The experiences of foster carers and facilitators of Fostering Connections: The Trauma-informed Foster Care Program: A process study

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dc.contributor.author Lotty, Maria
dc.contributor.author Bantry-White, Eleanor
dc.contributor.author Dunn-Galvin, Audrey
dc.date.accessioned 2020-10-06T10:13:11Z
dc.date.available 2020-10-06T10:13:11Z
dc.date.issued 2020-09-28
dc.identifier.citation Lotty, M., Bantry-White, E. and Dunn-Galvin, A. (2020) 'The experiences of foster carers and facilitators of Fostering Connections: The Trauma-informed Foster Care Program: A process study', Children and Youth Services Review, 119, 105516 (10 pp). doi: 10.1016/j.childyouth.2020.105516 en
dc.identifier.volume 119 en
dc.identifier.startpage 1 en
dc.identifier.endpage 10 en
dc.identifier.issn 0190-7409
dc.identifier.uri http://hdl.handle.net/10468/10639
dc.identifier.doi 10.1016/j.childyouth.2020.105516 en
dc.description.abstract This process study explored the experiences of foster carers and facilitators who participated in Fostering Connections: The Trauma-informed Foster Care Program which was implemented in 2017 in the national child welfare agency in Ireland. This intervention was a psychoeducational program for foster carers, developed in respond to a gap in training provision. Three focus groups were carried out with foster carers and facilitators that participated in the intervention. Thematic analysis revealed four overarching themes: 1. Facilitating the reflective process 2. Transformative learning, 3. The carer-child relationship and 4. Sustainability. Findings suggest that Fostering Connections is highly acceptable to Irish foster carers. They experienced a process of change during the programme that led to them providing children with trauma-informed care. This was associated with more positive child-carer interactions and reduced observed child difficulties. However, to successfully sustain the changes foster carers have made, this study suggests ongoing supports for foster carers, training for the wider stakeholders in foster care and supports for facilitators are needed. en
dc.description.sponsorship University College Cork (Excellence Scholarship Award) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Elsevier en
dc.relation.uri http://www.sciencedirect.com/science/article/pii/S0190740920305302
dc.rights © 2020 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Foster carers en
dc.subject Foster care, Ireland en
dc.subject Foster carers' experiences en
dc.subject Foster care en
dc.title The experiences of foster carers and facilitators of Fostering Connections: The Trauma-informed Foster Care Program: A process study en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Maria Lotty, Applied Social Studies, University College Cork, Cork, Ireland. +353-21-490-3000 Email: maria.lotty@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 36 months after publication by request of the publisher. en
dc.check.date 2023-09-28
dc.date.updated 2020-10-06T09:56:18Z
dc.description.version Accepted Version en
dc.internal.rssid 539231034
dc.contributor.funder Tusla, Child and Family Agency, Ireland en
dc.contributor.funder University College Cork en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Children and Youth Services Review en
dc.internal.copyrightchecked Yes
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress maria.lotty@ucc.ie en
dc.internal.IRISemailaddress a.dunngalvin@ucc.ie en
dc.internal.IRISemailaddress e.bantrywhite@ucc.ie en
dc.identifier.articleid 105516 en


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© 2020 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license. Except where otherwise noted, this item's license is described as © 2020 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license.
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