Some items in this collection may only be downloaded by UW users because of an embargo period. (Check “Author Requested Restriction” below for status.)

UW users may access these items by clicking on "Download (UW Login Required) "

Non-UW users may request this item through Interlibrary Loan at your own library.

Date of Award

Spring 5-18-2021

Author Requested Restriction

Open Access (no restriction)

Work Type

Dissertation in Practice

Degree Name

Doctor of Educational Leadership (EdD)

Department

Educational Leadership

First Advisor

Billye Sankofa Waters, Ph.D., Chair

Second Advisor

Marian Harris, Ph.D., member

Third Advisor

Jon Rylaarsdam, M.A., member

Abstract

Each year close to 500,000 children spend time in foster care (Child Welfare Information Gateway, 2019). According to Leathers et al. (2019), 18.9% of children who enter care experience two different placements in their first 18 months after entering foster care, while 64% of children who stay in care for 24 months or longer experience three or more placements. Many placement disruptions occur because therapeutic foster parents feel they lack the training needed to support the children in their care. This study aimed to answer the following research question: What trainings result in positive fostering outcomes for therapeutic foster parents who reside in Skagit and Whatcom County, Washington? Using Bronfenbrenner’s Ecological Systems Theory (1979) sets the framework for the implementation of this study. A total of eight foster parents participated in the study through in-depth interviews. Results showed that in addition to Caregiver Core Training, therapeutic foster parents should receive training on dealing with the police, human trafficking survivor training, de-escalation training, and trauma informed training. Having adequate supports, including training, can lead to a stable placement for the children in foster care rather than a placement disruption.

Download

UW Only:
Download (UW Login Required)

Share

COinS