Interactive_Multimedia_Training_for_Foster_Parents

White Papers and Reports

Web-Based Marriage Education for Foster, Kinship, and Adoptive Couples, October 2014.

Phase II Final Progress Report on Small Business Innovation Research Grant #5 R44 MD005197-04 to Northwest Media from the National Institute on Minority Health and Health Disparities.

In Phase II of this project we completed the development, production, and evaluation of an online version of a marital education program called Prevention and Relationship Enhancement Program (PREP) adapted specifically for foster, kinship, and adoptive couples. The aim of the evaluation was to determine whether participants in the intervention group demonstrated significant gains in communication skills, relationship satisfaction, individual psychological functioning, and parenting skills, compared with a wait-list control group. These differences were evaluated immediately following the intervention. A 3-month follow-up trial was also conducted, but it was still ongoing at the time this report was written. The project's Phase II Final Progress Report describes the development and content of the online marital education program for resource parents, along with the methods and results of the pre-post evaluation study.

Web-Enhanced Pre-Service Training for Foster, Adoptive, and Kinship Parents, September 2014.

Phase II Final Progress Report on Small Business Innovation Research Grant #5 R44 HD054032-04 to Northwest Media from the National Institute of Child Health and Human Development.

The aim of this project was to complete the development and evaluation of a web-enhanced pre-service training program for prospective resource parents. The program, developed by the Institute for Human Services (IHS) of Columbus, Ohio, is one of just a few standardized pre-service training curriculums for foster, adoptive, and kinship caregivers in current use nationally. Originally, we proposed developing 12 online modules, but ultimately we consolidated the proposed training into ten online units and added four in-person units, to create a new "blended" curriculum of online and classroom training.

In Phase II, we conducted evaluation studies of four individual online courses, two at a time. The first study evaluated the effectiveness of the Parent-Child Attachment and The Child Welfare Team modules; the second study evaluated the effectiveness of the Child Development and Children Who Have Been Sexually Abused modules. In both studies, treatment group participants (who viewed the online modules) made significantly greater gains in relevant knowledge and awareness than did participants in the no-treatment control group. Rather than continuing to conduct pre-post studies of individual modules, we decided to instead evaluate the effectiveness of the complete Blended Pre-Service Training Curriculum in comparison with a traditional classroom-only approach, before and after the training and again at a 3-month follow-up. The Blended Curriculum was shown to be comparable in effectiveness to the classroom approach, and it resulted in a significantly higher training completion rate. The Final Progress Report provides details on the development and content of the online modules and the Blended Curriculum, as well as on the methods and results of the evaluation studies.

Online Training for Resource Parents of Substance-Exposed Children, February 2011.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 DA026644-01A1 to Northwest Media from the National Institute on Drug Abuse.

An alarming number of children entering foster care are victims of parental substance abuse, either in utero or in early childhood. Infants and young children exposed to drugs may have unique physical, neurological, and/or psychological problems that manifest in behaviors that can frustrate and even alienate foster parents who are not adequately prepared. The aim of this project is to develop and evaluate a series of seven online courses for foster, kinship, and adoptive parents on understanding and parenting substance-exposed infants and children. The series is an interactive multimedia (IMM) adaptation of the TIES for Families program, developed at UCLA. In Phase I, we developed and evaluated the first course, which focuses on helping resource parents better understand how infants are affected by substances – developmentally, medically, and behaviorally – and how parents can more effectively care for these infants.

The Phase I research study evaluated the Substance-Exposed Infants course with a sample of 127 resource parents recruited through FosterParentCollege.com. They were randomly assigned to one of three groups: the intervention group, which viewed our IMM course online; the comparison group, which viewed a text-only version of the same course online; or the control group, which did not view either version of the course. All three groups completed online questionnaires at the beginning of the study and again at the end on parents' knowledge, attitudes, openness, and preparedness related to parenting substance-exposed infants; the first two groups also completed user satisfaction and system usability questionnaires. Results of the Phase I study generally supported the efficacy of the online IMM format for training. The Final Progress Report provides details on the course development process, the course content, and the study's methods and results.

Advanced Web-Based Training for Adoptive Parents of Special Needs Children, July 2010.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 HD056645-01 to Northwest Media from the National Institute of Child Health and Human Development.

Adoptive families with special needs children differ from a foster family in significant ways: the family has a commitment to a forever bond; adopted children are aware of the loss of their birth parents and the fact that reunification is not a possibility; the adoptive family assumes financial responsibility for the child; and as a new family member the child creates a permanent impact on the immediate family and on members of the family's supportive community. All of these changes have long-lived impacts, yet training and support services generally end once the adoption is finalized. Courts and laws require foster families to obtain in-service training, but nothing is required for the adoptive family after the adoption.

In Phase I of this project we developed and evaluated the first in a series of online training classes for adoptive parents with special needs children. The class was on understanding and managing anger in adopted children. The Phase I study evaluated the effectiveness of the online Anger Workshop with a national sample of adoptive parents. We examined whether parents who received the online workshop increased their level of knowledge and confidence in dealing with serious anger problems in adopted children compared to a group of parents who received an online workshop on lying. We also assessed participants' level of satisfaction with the course and the online training format. The Final Progress Report describes the Phase I content and product development, as well as the methods and results of the evaluation study.

Web-Enhanced Pre-Service Training for Foster, Adoptive, and Kinship Parents, January 2009.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 HD054032-01A1 to Northwest Media from the National Institute of Child Health and Human Development.

Foster, adoptive, and kinship parents have to successfully complete training and screening prior to becoming licensed caregivers. The Institute for Human Services (IHS) of Columbus, Ohio has created one of the few standardized pre-service training programs in current use nationally. Although face-to-face contact between prospective resource parents and staff is crucial for purposes of screening, building support, and handling sensitive topics, recently agencies have become increasingly interested in enhancing their pre-service programs by adding online training activities.

The aim of this project is to develop a version of the IHS pre-service training program enhanced by interactive multimedia (IMM) that alternates and integrates online instruction with class instruction. In Phase I we developed and evaluated the first of 12 proposed units. The course, Child Abuse and Neglect, covers the following topics: definitions of maltreatment, abuse, and neglect; characteristics of maltreating parents and families; the continuum of parenting; empathy for birth parents; and recognition and reporting of child abuse and neglect. Now available on FosterParentCollege.com®, the course includes interactive exercises, printable handouts, and a review questionnaire.

The Phase I study evaluated the Child Abuse and Neglect course with a sample of 92 prospective foster parents affiliated with social service providers in two states. The study compared the IMM-enhanced approach with the traditional classroom approach on measures of parent knowledge, empathy, usability, and satisfaction. The Final Progress Report describes the course content, the Phase I product development process, and the evaluation study's methods and results.

Online Professional Training on Foster and Adoptive Care, January 2008.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 HD047970-01A2 to Northwest Media from the National Institute of Child Health and Human Development.

With this project, we broadened the target audience of our online training to include mental health professionals (caseworkers, social workers, administrative/supervisory staff, and therapists). In Phase I, we developed and evaluated the first in a proposed series of online interactive multimedia training courses for these professionals on special issues relating to foster, adoptive, and kinship care. The course, entitled Family Dynamics in Foster Care, covers the following topics: family systems and styles, common myths and motives related to foster and adoptive care, the impact of placement, and an interview technique for determining the family dynamics, myths, motives, and impact of fostering. (It is now available on FosterParentCollege.com® and has been approved by the National Association of Social Workers for 4 Continuing Education units.)

The Final Progress Report describes the content and product development in Phase I, as well as the Phase I evaluation study. In the study, we assessed the effectiveness of Family Dynamics in Foster Care. Specifically, we evaluated whether the online training format was successful in improving participants' knowledge of the issues covered in the course. We also evaluated whether participants were satisfied with various operational aspects of the course and with its online presentation.

Web-Based Marriage Education for Foster, Kinship, and Adoptive Couples, December 2007.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 HD053148-01 to Northwest Media from the National Institute of Child Health and Human Development.

In Phase I of this project we developed and evaluated the first module of a proposed 14-module online version of a marriage education program, which we adapted specifically for foster, kinship, and adoptive parents. It is based on the Prevention and Relationship Enhancement Program (PREP), a well-researched, effective, and widely used training program. The first course (now available on FosterParentCollege.com® under the title Relationships: Strengthening Communications) focuses on identifying and assessing communication patterns in relationships and on developing the communication skills couples need to help them safely manage conflicts.

The Final Progress Report describes the Phase I content and product development, as well as the methods and results of the online evaluation study. In the study, we assessed the effectiveness of the course in improving participants' communication knowledge and skills. We also assessed participants' level of satisfaction with various operational aspects of the course and the online training format.

Note: A chapter devoted in part to a description of Northwest Media's Web-based marriage education program for resource parents appears in a 2010 book on couple therapy. The chapter citation is as follows: Markman, H. J., Rhoades, G. K., Delaney, R., White, L., & Pacifici, C. (2010). Extending the reach of research-based couples interventions. In K. Hahlweg, M. Grawe-Gerber, & D. H. Baucom (Eds.), Enhancing couples: The shape of couple therapy to come (pp. 128-141). Cambridge, MA: Hogrefe. For information on obtaining a copy of the book, call the publisher toll free at 866-823-4726 or send an email to customerservice@hogrefe-publishing.com.

Web-Based Training Center for Foster and Adoptive Parents, August 2005.

Phase II Final Progress Report on Small Business Innovation Research Grant #5 R44 HD041335-03 to Northwest Media from the National Institute of Child Health and Human Development.

In Phase II of this project, we completed the production of a proposed series of interactive multimedia courses for foster and adoptive parents on understanding and managing serious child behavior problems. The series, titled FosterParentCollege.com®, was produced for use on either the Web (FosterParentCollege.com® ) or DVD video. The courses developed during Phase II address the following topics: stealing, running away, wetting and soiling, sexualized behavior, sleep problems, lying, fire-setting, eating disorders, reactive attachment disorder, safe parenting, self-harm, attention deficit hyperactivity disorder/oppositional defiant disorder, kinship care, positive parenting (cooperation and encouragement, behavior contracts, behavior management skills), and independent living skills.

We evaluated the effectiveness of two of the courses: on lying and sexualized behavior. For each course, we examined two outcomes: parenting knowledge and parents' self-perceptions of their confidence, comfort, and objectivity in relation to dealing with the problem behavior. The Final Progress Report describes the content and product development during Phase II, as well as the research design, methods, and findings of our evaluation study.

Note: An article based on the Phase II evaluation study has been published (Pacifici, C., Delaney, R., White, L., Nelson, C., & Cummings, K. [2006]. Web-based training for foster, adoptive, and kinship parents. Children and Youth Services Review, 28, 1329-1343). To view the article, visit doi.org/10.1016/j.childyouth.2006.02.003.

Web-Based Training Center for Foster and Adoptive Parents, November 2002.

Phase I Final Progress Report on Small Business Innovation Research Grant #1 R43 HD041335-01 to Northwest Media from the National Institute of Child Health and Human Development.

In Phase I of this project we developed and evaluated the first in a proposed series of Web-based courses for foster and adoptive parents on understanding and managing serious child behavior problems. The first course was on dealing with serious anger problems. It uses an innovative, interactive multimedia format in which the viewer hears other parents tell stories of their parenting experiences to Richard J. Delaney, Ph.D., the project's Principal Investigator and a leading expert on foster and adoptive care. Through an ensuing parent-expert dialogue, viewers hear clinical insights into the problem behavior, practical steps they can take to alleviate anger outbursts, and useful background information about anger in children.

The course, titled Anger Outbursts, has become part of FosterParentCollege.com®, a training center for foster and adoptive parents that offers a comprehensive selection of courses via the Web or DVD video. As part of the Phase I grant activities, we evaluated the effect of the Anger Outbursts course on parent knowledge of children's serious anger problems and on key aspects of parent self-perceptions, such as confidence, comfort, and objectivity in dealing with children's anger. The Phase I Final Progress Report describes the program's development and content, as well as the evaluation study's methods and results.

Note: A report on the evaluation study was later published as a research note in a major social work journal (Pacifici, C., Delaney, R., White, L., Cummings, K., & Nelson, C. [2005]. FosterParentCollege.com®: Interactive multimedia training for foster parents. Social Work Research, 29, 243-251). To view the article, visit www.academia.edu/12495303/Foster_Parent_College_Interactive_Multimedia_Training_for_Foster_Parents.

References to Northwest Media's Publications in Articles by Others

A Meta-Analytic Review of Parenting Interventions in Foster Care and Adoption

Schoemaker, N.K., Wentholt, W.G.M., Goemans, A., Vermeer, H.J., Juffer, F., & Alink, L.R.A. (2019). A meta-analytic review of parenting interventions in foster care and adoption. Development and Psychopathology 1–24. doi:10.1017/S0954579419000798

Foster and adoptive parents often face challenges while taking care of children who, due to their adverse early life experiences, are at risk of developing insecure attachment relationships, behavior problems, and stress dysregulation. Several intervention programs have been developed to help foster and adoptive parents to overcome these challenges. In the current study, a series of eight meta-analyses were performed to examine the effectiveness of these intervention programs on four parent outcomes (sensitive parenting, k = 11, N = 684; dysfunctional discipline, k = 4, N = 239; parenting knowledge and attitudes, k = 7, N = 535; parenting stress, k = 18, N = 1,306), three child outcomes (attachment security, k = 6, N = 395; behavior problems, k = 33, N = 2,661; diurnal cortisol levels, k = 3, N = 261), and placement disruption (k = 7, N = 1,100). Results show positive effects for the four parent outcomes and child behavior problems, but not for attachment security, child diurnal cortisol levels, or placement disruption. Indirect effects on child outcomes may be delayed, and therefore long-term follow-up studies are needed to examine the effects of parenting interventions on children.

To view the article, visit doi.org/10.1017/S0954579419000798.

A Systematic Review of Foster Parent Preservice Training

Cooley, M.E., Newquist, J., Thompson, H.M., & Colvin, M.L. (2019). A systematic review of foster parent preservice training. Children and Youth Services Review. doi: 10.1016/j.childyouth.2019.104552

Preservice training is unique in that foster parents must be prepared to manage multiple demands that they may not truly understand the scope of (e.g., caring for a child with behavioral problems, managing home visits and court dates). There have been a number of review articles focused on foster parent training; however, there has been insufficient focus on preservice foster parent training. The purpose of this systematic review was to examine the type, format and content/competencies of published foster parent preservice training, study characteristics of published preservice training research, and the methodological characteristics and primary findings of published foster parent preservice training research. Eleven studies were identified from a systematic search of multiple relevant databases and secondary searches. Multiple results are discussed in this systematic review. Findings highlight the need for continued development of preservice training in regards to identifying essential content, addressing the needs of diverse foster parents (including relative and non-relatives), conducting more current and rigorous evaluation, and providing a stronger connection to enhanced child outcomes as a result of training. The nature of preservice foster parent training makes evaluation more challenging, and the work that has been completed is commendable. However, it is concerning that, compared to other widely used foster parenting interventions and the ubiquity of preservice training, there is sparse amount of publicly available research available on preservice training.

To view the article, visit doi.org/10.1016/j.childyouth.2019.104552.

Culturally Competent Parenting: A Test of Web-Based Training For Transracial Foster And Adoptive Parents

Montgomery, J.E. (2019). Culturally competent parenting: A test of web-based training for transracial foster and adoptive parents. Journal of Marital and Family Therapy. doi: 10.1111/jmft.12401

This study tested a web-based parenting course called FosterParentCollege.com (FPC) Culturally Competent Parenting (CCP) for transracial foster and adoptive parents. Research indicates that transracial children, whose parents practice culturally competent parenting, have positive outcomes. A mixed methods pretest posttest treatment and control group design were implemented to determine if there was a difference in parent scores on openness to cultural receptivity after completing the course in comparison to parents assigned the control group. Cultural receptivity is defined as the effort that parents are willing to put forth to learn about CCP. Additionally, parents who participated in the treatment course completed 2-month follow-up interviews on self-reported application of techniques. Results of the study showed that parents enrolled in the treatment course had significantly higher scores for openness to cultural receptivity after completing the course than before. Themes identified in follow-up interviews indicated parents’ efforts to learn more about CCP.

To view the article, visit doi.org/10.1111/jmft.12401.

Foster Parents' Needs, Perceptions and Satisfaction with Foster Parent Training: A Systematic Literature Review

Kaasbøll, J., Lassemoa, E., Paulsenc, V., Melbya, L., & Osborga, S.O. (2019). Foster parents' needs, perceptions and satisfaction with foster parent training: A systematic literature review. Children and Youth Services Review, doi: 10.1016/j.childyouth.2019.03.041

This current systematic literature review aims to examine what is known about foster parents' needs, satisfaction and perceptions of foster parent training. A systematized search in relevant databases resulted in 13 publications, with mostly quantitative studies, originating from four countries. Research on foster parent training is scarce, and the satisfaction, needs and perceptions of foster parents were included as secondary outcomes in most of the reviewed studies. A synthesis of the results from the reviewed quantitative studies indicate high levels of user satisfaction, whereas qualitative findings indicate needs for more advanced training on parenting children with special needs, and more real life and flexible practice/training. In conclusion, more research is needed to increase the knowledge on prospective and current foster parents' perceptions of, and satisfaction with foster parent training, and their needs for training.

To view the article, visit doi.org/10.1016/j.childyouth.2019.03.041.

The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior: A Meta-Analysis

Solomon, D.T., Niec, L.N, & Schoonover, C.E. (2017). The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior: A Meta-Analysis. Child Maltreatment. doi: 10.1177/1077559516679514

Children in foster care are at risk for behavioral and emotional problems that require higher levels of care than other children. To meet these needs and reduce placement disruptions, foster parents require effective parenting skills. Although a number of training models have been evaluated, the findings on the efficacy of foster parent training (FPT) are mixed. We conducted a meta-analysis of the FPT outcome research from 1984 to 2014 to develop a clearer understanding of the impact of such trainings. Fifteen samples (16 studies) were identified that investigated the impact of FPT on self-reported parenting skills and knowledge and child problem behaviors. The mean effect size for child disruptive behavior using a random effects model was small but significant at −.20 (95% confidence interval [CI] = [−.39, −.01], Z = 2.05, p < .05), suggesting that, on average, foster parents who were involved in the trainings reported fewer child behavior problems than parents who did not receive the training. The mean effect size for parenting was moderate and significant at .52 (95% CI = [.22, .82], Z = 3.38, p < .05), indicating that, on average, parents in the treatment groups reported higher levels of skills and knowledge following training than did those in the control group. While these results are promising, more research is necessary to investigate the inconsistency in effect sizes across studies.

To view the article, visit doi.org/10.1177/1077559516679514.

Treatment Foster Care Pre-service Trainings: Changes in Parenting Attitudes and Fostering Readiness

Strickler, A., Trunzo, A.C., & Kaelin, M.S. (2017). Treatment foster care pre-service trainings: Changes in parenting attitudes and fostering readiness. Child Youth Care Forum. Doi: 10.1007/s10566-017-9418-x

Background Pre-service training of treatment parents is a requirement for all foster care models to ensure safety and well-being of children in care. Researchers theorize treatment parents benefit more from enhanced pre-service trainings; however, no rigorous studies exist indicating the effectiveness of these trainings for treatment parents. Objective This quasi-experimental study aimed to determine if an enhanced pre-service training developed for treatment parents (n = 71) is more effective than a basic pre-service training (n = 81) in increasing their parenting attitudes, personal dedication and willingness to provide foster care, and licensing rates. Methods Secondary data analyses were performed on an archival dataset that included demographic information and training participant scores from three standardized measurements before and after pre-service trainings: Adult-Adolescent Parenting Inventory (AAPI-2), Personal Dedication to Fostering Scale, and Willingness to Foster Scale. Licensing status as a treatment parent at the end of the pre-service training was also available in the dataset. Results Pre/post analyses revealed enhanced pre-service training participants experienced significantly more change in two parenting constructs, and basic pre-service training participants experienced significantly more change in one parenting construct. There were no significant differences between groups in changes in personal dedication or willingness to provide foster care. Enhanced pre-service training participants were significantly more likely to become licensed as treatment parents than basic pre-service training participants. Conclusions The findings suggest an enhanced pre-service training may have potential impact on changing some parenting attitudes and an increased licensing status as a treatment parent.

To view the article, visit doi.org/10.1007/s10566-017-9418-x.

The Quality of Evaluations of Foster Parent Training: An Empirical Review

Festinger, T. & Baker, A.J.L. (2013). The quality of evaluations of foster parent training: An empirical review. Children and Youth Services Review. doi: 10.1016/j.childyouth.2013.10.009

A comprehensive literature review was undertaken to identify published evaluations of foster parent training programs (pre-service, in-service single session, and in-service multi-session). Results of the review of the literature revealed that few evaluations have been conducted on the preservice training programs most widely used and the results are mixed at best in the evaluations conducted. Moreover, the best evaluations of in-service training were for the programs least likely to be offered to foster parents: multi-session programs. Taken together, the results point to gaps in the knowledge base and directions for future research.

To view the article, visit doi.org/10.1016/j.childyouth.2013.10.009.