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1

Infancy and Early Childhood Development in Children Raised by Foster Parents in Romania

100%

Teculeasa F.

Kultura i Edukacja

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2017

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issue 2(116)

30-49

EN

The first days, months and years in a child’s life are crucial for his development. At first, the sensory processes are being developed, and the infant learns to examine his hands, to look at people who are moving in front of him and to squeeze another hand. This process is accompanied by the development of the thought processes and the emotions. Children who are abandoned after birth spend a period of time being hospitalized, until Child Protection Services finds the best solution to protect the babies, which in most of the cases is the placement at a foster parent. This period of time has a major impact on the infant because of the absence of the mother and the child is not being properly stimulated. These children suffer an abandonment trauma, which causes negative psychological effects that influence the development: difficulty in forming a secure attachment, delay in cognitive development and in other areas of functioning, increased possibility of developing cognitive distortions. The role of a foster parent in the infant stage is of a high importance because he or she is the person to whom the child forms attachment, gives the child the opportunity of being raised in a family, to have models and become more resilient. Nevertheless, in the upbringing of children the effects of the abandonment trauma are still being seen in most of them: the child has low self-esteem, he forms an insecure attachment, develops signs of mental illness and difficulties in autonomy. This paper is an immersion in the literature on the development of children who were abandoned after birth. The novelty of the theme is represented by the observations made on the upbringing of these children at foster parents in Romania since the implementation of foster care in this country until the present day. There is a need to improve the training of the foster parents and the methods used by specialists in working with the children, so that they can become more resilient and have adequate coping mechanisms in the adult stage.

2

The opinions of foster parents on the personal level of cooperation with teachers in the context of children’s special educational needs. A scientific report

99%

Ćwirynkało K., Bartnikowska U. B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2020

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issue 29

75-95

PL

Children from foster families are a specific group of students because they are often disabled, have special needs, difficulties and experienced violence or neglect. Foster parents have to face challenges related to their upbringing. The text is a scientific report presenting the opinions of foster parents on their cooperation with teachers. For this purpose, an interpretative paradigm was adopted and phenomenography was applied. The subjects (21 foster parents of school-age children) participated in three focus group interviews. Qualitative data analysis was used to identify positive and negative aspects of the foster parents’ experiences in cooperation with the school. The article is focused on the personal level of this cooperation. The answers provided by the parents in the study reveal predominance of negative experiences and emotions in this respect. The subjects pointed to such problems as: failure to notice and understand children’s problems/difficulties, the lack of individualization, maladjusted requirements, incompetence of teachers and the absence of informational feedback from the school. However, some respondents noticed positive elements of cooperation with teachers, such as the ability to recognize the child’s needs and problems by teachers and educators, sharing information about the child, taking into account the information provided by parents and adapting requirements to the child’s abilities. The results were used to develop recommendations aimed at improving cooperation between the school and foster parents.

3

ПІДГОТОВКА КАНДИДАТІВ ТА ПІДВИЩЕННЯ ВИХОВНОГО ПОТЕНЦІАЛУ БАТЬКІВ-ВИХОВАТЕЛІВ ДИТЯЧИХ БУДИНКІВ СІМЕЙНОГО ТИПУ: ЗДОБУТКИ, ПРОБЛЕМИ І ПЕРСПЕКТИВИ

86%

Шевченко Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 10(74)

56-66

EN

Relevance of the problem is determined by the state policy of Ukraine on children’s rights ensuring according to international standards. For the realization of rights to be raised in family for orphans and children deprived of parents care the state created conditions for the relatively new social institution development: family type orphanages, in which parents are given the right to raise and maintain the orphans. The necessary condition for creating a family type orphanage is training candidates for social role of foster parents which is ensured by their compulsory attendance of relevant programs’ training system. An attempt to analyze in the article the experience of training candidates and increasing the educational potential of foster parents from family type orphanage in the context of the problem of foster parents’ gender competence formation is made. The author used theoretical and empirical research methods, such as analysis of scientific and pedagogical literature, comparison of the foster parents’ training program and family type orphanages foster parents’ candidates training program, documents content analysis. Author’s analysis of candidates training and foster parents’ from family type orphanage educational potential improvement experience suggests that the level of gender competence of foster parents from family type orphanage is insufficient which causes possible difficulties on the way of gender socialization of their foster-children in the context of the problem of their choosing complex of social roles. The needfor further study of gender competence as a component of a gender paradigm in the process of social transformation, improving the system of candidates training and foster parents’ educational potential increase is justified. The author of the article comes to the conclusion on the necessity of integrating gender knowledge into the content of foster parents training programs and the program for improving their educational potential, as well as the development of the gender competence forming technology of the foster parents from family type orphanage in the context of their pedagogical activity and directs further research for defining and reasoning of pedagogical conditions of gender competence formation of foster parents from family type orphanage.

4

Emotional intelligence and coping with stress in foster parents

72%

Rogowska A. M., Zmaczyńska-Witek B., Łatka I., Kardasz Z.

Family Forum

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2021

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vol. 11

165-190

PL

Chociaż w ostatnich latach przeprowadzono wiele badań dotyczących inteligencji emocjonalnej (EI) i radzenia sobie ze stresem, niewiele wiadomo na temat tych wymiarów różnic indywidualnych zarówno u rodziców biologicznych, jak i zastępczych. Głównym celem tego badania jest analiza inteligencji emocjonalnej i stylów radzenia sobie ze stresem u rodziców zastępczych, w porównaniu do rodziców biologicznych. Badaniem objęto 124 osoby w wieku od 30 do 64 lat (M = 45,18, SD = 8,72), włączając rodziców zastępczych (n = 63, 50,81%) i biologicznych (n = 61, 49,19%). Przekrojowe badanie ankietowe przeprowadzono za pomocą Samoopisowego Testu Inteligencji Emocjonalnej Schutte (SSEIT) oraz Kwestionariusza Radzenia Sobie w Sytuacjach Stresowych (CISS). W porównaniu z rodzicami biologicznymi rodzice zastępczy wykazywali istotnie wyższy poziom inteligencji emocjonalnej (EI), częściej stosowali zadaniowe style radzenia sobie ze stresem, jak również rzadziej prezentowali emocjonalne i unikowe strategie radzenia sobie ze stresem. EI korelowało dodatnio ze stylem zadaniowym radzenia sobie ze stresem, a ujemnie ze stylem emocjonalnym. Analiza regresji hierarchicznej wykazała, że EI jest silnym predyktorem zadaniowego stylu radzenia sobie. Szkolenie, skoncentrowane na poprawie zarówno EI, jak i radzenia sobie ze stresem, powinno być brane pod rozwagę jako skuteczny sposób na poprawę kompetencji rodziców.

EN

Although much research on emotional intelligence (EI) and coping with stress has been performed in recent years, little is known about these dimensions of individual differences in both foster and biological parents. The main purpose of this study is to examine emotional intelligence and coping styles in foster parents in comparison to biological parents. The study included 124 individual participants aged between 30 and 64 years old (M = 45.18, SD = 8.72), including foster parents (n = 63, 50.81%) and biological parents (n = 61, 49.19%). The cross-sectional survey study was conducted using the Schutte Self-Report Emotional Intelligence Test (SSEIT) and Coping Inventory for Stressful Situations (CISS). In comparison to biological parents, foster parents demonstrated significantly higher levels of emotional intelligence (EI), more frequently used task-oriented coping styles, and less often pursued emotional and avoidant coping strategies to deal with stress. EI was positively correlated with task-oriented coping and negatively so with emotional coping. Hierarchical regression analysis indicated that EI was a strong predictor of task-oriented coping. Training focused on the enhancement of both EI and coping with stress should be considered as an effective way to improve parents’ competence.

5

Wspomaganie procesu organizacji uczenia się dziecka w okresie zdalnej edukacji w doświadczeniu rodziców zastępczych

72%

Kaszubska-Dziergas P., Nycz E.

Family Forum

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2022

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vol. 12

209-222

EN

Background: Foster parenting is a particular form of parenthood which requires engagement, devotion, patience and relevant skills. Distance learning in the period of the Covid-19 pandemic posed a challenge to both children-students and their guardians, regarding the new situation. The article is a recording of the subjective awareness of the time of plague years 2020–2022. Study aims: Finding out about foster parents’ experience in the situation of responsibilities set to them by the education system, meant to facilitate the functioning of children during online learning. Research method: The article presents results of pilot research conducted with the use of interview, partly structured, carried out among a group of foster parents in March 2022. Results: The analysis of the collected empirical material proved that as regards their experience and the roles set to them by the education system, foster parents mainly pointed to the shortcomings of cooperation with teachers and the general school in supporting the child’s learning process during the remote education period Conclusions: The awareness of changes, which has arisen in the examined foster parents, as determined by external factors of the arisen situation, indicated the personal need for adjustment to the current educational situation with the aim to aid the young remaining in their care.

PL

Tło badań: Rodzicielstwo zastępcze jest szczególnym rodzajem rodzicielstwa, które wymaga zaangażowania, poświęcenia, cierpliwości oraz odpowiednich umiejętności. Zdalne nauczanie w okresie Covid-19 było nową sytuacją zadaniową dla uczniów i ich opiekunów. Artykuł jest pewnym zapisem podmiotowej świadomości czasu zarazy lat 2020–2022. Cel badań: Poznanie doświadczeń rodziców zastępczych w sytuacji wyznaczonych im przez system edukacyjny zachowań ułatwiających funkcjonowanie dzieci w czasie nauki zdalnej. Metoda badawcza: Artykuł prezentuje rezultaty pilotażowych badań metodą wywiadu częściowo ustrukturyzowanego, przeprowadzonych na grupie rodziców zastępczych w marcu 2022 roku. Osiągnięte wyniki: Analiza zebranego materiału empirycznego ukazała, że w swoich doświadczeniach i wyznaczonych im zachowaniach przez system edukacyjny – rodzice zastępczy wskazywali głównie na niedostatki współdziałania z nauczycielami i uogólnioną placówką szkoły we wspomaganiu procesu uczenia się dziecka w okresie zdalnej edukacji. Wnioski: Świadomość zmian u badanych rodziców zastępczych uwarunkowana czynnikami zewnętrznymi zaistniałej sytuacji wskazywała na osobistą potrzebę dopasowania się do zaistniałej sytuacji edukacyjnej w celu pomocy wychowankom poddanym ich opiece.

6

Wsparcie rodziców biologicznych i zastępczych w wychowaniu dzieci – oczekiwania a rzeczywistość

72%

Lasota A.

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2018

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vol. XVII

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issue (1/2018)

225-240

EN

Aim: The aim of this study was to show similarities and differences between foster and biological parents in experiencing parenting difficulties. One of the hypotheses states that there are differences between biological and foster parents when it comes to a range of received and given support expected from both family and others. Methods: In this research an in-depth interview and a questionnaire designed by the author were used. The tool includes closed questions about parenting knowledge, skills, and competence in the upbringing and care of their children. Questions also focused on the resources of parents and outside support. Quality and quantity analysis was applied to a sense of support received and expected by parents. Results: The results obtained suggest a difference between biological and foster parents when it comes to the sense of support coming from outside. Specialists, institutions, other parents and teachers are more supportive towards foster parents than bio logical ones. Partners, family, friends (people close to family) are more supportive towards biological parents. Conclusions: There are differences both in terms of received and expected social and institutional support among biological and foster parents.

PL

Cel: Celem prezentowanych badań było ukazanie podobieństw oraz różnic pomiędzy rodzicami zastępczymi i biologicznymi w doświadczaniu trudności rodzicielskich. Jedna z głównych hipotez zakłada istnienie różnic pomiędzy rodzicami biologicznymi a rodzicami zastępczymi w zakresie poczucia wsparcia otrzymywanego oraz oczekiwanego od osób bliskich i obcych. Metody: W badaniach zostało wykorzystane narzędzie własne autorki oraz wywiad pogłębiony. Kwestionariusz ankiety zawierał pytania dotyczące wiedzy, umiejętności i kompetencji w zakresie wychowania, opieki nad dzieckiem oraz zasobów własnych i wsparcia od innych. Analizie ilościowej i jakościowej poddano poczucie wsparcia otrzymywanego, i oczekiwanego przez rodziców. Wyniki: Uzyskane wyniki badań sugerują istnienie różnic pomiędzy rodzicami biologicznymi a rodzicami zastępczymi w zakresie odczuwania poczucia wsparcia udzielanego przez inne osoby. Specjaliści, instytucje, inni rodzice, nauczyciele stanowią większe źródło wsparcia dla rodziców zastępczych niż dla rodziców biologicznych. Partnerzy, rodzina, przyjaciele (osoby bliższe) są większym źródłem wsparcia dla rodziców biologicznych niż dla rodziców zastępczych. Wnioski: Istnieją różnice zarówno w zakresie otrzymywanego, jak i oczekiwanego wsparcia społecznego oraz instytucjonalnego wśród rodziców biologicznych i zastępczych.

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2 Family Forum

1 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 Kultura i Edukacja

1 Wychowanie w Rodzinie

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Bartnikowska U. B.

1 Kardasz Z.

1 Kaszubska-Dziergas P.

1 Lasota A.

1 Nycz E.

1 Rogowska A. M.

1 Teculeasa F.

1 Zmaczyńska-Witek B.

1 Ćwirynkało K.

1 Łatka I.

1 Шевченко Т.

2 2022

1 2020