Full inclusion of minors out-of-home care is achieved first and foremost thanks to a school and social community capable of creating favorable conditions for reception. The persistence of prejudices and knowledge lack about these minors, their families of origin, residential facilities and foster care families conditions, limits not only the availability of the families, but also the help strategies that could be activated by the teachers and in in general by the adults who are part of the support network (parents of classmates, coaches, catechists...). The false myths created about foster care proposed by the media are numerous and persistent (e.g. foster families are driven by economic interests; children in care are frequently mistreated; children and especially adolescents who live outside their family are all problematic; foster care is too long; the family of origin is guilty and irrecoverable or, on the contrary, the children are unfairly "taken away" from the family of origin...) (Howard, 2010; Delgado et al. 2022). The literature on the topic has highlighted how the stigma relating to not living with their biological parents negatively affects these minors, so much so that it leads some to keep their condition secret, especially at school (Dansey et al. 2019; Farmer et al., 2013; Abena Owusu, 2023). The difficulties of socialization and integration "on par" with classmates, together with frequent scholastic difficulties, then together affect the self-esteem of minors in care (Heding et al. 2011). The transitions that characterize the lives of these children and young people also require the effort of starting over every time to build already difficult relationships. However, peers can also be an important support. According to research, much depends on the skills of adults and the representations they have to foster a climate of inclusion and adequate support (Rogers et al., 2017). In order to formulate targeted training proposals for a better inclusion of minors in reception, it was deemed appropriate to highlight the representations of future generations of teachers, educators and social workers. The surveys conducted, which will be illustrated in the contribution, highlight the persistence of some critical issues and important gaps in information on the phenomenon. The media influences on the topic will also be analysed. At the end of the contribution, innovative training proposals will be formulated.
For a Culter of Foster Care
Paola Ricchiardi
2025-01-01
Abstract
Full inclusion of minors out-of-home care is achieved first and foremost thanks to a school and social community capable of creating favorable conditions for reception. The persistence of prejudices and knowledge lack about these minors, their families of origin, residential facilities and foster care families conditions, limits not only the availability of the families, but also the help strategies that could be activated by the teachers and in in general by the adults who are part of the support network (parents of classmates, coaches, catechists...). The false myths created about foster care proposed by the media are numerous and persistent (e.g. foster families are driven by economic interests; children in care are frequently mistreated; children and especially adolescents who live outside their family are all problematic; foster care is too long; the family of origin is guilty and irrecoverable or, on the contrary, the children are unfairly "taken away" from the family of origin...) (Howard, 2010; Delgado et al. 2022). The literature on the topic has highlighted how the stigma relating to not living with their biological parents negatively affects these minors, so much so that it leads some to keep their condition secret, especially at school (Dansey et al. 2019; Farmer et al., 2013; Abena Owusu, 2023). The difficulties of socialization and integration "on par" with classmates, together with frequent scholastic difficulties, then together affect the self-esteem of minors in care (Heding et al. 2011). The transitions that characterize the lives of these children and young people also require the effort of starting over every time to build already difficult relationships. However, peers can also be an important support. According to research, much depends on the skills of adults and the representations they have to foster a climate of inclusion and adequate support (Rogers et al., 2017). In order to formulate targeted training proposals for a better inclusion of minors in reception, it was deemed appropriate to highlight the representations of future generations of teachers, educators and social workers. The surveys conducted, which will be illustrated in the contribution, highlight the persistence of some critical issues and important gaps in information on the phenomenon. The media influences on the topic will also be analysed. At the end of the contribution, innovative training proposals will be formulated.
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