Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

School-Based Support for Foster Families: Understanding the Experiences and Needs of the Biological Children of Foster Parents

Smith, Lauren A
http://orcid.org/0000-0002-4184-8476
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624280793277224

Abstract Details

2021, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Foster families face a range of experiences during the fostering process that affect all members of the family both positively and negatively, including the biological children of foster parents. While recent research has begun to focus on support for foster families, most research focuses on training and support for foster parents. Where research does address effects on biological children, there is a gap in the literature concerning long-term supports for these family members. The purpose of this study was to explore the experiences of the biological children of foster parents while investigating suggestions for school-based supports. Following the phenomenological, qualitative method of research, ten participants ages 10-24, whose families chose to foster one or more children in their homes, were interviewed using a semi-structured interview protocol. Through a thematic analysis, categories and themes emerged, including: positive experiences (new siblings, diverse experiences, helping others, closer relationships with parents and biological siblings, and sharing in a unified family mission) and negative experiences (foster kids’ trauma and behavior, ending/temporary nature of placements, older siblings carrying weight for younger siblings, busy schedule, split attention and effect on academics). Three specific recommendations for supports emerged from the data: community, someone to talk to, and validation of experiences. The findings from this study can be used to inform school-based supports for the biological children of foster parents.
Susan Davies, Ed.D. (Committee Chair)
Elana Bernstein, Ph.D. (Committee Member)
Brenda Gerhardt, Ph.D. (Committee Member)
99 p.
Education; Educational Psychology; Psychology; School Counseling; Social Work
foster care, biological children of foster parents, school psychologist

Recommended Citations

Citations

  • Smith, L. A. (2021). School-Based Support for Foster Families: Understanding the Experiences and Needs of the Biological Children of Foster Parents [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624280793277224

    APA Style (7th edition)

  • Smith, Lauren. School-Based Support for Foster Families: Understanding the Experiences and Needs of the Biological Children of Foster Parents . 2021. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624280793277224.

    MLA Style (8th edition)

  • Smith, Lauren. "School-Based Support for Foster Families: Understanding the Experiences and Needs of the Biological Children of Foster Parents ." Electronic thesis or dissertation, University of Dayton, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624280793277224

    Chicago Manual of Style (17th edition)

dayton1624280793277224
431
© 2021, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.