- Title
- Foster carer stress and satisfaction: an investigation of organisational, psychological and placement factors
- Creator
- McKeough, A.; Bear, K.; Jones, C.; Thompson, D.; Kelly, P. J.; Campbell, L. E.
- Relation
- Children and Youth Services Review Vol. 76, Issue May, p. 10-19
- Publisher Link
- http://dx.doi.org/10.1016/j.childyouth.2017.02.002
- Publisher
- Elsevier
- Resource Type
- journal article
- Date
- 2017
- Description
- The unique demands of the foster carer role are associated with high levels of self-reported stress among foster carers. The current study examines the amount of carer stress that can be attributed to certain role specific challenges and how stress from these challenges varies between carers and placements. As a secondary aim the study examines carer perceptions on current organisational support and training. Participants were sourced from a national fostering agency with branches in the local area. Carers were eligible to participate in the study if they were caring full time for at least one foster child. Eligible carers completed an identical online or paper survey including measures of general stress and parenting stress as well as study specific measures regarding satisfaction with organisational training and support. Results demonstrated that challenging behaviours are the most stressful unique role demand for foster carers and the largest predictor of carer stress levels. Overwhelmingly carers reported a desire for additional training in order to support them in their role. The results support previous research outlining the difficulties faced by foster carers and the need to improve support and training to ensure good placement outcomes including placement stability and reduced carer attrition.
- Subject
- foster carer; mental health; training needs
- Identifier
- http://hdl.handle.net/1959.13/1394995
- Identifier
- uon:33798
- Identifier
- ISSN:0190-7409
- Language
- eng
- Reviewed
- Hits: 2821
- Visitors: 2975
- Downloads: 0
| Thumbnail | File | Description | Size | Format |
|---|