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These standards are intended to be goals for the continuous improvement of foster family services to children and are thought to represent practices that are currently considered to be desirable in providing a social service for individual children in a way that promotes their well-being. The changing patterns of foster family care and basic principles underlying practice in foster family service are discussed in the introduction. The following areas are described by the standards: (1) foster family service as a child welfare service and the types of foster family care; (2) legal rights and responsibilities of parents, before, during, and after placement of their child in a foster care home; (3) services to the child (agency responsibilities and appropriate social work); (4) requirements, selection, development and use of foster homes; (5) proper organization and administration of foster family service by a designated agency; and (6) planning and organization of contingent community services and provisions to support foster family care. (ED)

This handbook was developed to assist community colleges, foster parent associations, and licensing and placement agencies in planning and implementing foster parent training programs. It is intended to serve as a guide to developing educational offerings in community colleges which meet the needs of the local foster care community. The handbook identifies background information to be considered in designing a program; and presents specific steps necessary to implement a foster care curriculum (e.g., advisory board and staff selection; participant needs assessment; determination of program goals, content, structure, and format; participant recruitment; and evaluation). The various types of program offerings (continuing education, regular programs, community services, and coordinated instruction systems) at California's community colleges are noted, and five basic model formats are described--workshop/seminars, workshop series, mini-courses, courses, and programs. Programs illustrating each category are described. The legal implications inherent in the California licensing process are assessed and federal and state laws relevant to foster parent education and training are reviewed. A brief glossary of terms is included and nine appendices present population statistics, needs assessment survey forms, course announcements and outlines, assessment and evaluation instruments, a list of community resources, and a bibliography. (DR)

This users' guide provides a structured methodology to assist public agencies in using the revised "Standards for Foster Family Services Systems" as a self-assessment tool. The first section, which deals with data sources, lists the types of written information which agencies need to apply the standards as assessment criteria and indicates the job titles of individuals who might be able to provide that information. The second section focuses on the description of data, providing a description of each named data source to assist users in finding data labeled differently by different localities and states. The third section provides some key or opening questions for each standard that users can ask as they examine the data and conduct their assessment. (JMB)

This guide presents a program for group counseling with foster parents who have had preservice training and an orientation to agency procedures. The program consists of six group sessions, each with its own objectives, thematic content, and methods. Counseling methods include group discussion, guided fantasy, and role playing. Thematically, the program is divided into two sections, the first of which focuses on the changes in family structure and dynamics that result from the addition of a foster child. Discussions center on preplacement family planning, meeting the child's developmental needs, techniques to assure adjustment of the child and siblings, and methods of establishing a loving and trusting relationship with the child. The second section is devoted to the special needs of the foster child, particularly those related to the experience of separation. The normal problems of adjustment are discussed, as are the problems of emotionally disturbed children in foster care. Foster parents also learn methods of developing a positive working relationship with the agency and their caseworker. The program organizer recommends follow-up after the program to maintain support and encouragement for the foster parents. (Author/CS)

A wide range of information pertaining to foster care and the role of foster parents is presented in this handbook. The nature of and the need for foster care are discussed briefly. Specific information is presented on the relationship of foster children to their parents, the court, their custodian and their guardian, and the process of becoming a foster parent (recruitment, the application process, screening, and foster parent education) is discussed. The rights and responsibilities of the social worker/agency, foster parents, and natural parents are delineated, with the importance of teamwork highlighted. The placement procedure is described in detail including preparation for placement, suggestions for facilitating successful adjustment to placement, and what happens when a placement proves unsuccessful. Specific financial information is provided on foster care payment rates, income tax, medical and educational costs, and foster parents' liability insurance. Several aspects of providing care for the foster child are discussed, including discipline, religion, confidentiality, subsidized adoption, and complaints. Foster parent associations are discussed briefly. Appendices include copies of various forms involved in the process of becoming a foster parent and a book list recommended for use with foster children. (JMB)

In 23 brief chapters this handbook provides information about purposes, procedures, legal arrangements, interpersonal relationships and other topics related to foster child care in Alaska. Chapters 1 through 3 are introductory. Chapter 4 gives information concerning Foster Parent Associations and includes a member recruitment form. Chapters 5 through 10 relate background information on such subjects as the nature and purposes of foster care, the procedures followed in child placement, and the rights and duties of parties to the foster care arrangement. Chapter 10 suggests guidelines for the first foster parent contact with the child. Chapters 11 through 16 are designed to help foster parents understand both the child and the foster home situation. The effects of separation on the child are described, and suggestions are made to help foster parents deal effectively with the child's feelings. Guidelines for handling everyday concerns--such as discipline, household duties, medical care and religious training--are provided. Also discussed are problems of adolescent foster children, emergencies, the child's contact with his family of origin, and the effects of foster care on the foster family. Chapters 17 through 22 deal with issues of confidentiality of information, liability insurance, relocation of residence, termination of the foster care agreement, adoption and death of the foster care child. Chapter 23 consists of various appended materials: an anti-discrimination statement, a list of 24 books with brief annotations for foster children of various ages, and lists of 77 books and articles on diverse topics for foster parent self-education. (RH)

This manual provides a systematic method for administrators and child welfare specialists to assess a child welfare service delivery system. The management of child welfare programs is considered within the framework of five management functions: planning, resource development, implementation, monitoring and evaluation. The manual contains seven major sections. The first section provides an introduction to the manual, its conceptual framework, contexts and use. The second section addresses the five management functions. The next five sections cover five child welfare programs: Preventive Services, Protective Services, Foster Family Care, Residential/Group Care, and Adoption Services. The management section and the five program sections contain two parts. The first part is a checklist consisting of a series of goal statements, each one addressing an issue related to the management functions. Criterion questions requiring responses accompany each goal statement to provide objective criteria relevant to goal achievement. The second part of each section consists of resource materials that address the issues covered in the goals and criterion questions. The resource sections (1) discuss the approaches, findings and conclusions of selected authors, (2) give examples of preferred practices, and (3) provide recommended follow-up references. (Au/RH)

This manual provides information on the recruitment, selection and training of foster parents. Part I stresses methods for effectively recruiting and screening foster parents including: defining foster parent roles and responsibilities; targeting groups of potential foster parents; developing recruitment strategies; conducting initial and in-depth screening; and using screening information to assess foster parent training needs. Part II presents a foster parent training course, and suggests guidelines for working with adults in groups (role play, visual aids, discussion techniques). The appendices provide descriptions of five foster parent training curriculums including availability information and references to books, tapes and films relevant to selection and training. (Author/MP)

This booklet presents guidelines for parents of children placed in foster care on how to continue or strengthen their relationship with their children while the children are living in foster homes. Chapters are included on the following topics: (1) things parents should know about foster care; (2) preparing the child for foster care; (3) the first 2 days; (4) children's reaction to separation; (5) parents' reaction to separation; (6) visiting; (7) how to help the foster parents help your child; (8) how to help your social worker help you; (9) special problems; (10) not coming home; and (11) coming home. Appendix A presents a form to be filled out by the child's parents on the child's personal habits, food preferences, allergies, fears, unusual behavior, etc. which the foster parent should know. Appendix B contains a list of 14 questions about such topics as legal rights, medical care, religious instruction, and visiting procedures that parents should discuss with their social worker. Appendix C consists of a form for parents to use in recording important names, addresses, and phone numbers such as those of the foster care agency, social worker, foster home, child's new school, teacher, and doctor. (JMB)

This book on the social and psychological development of the infant (0-1 year) is designed for use in a foster parent training program. The book is divided into 5 parts. Part I briefly lists the expected social and psychological behaviors for each 2-month period of the infant's first year, suggests adult responses and guidance techniques appropriate for these behaviors, and points out behaviors which should cause concern at each age level. Part II offers a brief outline for instruction which includes a list of foster parent competencies and suggestions for teaching strategies to help foster parents develop these competencies. Part III discusses the social and psychological development of infants, providing background information for the instructor. Areas focused on include social development, emotional development, temperamental differences, sense of trust, and dimensions of early maternal care of infants. Part IV provides a set of true/false questions, with answers, for class discussion. Part V lists references and resources, including films, filmstrips, books and pamphlets, which can be used to supplement both the instructor's and the foster parents' study of infant development. (CM)

This instructor's guide for a foster parent curriculum consists of specific curriculum materials for the study of the social and psychological development of preschool children ages 3 to 5. The guide is divided into 5 parts: (1) a developmental guide to normal behaviors of preschool children and appropriate adult responses; (2) an outline of foster parent competencies, instructor materials and suggested teaching strategies; (3) the text, which introduces the toPics of normal, expected behaviors of preschool children and appropriate adult responses, guidance techniques for preschool children, and possible problem behaviors of preschool children; (4) three blank discussion question sets for instructional use plus an instructor's answer guide; and (5) a list of available resource materials. (Author/RH)

This instructor's guide for a foster parent curriculum consists of specific curriculum material for the study of the social and psychological development of children aged 6 to 12. The guide is divided into 5 parts: (1) a developmental guide of normal child behavior and appropriate adult responses; (2) an outline for instruction which lists desired foster parent competencies, suggested readings for the instructor and teaching strategies; (3) the text: Section A discusses the child's transition to school, school and developmental tasks, self-concept, social accommodation, social-sex roles, moral development, independence, normal emotional development, handling strong emotions, relationships with family members, and making and keeping friends while Section B explores the guidance of the school-age child; (4) a set of discussion questions and instructor's answer guide; and (5) a bibliography of films for instructional use. An unpressured approach to instruction is suggested. (Author/RH)

This instructor's guide for a foster parent curriculum consists of specific introductory curriculum material for the study of the history, current status and trends of foster parenting in the U.S. The guide is divided into 5 parts. The first part presents a chart of foster parent competencies to be taught, instructor materials and suggested teaching strategies. Subsequent sections develop instructional units, each containing text, discussion materials and bibliographic resources. The first unit deals with the history of foster care, tracing child care from the Middle Ages to the present. The second unit addresses current practices in foster care, discussing the caseworker role, types of supportive services, community responsibility for the care of children, the increasing number of foster children, special problems of foster children, group homes and educational opportunities for foster parents. The third unit explains terms used in the description of the kinds of foster care. The fourth unit covers the factors that bring children into foster care. Case histories are used to illustrate the topics. (Author/RH)

This instructor's guide for a foster parent curriculum consists of specific introductory curriculum material for the study of foster parent and state agency relations, the foster child's feelings and reactions to separation from his natural parents, and foster parent and natural parent relations with the foster child. Section 1 provides an outline for instruction which lists foster parent competencies, instructor materials and suggested training strategies. Section 2 consists of 4 units of instructional material. Unit 1 briefly discusses the foster parents' relationship with the state agency. Licensing, agency personnel and record keeping (including health, financial and daily adjustment records) are covered. Unit 2 briefly examines the child's response to separation from the natural parent. Factors that influence the foster child's reactions to placement and reactions to separation are listed. Unit 3 appraises foster child relationship with the natural parent and emphasizes the strong feelings associated with these relationships. Unit 4 discusses foster family relationships with the foster child. Topics discussed include: helping the child adjust, discipline as guidance, role of natural children, preparing for separation, intrinsic rewards, learning to express feelings, fear and hesitation in returning home, and the foster parent's role in foster parent and foster child separation. Suggested readings and activities are included. Section 3 lists resources for instructor. (RH)

This instructor's guide for a foster parent curriculum consists of specific curriculum materials for the study of moral development in the adolescent years. The guide is divided into 5 parts: (1) an outline of foster parent competencies (instructional goals) plus suggested teaching strategies; (2) the basic text which gives an overview of the nature of moral development in the adolescent years, personal influences on the adolescent's moral development, social influences on the adolescent's moral development, general positive parental attitudes toward normal adolescent moral development, and basic guidance techniques for helping foster adolescents in their moral development; (3) appendices discussing drug use and premarital sex during adolescence; (4) a set of discussion questions and an instructor's answer guide; and (5) a list of reference materials keyed to the sub-topics of the text and designated appropriate for either instructors or parents. It is suggested that these curriculum materials be used in an informal way which de-emphasizes reading and writing tasks. (Author/RH)

This instructor's guide for a foster parent curriculum consists of specific curriculum material for the study of the social and psychological development of toddlers, ages 1 and 2. The guide is divided into 5 parts: (1) a developmental guide of normal toddler behaviors and appropriate adult responses; (2) an outline of desired foster parent competencies, instructor materials and suggested teaching strategies; (3) the text, which introduces the topics of normal toddler behavior, appropriate adult responses, guidance techniques appropriate for toddlers, undesirable behavior, and problems related to separation from natural parents; (4) three question sets to stimulate discussion and instructor's answer guide; and (5) a list of available resource materials. It is suggested that these curriculum materials be used in an informal way which de-emphasizes reading and writing tasks. (Author/RH)

This manual for social agency personnel provides specific guidelines on the use and interpretation of an interview questionnaire to be used in the selection of foster parents for children aged 6-12. The 81-item questionnaire, designed for use with applicant families early in the home evaluation process, includes questions about child rearing attitudes and family background. Included in the manual are: a copy of the interview questionnaire; general suggestions about interviewing prospective foster parents; detailed information on how each answer is to be analyzed and coded; additional information which might be considered in placing a foster child into a particular home; a summary form for use in summarizing interviews and additional information; and verbatim answers given by one couple to the selected interview questions, along with the way each was coded. (SE)