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LG 19 - Alternative living spaces
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- Big conner - care from the age of 3.
- What you may not have thought about, for example, is that in 2008 an estimated 22,000 children attended a
boarding school. Over 33 per cent of these children were aged 13 and under. This separates children from
their parents, often for considerable periods of time. In many cases these children will be moving to alternative
living spaces as the result of parental choice or circumstances. Some children and young people are living
apart from their parents as a result of complex needs, such as physical disabilities or impairments, leaning
disability, or long-term conditions. Complex needs can involve physical, emotional, behavioural and health
needs, and they may require the involvement of a number of different practitioner groups.
- story books.
- Some children and young people need to live elsewhere as a result of complex, sometimes dangerous, family
situations. Many parents manage to look after their children very well despite their difficulties and problems.
Others seem to be less resilient, and find that the challenges of parenting prove too much. Rutter and Rutter
(1993) suggest that some children may be predisposed temperamentally towards
‘hyperactive-impulsive-inattentive’ dispositions. These children would present quite challenging behaviours,
which may themselves trigger family stresses.
- Legislation in all nations of the UK places a duty on local authorities to safeguard and promote the welfare of
the child. You will remember from Learning Guide 13 (Section 13.2) that we are using the term safeguarding
to mean: •protecting children from maltreatment •preventing impairment of children’s health or development
•ensuring that children are growing up in circumstances consistent with the provision of safe and effective
care •undertaking that role so as to enable those children to have optimum life chances and to enter
adulthood successfully.
- Different options can offer valuable, even life-saving, alternatives. You will have noted that certain options are
only available to some children. For example, contact with the justice system may result in compulsory
accommodation in a secure unit or remand care. Any decisions about ‘looked after’ children and young people
are likely to draw on information provided by other key agencies working with the child and their family.
Resource availability will inevitably be a key consideration, and the initial placement of the child might not best
meet her or his needs. For instance, as it may be more difficult to find carers able to take on sibling groups,
brothers and sisters may be separated. However, as noted previously, children’s plans must be constantly
reviewed to enable agencies to seek better outcomes for children. In instances where there are proven
concerns over a child’s long-term future safety, and where guardianship has been transferred to the local
authority, the law allo
- K218 reading....Narey raised some serious and controversial questions about children in the care system
who experience impermanence and instability. Various reports have revealed uncaring and sometimes
abusive situations for ‘looked after’ children and young people living apart from their parents. This raises
policy and practice issues.
- In Chapter 2 of Working with Children and Young People, O’Dell outlines two possible conceptions of what
the ‘family’ can mean. She talks about the idea of the family being seen to be related on account of a
biological link, established and maintained through genetic ties. She discusses the alternative idea of the
family being connected through social bonds, and the development of everyday experience. Adoption is
located clearly in the second account, being based on the belief that families can be built through
non-biological ties.
- Douglas and Philpott (2003) suggest that the perception of adoption has tended to be straightforward – an
‘unproblematic solution’ to the difficulties that some children have, who may come from ‘bad homes or [be]
orphaned or abandoned’. If such children could only be matched with ‘good’ families, all would be well. This
simplistic view, however, does not meet the needs of many children for whom adoption is sought. These
children may have specific additional requirements or disabilities; have siblings; be of school age or older; be
from a variety of religious or ethnic backgrounds.
- Other findings point to children’s difficulties with their acceptance and comfort with their physical appearance,
confusion over ethnic identity, and issues with coping with discrimination (Livingston Smith and Howard,
2006). Drawing on research findings such as these, efforts have been made in Great Britain to encourage the
adoption of children by those who closely match their racial and ethnic origins, but this remains controversial.
- David, now a 45-year-old academic, of dual heritage – white and Arab – was adopted by a white couple in
1962. ‘Love is not enough,’ he said, ‘and there’s a living community struggling with the consequences. Where
do these children [placed in white families] get their linguistic, religious and cultural knowledge from? The
main problem is the under-theorisation of the issues.
- David, now a 45-year-old academic, of dual heritage – white and Arab – was adopted by a white couple in
1962. ‘Love is not enough,’ he said, ‘and there’s a living community struggling with the consequences. Where
do these children [placed in white families] get their linguistic, religious and cultural knowledge from? The
main problem is the under-theorisation of the issues.
- Other findings point to children’s difficulties with their acceptance and comfort with their physical appearance,
confusion over ethnic identity, and issues with coping with discrimination (Livingston Smith and Howard,
2006). Drawing on research findings such as these, efforts have been made in Great Britain to encourage the
adoption of children by those who closely match their racial and ethnic origins, but this remains controversial.
- Douglas and Philpott (2003) suggest that the perception of adoption has tended to be straightforward – an
‘unproblematic solution’ to the difficulties that some children have, who may come from ‘bad homes or [be]
orphaned or abandoned’. If such children could only be matched with ‘good’ families, all would be well. This
simplistic view, however, does not meet the needs of many children for whom adoption is sought. These
children may have specific additional requirements or disabilities; have siblings; be of school age or older; be
from a variety of religious or ethnic backgrounds.
- Making decisions about which children to place with which adopters will be based on a multiplicity of factors
that will make up a successful adoptive family. These include ethnicity, religious or cultural backgrounds, and
sexual orientations. In the ‘gay dads’ example, their sexuality may be a factor for young people who have
‘come out’ and are adopted as teenagers. Gay adopters may offer security and understanding. Lesbian, gay,
bisexual or transgender parents may, however, experience prejudice and even exclusion from consideration,
though this has been legally challenged. What is clear in the example here is the importance, above anything,
of acceptance and understanding. In any case, the ‘voice’ of the child in adoption, directly or with an advocate
will be important.
- In the UK, particular children and young people are more likely to be ‘looked after’ in residential care settings
– for instance, those who have had a number of placements with carers which have broken down, or those
who cannot live in small family settings
- The outcomes for many of the children who experience moves in and out of the care system can be poor.
Entry into care is often traumatic, bringing with it a loss of contact with family and community. Sixty per cent of
children ‘looked after’ in England were reported to have emotional and mental health problems, often leading
to poor health, educational and social outcomes after leaving care. Frequent placement changes can often
affect a child’s sense of identity and self-esteem. Up to 80 per cent of ’looked after’ children and young people
are living separately from key attachment figures, such as siblings.
- theory of attachment to help us understand children’s experiences. Attachment theory stresses the nature
and importance of the child’s first relationships with their carers. Babies and young children need to feel safe,
protected and nurtured by caregivers who identify and respond appropriately to their needs. From these,
children are said to learn how to relate to others, and develop a sense of self and self-worth. In this way, key
elements of a child’s personality develop through the quality of the relationships the child experiences with
those closest to them. Attachment theory suggests that if these relationships are broken, it leads to a sense of
loss and bereavement expressed in the child’s behaviour, either as actions or as withdrawals. The aim of
practitioners is often to allow some continuation of key attachment relationships, or to nurture replacement
attachments with new people.
- It is widely thought that unmet attachment needs can result in social, behavioural or emotional difficulties
which can damage long-term emotional and social development and learning.
- It is widely thought that unmet attachment needs can result in social, behavioural or emotional difficulties
which can damage long-term emotional and social development and learning.
- Germain reflects quite positively on his time spent living within his extended family. He clearly identifies the
opportunities to consolidate his sense of belongingness and security within this setting. Germain’s account
suggests that the photos of his mum and gran were important, allowing him to retain his attachments.
Germain seems to reflect this well. He talks of his family in ways which suggest a sense of continuity and
pleasure in sharing even relatively simple things such as the nice cake. Germain could be described as
‘securely attached’ to his primary care givers
- By contrast, Christina reflects on her experience with anxiety. The central thread of her account is
discontinuity. She talks of repeated separations from the place and the people of home. Her most continuous
relationship is with her sister. There are also anxieties about ‘secure’ accommodation. Attachments for
Christina are likely to have become very insecure. Her circumstances are uncertain – physical settings,
sleeping and living arrangements, and people, all are unpredictable. Christina’s attachments are insecure and
she expresses a great deal of anxiety. If this is a model for Christina’s future relationships, there might be
cause for concern that she has little experience of a continuous, loving and safe relationship, and so may
struggle to develop resilience herself. There is a clear theme of separation and loss running though Christina’s
commentary
- By contrast, Christina reflects on her experience with anxiety. The central thread of her account is
discontinuity. She talks of repeated separations from the place and the people of home. Her most continuous
relationship is with her sister. There are also anxieties about ‘secure’ accommodation. Attachments for
Christina are likely to have become very insecure. Her circumstances are uncertain – physical settings,
sleeping and living arrangements, and people, all are unpredictable. Christina’s attachments are insecure and
she expresses a great deal of anxiety. If this is a model for Christina’s future relationships, there might be
cause for concern that she has little experience of a continuous, loving and safe relationship, and so may
struggle to develop resilience herself. There is a clear theme of separation and loss running though Christina’s
commentary
- Preparing for a placement: •The foster family should prepare well for the child’s arrival by trying to find out as
much about the child as possible. •The child should be given as much information as possible about the new
carers and their family. •Making sure the carers understand the significance of severed attachments
- Making the transition to a ‘new’ placement: •The importance of being treated the same as the carer’s own
children. •Respect for the child and his or her belongings. •Awareness that the child has loyalties to parents
and kin, even though they may have had adverse experiences with them. •Being honest and inclusive. •Being
aware of the impact of having to move school on educational attainment and confidence. •Being aware of the
impact of loss of friends. •Being aware of the loss of ‘places’ and familiar possessions.
- If a child has to move on: •You shouldn’t assume that children do not make attachments with carers, even
after just a short while. Enable them to keep in touch. •Be prepared for the child to reject the new carers.
•Behaviour changes are to be expected, they are a means of emotional expression. Be aware that behaviours
may be explosive or withdrawn. Both are significant.
- If a child has to move on: •You shouldn’t assume that children do not make attachments with carers, even
after just a short while. Enable them to keep in touch. •Be prepared for the child to reject the new carers.
•Behaviour changes are to be expected, they are a means of emotional expression. Be aware that behaviours
may be explosive or withdrawn. Both are significant.
- Making the transition to a ‘new’ placement: •The importance of being treated the same as the carer’s own
children. •Respect for the child and his or her belongings. •Awareness that the child has loyalties to parents
and kin, even though they may have had adverse experiences with them. •Being honest and inclusive. •Being
aware of the impact of having to move school on educational attainment and confidence. •Being aware of the
impact of loss of friends. •Being aware of the loss of ‘places’ and familiar possessions.
- wcyp-chapter 9. Invisible in the majority of research and practice on foster care. What is known about sons
and daughters is limited, especially as regards the welfare and safety of these children. Their ‘invisibility’
invites risk. The chapter suggests that invisibility could be challenged by practice that ensures inclusion of
sons and daughters; for example, in the preparation and training of new foster carers, in future research, in
the development of good practice, etc.
- Vulnerable – where research has considered them, this is often in relation to child-protection concerns. The
research explored in the Chapter 9 suggests that there is a unique, socially constructed position in which sons
and daughters are placed by adults
- Valued – although this is suggested in much literature about fostering, neither policy nor research really
recognises it. The roles sons and daughters play are often viewed in research as beneficial and valued.
However, they too are affected by many of the same things that the foster child experiences: disruption to the
order of the family (when the child arrives); severed attachments when the child moves on; attachment to
parents affected and even weakened by divided loyalties. Sons and daughters are not automatically included
in work undertaken by professionals
- Valued – although this is suggested in much literature about fostering, neither policy nor research really
recognises it. The roles sons and daughters play are often viewed in research as beneficial and valued.
However, they too are affected by many of the same things that the foster child experiences: disruption to the
order of the family (when the child arrives); severed attachments when the child moves on; attachment to
parents affected and even weakened by divided loyalties. Sons and daughters are not automatically included
in work undertaken by professionals
- Vulnerable – where research has considered them, this is often in relation to child-protection concerns. The
research explored in the Chapter 9 suggests that there is a unique, socially constructed position in which sons
and daughters are placed by adults
- Rose and Philpott also suggest that: ‘Life story work involves taking children along their journeys step by
step, not passing over events, facts and beliefs or making the assumption that a child has understood or
accepted, when that may not have been the case. At each step it is necessary to ensure that the child has first
of all listened and then said that she has understood’.
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