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Better outcomes for children in treatment foster care through improved stakeholder training and increased parent-school collaboration

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  • Stapleton, Danita Henry
  • Chen, Roy K.

Abstract

The parent-school partnership serves as the foundation for attaining educational success for foster children with therapeutic needs. The authors adopt Christenson & Sheridan’s 4 A’s contextual process to present the conditions and actions required to launch effective partnerships. The school environment can be a haven for treatment foster children to build social connections, develop academic skills, and experience measures of achievement that promote confidence and efficacy. In order to attain better student outcomes; foster parents and school agents must value their respective roles and intentionally collaborate within the guidelines of federal policy.

Suggested Citation

  • Stapleton, Danita Henry & Chen, Roy K., 2020. "Better outcomes for children in treatment foster care through improved stakeholder training and increased parent-school collaboration," Children and Youth Services Review, Elsevier, vol. 114(C).
    • Handle: RePEc:eee:cysrev:v:114:y:2020:i:c:s0190740919314069
    DOI: 10.1016/j.childyouth.2020.105010
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    References listed on IDEAS

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    1. Festinger, Trudy & Baker, Amy J.L., 2013. "The quality of evaluations of foster parent training: An empirical review," Children and Youth Services Review, Elsevier, vol. 35(12), pages 2147-2153.
    2. Dorsey, Shannon & Farmer, Elizabeth M.Z. & Barth, Richard P. & Greene, Kaylin M. & Reid, John & Landsverk, John, 2008. "Current status and evidence base of training for foster and treatment foster parents," Children and Youth Services Review, Elsevier, vol. 30(12), pages 1403-1416, December.
    3. Pecora, Peter J., 2012. "Maximizing educational achievement of youth in foster care and alumni: Factors associated with success," Children and Youth Services Review, Elsevier, vol. 34(6), pages 1121-1129.
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