Pre-school children in kinship care: Are we doing enough as EPs?
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| Title: | Pre-school children in kinship care: Are we doing enough as EPs? |
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| Authors: | Cunningham, Lisa, Lauchlan, Fraser |
| Source: | Educational & Child Psychology. 2010, Vol. 27 Issue 4, p73-90. 18p. 9 Charts. |
| Subjects: | Kinship care, Services for preschool children, Child development research, Child psychology methodology, Attachment theory (Psychology) |
| Abstract: | Kinship care is a growing alternative to local authority care yet it has been argued that its information base, practice guidance and support structures are in arrears of the introduction of new legislation. This research aims to extend the limited information currently available on kinship care by exploring some of the factors and potential implications that this type of parental surrogacy may have on the development, attachment and education of these children. The context of the study is a pre-school extended day care establishment situated within a large multicultural authority. Questionnaire data sampling the views and experiences of 39 participants (educational psychologists, social workers and kinship carers) as well as in-depth case studies of two pre-school children in kinship care were analysed. The results provide evidence that children in kinship care often experience attachment related issues and behavioural difficulties, which can further impact on their cognitive and social development, academic performance and subsequent educational attainment and achievement. However, the authors argue that often these difficulties arise from the experiences the child encountered prior to them requiring kinship care intervention, and not as a result of the kinship care arrangement itself. In recognition that they are not a homogeneous group, all efforts should be made to identify the needs of individual kinship children in education as early as possible with ongoing monitoring. Future research should be carried out in multi-agency contexts to understand further the needs of this potentially vulnerable client group, and intervention programmes to address their needs should be explored. The authors conclude with some recommendations for supporting children receiving kinship care including implications for the role of the educational psychologist. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 56443743 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pre-school children in kinship care: Are we doing enough as EPs? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cunningham%2C+Lisa%22">Cunningham, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Lauchlan%2C+Fraser%22">Lauchlan, Fraser</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. 2010, Vol. 27 Issue 4, p73-90. 18p. 9 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Kinship+care%22">Kinship care</searchLink><br /><searchLink fieldCode="DE" term="%22Services+for+preschool+children%22">Services for preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+research%22">Child development research</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology+methodology%22">Child psychology methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Attachment+theory+%28Psychology%29%22">Attachment theory (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Kinship care is a growing alternative to local authority care yet it has been argued that its information base, practice guidance and support structures are in arrears of the introduction of new legislation. This research aims to extend the limited information currently available on kinship care by exploring some of the factors and potential implications that this type of parental surrogacy may have on the development, attachment and education of these children. The context of the study is a pre-school extended day care establishment situated within a large multicultural authority. Questionnaire data sampling the views and experiences of 39 participants (educational psychologists, social workers and kinship carers) as well as in-depth case studies of two pre-school children in kinship care were analysed. The results provide evidence that children in kinship care often experience attachment related issues and behavioural difficulties, which can further impact on their cognitive and social development, academic performance and subsequent educational attainment and achievement. However, the authors argue that often these difficulties arise from the experiences the child encountered prior to them requiring kinship care intervention, and not as a result of the kinship care arrangement itself. In recognition that they are not a homogeneous group, all efforts should be made to identify the needs of individual kinship children in education as early as possible with ongoing monitoring. Future research should be carried out in multi-agency contexts to understand further the needs of this potentially vulnerable client group, and intervention programmes to address their needs should be explored. The authors conclude with some recommendations for supporting children receiving kinship care including implications for the role of the educational psychologist. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=56443743 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2010.27.4.73 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 73 Subjects: – SubjectFull: Kinship care Type: general – SubjectFull: Services for preschool children Type: general – SubjectFull: Child development research Type: general – SubjectFull: Child psychology methodology Type: general – SubjectFull: Attachment theory (Psychology) Type: general Titles: – TitleFull: Pre-school children in kinship care: Are we doing enough as EPs? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cunningham, Lisa – PersonEntity: Name: NameFull: Lauchlan, Fraser IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2010 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Educational & Child Psychology Type: main |
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