|Categories:||Parenting Child development Childhood|
The placement of the foster child to a new home is usually accompanied with some disruptions that are mainly concerning the attachment relationships (Kempe et al. 2013, pg. 25). Some of the observations with the foster child are the development of tendency to cry, clinging and also exhibition of opposition behavior. To an adverse stage, the new experience the foster child is having upon placement can be attachment disorder (Cusick, Havlicek & Courtney 2012, pg. 22). The Specialized foster care for children tries through its personnel to minimize the adverse effects of placement of the foster child to a new home.
The overall goals
The overall goals of the placement of the foster child to a home are congruent to the treatment phases with the organization striving to harmonize the activities in all the treatment phases to result to a successful placement (Nesmith 2013) and (Mallon & Hess 2014). The personnel therefore execute the treatment procedures with an aim of making the result of placement of the foster child to be bearable for the child.
The guidelines concerning foster child to all the stakeholders are meant to assist in keen observation of the rights of the child in question (Beker & Robin 2014). The overseeing agency to ensure that the guidelines are followed to the latter are the child welfare services agency in conjunction with the other stakeholders. The guidelines entail clarification of terms and the activities to be performed during the period that the foster child is under placement (Havlicek, Lin & Braun 2016). The Specialized foster care for children organization therefore ensures at its capacity that all the guidelines are followed to the latter through its competent personnel.
The schools that the foster child is getting admitted to is not like the foster homes where the placement is done and therefore the situation can be unhealthy for the well being of the child in question (Smyke et al.2012, pg 510). Regarding this fact, the organization has an initiative of making the children get along well through the provision of some basic guidelines for the school administration on how to handle some cases that might come a long with the interaction of the child with others. It is through these guidelines that the child will get help as they get to be recognized.
Expectations from psychiatry
The child psychiatry aids in making the child to cope with the effects of the new environment of placement and are therefore expected to examine the childs condition and undertake what it takes to make the conditions better (Schimmenti & Bifulco 2015, pg. 45). Apart from focusing on the mental disorders, the child psychiatrist handles the complexities that might occur as a result of interactions of the child with other people both at the foster homes and even the schools that he or she is attending (Brodzinsky & Pinderhughes 2013, pg. 280).
Recruitment of foster homes
The placement process for the foster child needs to be tactical lest the child develop a negative attitude towards the whole process (Holtan et al. 2013, pg. 1090). There are cases when the child is on 4-4,4.Ledd pending appeal board decisions mostly when the case of the placement has developed complications. At this instance the organization take action that is in ht the best interest of the safety and well-being of the child, for example, the organization ensures that the child get admitted to emergency placement facilities until the case is resolved (Khoo & Skoog 2013). To get the child welfare services (CWS) agency to offer consistent support of any kind, there is a need to be transparent and make reports for the activities being undertaken by the Specialized foster care for children. The reporting keeps track of the of the activities and therefore the CWS can safely evaluate the progress of the organization safely.
In the family therapy, the organization gets to deal with the respite care that involves the dealing with the caring of the elderly through the provision of support for their well-being (Carter & Mandrell 2013). However, this is not the main work of the organization but is secondary given that the children sometimes can come from families with parents who are not able to provide for them because of the old age factor. The situation with the respite care program if persistent, the organization takes the initiative of referring the individuals to old peoples homes where they can be provided with the appropriate care with qualified personnel (Murphy & Verden 2013, pg 22).
Option for deviation
The routines for the handling of the foster child are standardized and therefore upon the emergence of a new issue that the routines do not competently handle, there is need to have a deviation in the handling (Kelly et al. 2013, pg 315). For example, where there is need to constantly monitor a foster child in a home by the authorities in the organization. This calls for the use of video surveillance because it is cost effective in the cases where the foster child is far away. This option is best regarding that it gives a real time feedback of the situation at the foster home (Kelly et al. 2013, pg 315).
The treatment plan for the foster child is very essential for the well being of the child. It therefore requires having a holistic coverage of the issues that are encountered at the foster homes (Halfon & Klee 2015). For effective performance of the treatment plan, the organization has come up with comprehensive activity plan to cover the situation. The plan covers the details about the child and extends to the outer sphere of capturing the information of the family of the involved child. The plan as well provides sound guidelines on the various activities at the foster homes.
Beker, J., & Robin, M. (2014). Assessing child maltreatment reports: The problem of false allegations. Routledge.
Brodzinsky, D., & Pinderhughes, E. (2013). Parenting and child development in adoptive families. Handbook of parenting, 1, 279-311.
Carter, K. B., & Mandrell, B. N. (2013). Development of a respite care program for caregivers of pediatric oncology patients and their siblings.Journal of Pediatric Oncology Nursing, 1043454212473652.
Cusick, G. R., Havlicek, J. R., & Courtney, M. E. (2012). Risk for arrest: the role of social bonds in protecting foster youth making the transition to adulthood. American journal of orthopsychiatry, 82(1), 19-31.
Havlicek, J., Lin, C. H., & Braun, M. T. (2016). Cultivating youth voice through participation in a Foster youth advisory board: Perspectives of facilitators. Children and Youth Services Review.
Holtan, A., Handegard, B. H., Thornblad, R., & Vis, S. A. (2013). Placement disruption in long-term kinship and nonkinship foster care. Children and Youth Services Review, 35(7), 1087-1094.
Kelly, P., Marshall, S. J., Badland, H., Kerr, J., Oliver, M., Doherty, A. R., & Foster, C. (2013). An ethical framework for automated, wearable cameras in health behavior research. American journal of preventive medicine,44(3), 314-319.
Kempe, C. H., Silverman, F. N., Steele, B. F., Droegemueller, W., & Silver, H. K. (2013). The battered-child syndrome. In C. Henry Kempe: A 50 Year Legacy to the Field of Child Abuse and Neglect (pp. 23-38). Springer Netherlands.
Khoo, E., & Skoog, V. (2013). The road to placement breakdown: Foster parents experiences of the events surrounding the unexpected ending of a childs placement in their care. Qualitative Social Work, 1473325012474017.
Mallon, G. P., & Hess, P. M. (2014). Child Welfare for the Twenty-first Century: A Handbook of Practices, Policies, & Programs. Columbia University Press.
Murphy, C. M., & Verden, C. E. (2013). Supporting Families of Individuals With Autism Spectrum Disorders Developing a University-Based Respite Care Program. Journal of Positive Behavior Interventions, 15(1), 16-25.
Nesmith, A. (2013). Parentchild visits in foster care: Reaching shared goals and expectations to better prepare children and parents for visits.Child and Adolescent Social Work Journal, 30(3), 237-255.
Schimmenti, A., & Bifulco, A. (2015). Linking lack of care in childhood to anxiety disorders in emerging adulthood: the role of attachment styles.Child and Adolescent Mental Health, 20(1), 41-48.
Smyke, A. T., Zeanah, C. H., Gleason, M. M., Drury, S. S., Fox, N. A., Nelson, C. A., & Guthrie, D. (2012). A randomized controlled trial comparing foster care and institutional care for children with signs of reactive attachment disorder. American Journal of Psychiatry, 169(5), 508-514.
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