Continuity of activities and child well-being for foster care youth

Children and Youth Services Review

com/locate/childyouth
28 (2006) 1359–1374
www.elsevier.

Continuity of activities and child well-beingfor foster care youth

Rowena Fong ⁎, James Schwab, Marilyn Armour

The University of Texas at Austin, School of Social Work, University Station D3500, Austin, TX 78712, United States

Received 5 December 2005; received in revised form 3 February 2006; accepted 3 February 2006Available online 19 April 2006

Abstract

Permanency in placements and relationships of foster care children and youth is an important butchallenging goal for public child welfare workers, social work practitioners, and social service providers.Research on at-risk children has repeatedly stressed the importance of continuity of attachment ties which isnot always possible or desirable for children in foster care. Factors other than attachment and relationshipcontinuity have been found to influence children's adjustment and well-being such as school and peerexperiences, leisure time activities and interests, and larger social environments. But there is little researchon the impact of maintaining activities across placements and child wellbeing. This study surveyed 103foster care parents asking questions about the child's school, leisure, family, church, social, and therapeuticactivities prior to and currently with the foster care family. The research found that the majority of fostercare parents did not know about the child activities prior to placement in their home. It is not the increasednumber but the sameness of school activities that appears to improve the child's well-being. More researchis needed to find out from the foster care children what activities are meaningful to them and to see ifmaintaining these normalizing activities will impact placement disruptions.© 2006 Elsevier Ltd. All rights reserved.

Keywords: Foster Care; Permanency; Relationship continuity; Well-being; Attachment

1. Introduction

Permanency in the placements and relationships of foster care children and youth is animportant but challenging goal for public child welfare workers, social work practitioners andsocial service agency providers. Research on at-risk children has repeatedly stressed the

⁎ Corresponding author. Tel./fax: +1 512 471 1393.E-mail address: [email protected] (R. Fong).

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1360 R. Fong et al. / Children and Youth Services Review 28 (2006) 1359–1374

importance of continuity of attachment ties (Gauthier, Fortin, & Jeliu, 2004) which is achieved bypreserving the family and maintaining family stability (e.g., Goodman, 1984; Harden, 2004;Hulsey & White, 1989; Traglia, Pecora, Paddock, & Wilson, 1997).

The problem of how to maintain continuity in relationships has been addressed, in part, byconcentrating on the frequency and quality of foster care children's contacts with biologicalparents. However, continuity in relationships is not always possible or desirable for foster carechildren. Foster children tend to perceive the emotional quality in the relationships with theirbiological mothers as high despite a history of maternal maltreatment, a tendency referred toas ‘defensive exclusion’ (Bowlby, 1982). Milan and Pinderhughes (2000) acknowledge thepossibility that this tendency may be a protective factor in the face of an immediate stressor,but cite several studies supporting its negative effects on children's well-being, i.e. secureattachment to a dysfunctional mother may cause greater risks later (Radke-Yarrow et al.,1995).

Because of the difficulties in and possible counter indications for maintaining relationshipcontinuity with biological caregivers, it is important to examine other sources for attachmentand mechanisms to maintain continuity in children's lives. Indeed, factors other thanattachment and relationship continuity have been found to influence children's adjustment andwell-being (Andersson, 2005) including school and peer experiences, leisure-time activitiesand interests, and the larger social environment (Bronfenbrenner, 1995; Kelly & Gilligan,2000).

Although participation in activities are recognized as playing an important role in a child'sdevelopment, there is little if any research on the impact of maintaining participation in activitiesacross placements and child wellbeing. Continuity of activities may be an under recognized butefficient and effective alternative for normalization of foster children and youth, who otherwiselack continuity in relationships. Moreover, continuity of activities may help buffer children fromthe negative effects of relationship disruption and insecure attachment. This study of foster careparents examines the relationship between continuity of activity (school, leisure, family, church,and social) and child well-being.

2. Continuity of relationships

Although the literature advocates an ecological approach to accessing multiple risks andprotective factors, studies on continuity as a protective mechanism have concentrated primarily, ifnot exclusively, on continuity in relationships as a means to reduce the impact of disruption. Anumber of studies support this concentration on relationship continuity and indicate that repeatedseparations from primary caregivers and frequent placement changes increase stress (Klassen,2000; Taussig, 2002a) and may intensify children's vulnerability to developing attachmentdisorders. For example, foster children, who are already at risk for insecure attachment due toabuse, neglect and parental substance abuse (Klassen, 2000), may experience additional traumawhen they are removed from homes and schools and isolated from their families and friends.(Taussig, 2002a). Children report having fewer close friends the longer they spend in substitutecare and the more placements they experience (Marcus, 1991). In order to balance some of theserelationship losses, it may be particularly important for children to sustain continuity in otherrelationships.

The problem of how to maintain relationship continuity has been addressed, in part, byconcentrating on the frequency and quality of foster care children's contacts with biologicalparents. A longitudinal study done 20 years after first placement (Andersson, 2005) found that

1361R. Fong et al. / Children and Youth Services Review 28 (2006) 1359–1374

children who had good social adjustment and well-being were securely attached to mothers whenthey were young. Moreover, they kept in contact with and had a lasting and significantrelationship with at least one parental figure in the family.

Because of the difficulties in and possible counter indications for maintaining relationshipcontinuity for foster children with biological caregivers, it is important to examine other sourcesfor attachment and the mechanisms to maintain their continuity in children's lives. Indeed, factorsother than attachment and relationship continuity have been found to influence adjustment andwell-being of children Andersson (2005) including school and peer experiences, leisure-timeactivities and interests, and the quality of social work and the larger social environment(Bronfenbrenner, 1995; Kelly & Gilligan, 2000). These elements of school, leisure, and peeractivities comprise what are considered “normal” experiences of children. Indeed, nearly everystudy of high-achieving children in substitute care stresses the importance of normalization inchildren's day-to-day lives (Martin & Jackson, 2002). It is important, therefore, to develop waysfor foster children to be normal kids in “normal” environments (Hopping & Eheart, 1998) such asschool, home, and church.

3. Continuity of activities

School and peer experiences as well as leisure-time activities and interests have long beenrecognized as important to child well-being (Bronfenbrenner, 1995; Kelly & Gilligan, 2000).The maintenance of consistent participation in foster children's activities between prior andcurrent placements has not been examined, however, as a possible way to increase continuity,which might offer more protection against placement disruption. In a longitudinal study ofyouth (n=695) from 7th to 10th grade, Mahoney, Cairns, and Farmer (2003) found thatconsistent extracurricular activity participation was associated with long-term educationalsuccess after controlling for interpersonal competence, family economic status, and educationalaspirations during adolescence. Even though this study focused only on school-supportedstructured activities among the general population rather than foster children, the resultssuggests that consistent participation in activities might offer protection for foster children whohave multiple risk factors that are hard to address, e.g., lack of contact with biologicalcaregivers.

Moreover, continuity through consistent activity participation has potential especially forfoster children with relationship difficulties. Mahoney et al. (2003) found that positive effects ofcontinuity in activity participation were most apparent for students with below-averageinterpersonal competence (Mahoney et al., 2003). In a study of attachment styles, McWey(2004) reports that 85.5% of maltreated children used avoidant attachment as the dominantapproach to relationships regardless of the type of maltreatment. McWey asserts that a newcaretaker may be viewed mistrustfully because of this attachment style. Although speculative, it isimportant to consider the possibility that maintaining continuity in activities between prior andcurrent placements may reduce the propensity for avoidance associated with unfamiliarity withand adjustment to their new placement. Continuity in activities that includes relationships withpeers and significant adults may also increase the potential for building trust over time and helpcounter avoidant tendencies in relationship formation. Such reciprocal positive changes betweenextracurricular activity participation and interpersonal competence may lead to long-termeducational success (Mahoney et al., 2003). Indeed, Mahoney and Stattin (2000) found thatparticipation in extra-curricular activities with a child's peer social network is associated withpositive outcomes.


Continuity in schooling may protect foster children against some of the adverse effects ofmultiple moves (Jackson & Martin, 1998; Martin & Jackson, 2002). Participation in activitiesmay be an important protective factor even if children are not in substitute care, e.g. familypreservation or permanent placement. Although high levels of activity are generally associatedwith positive outcomes (Garmezy, 1993; Hechtman, 1991), some studies have found negativeeffects that suggest that the content of activities may be more important than the frequency andcontinuity of participation. A two-year longitudinal study of adolescents (Mahoney & Stattin,2000) found that unstructured activities impact the development of antisocial behavior amongyouth after controlling for youth's attitude toward school, relationships with teachers, parentalknowledge, and parent–adolescent communication. Another longitudinal study (Taussig,2002b), measured children's functioning six months after initial foster care placement (ages7–12 years) and six years later. The youth's high social acceptance among peers outside theclassroom was positively associated with their involvement in self-destructive behaviors. Theauthors of both studies call for attention to the negative effects of deviant peers among fostercare children.

Activities that produce positive effects are voluntary, structured, rule guided, aimed atskill building, and require regular participation (Mahoney & Stattin, 2000, p. 125). They areoffered by pro-social organizations such as schools, clubs, boy scouts or girl scouts, etc.(Masten & Reed, 2002) and led by a competent adult or adults including parents, socialworkers, and mentors (Gilligan, 1999; Mahoney & Stattin, 2000). An outcome study (Schofield,2002) on the impact of constructive activities assessed by adult foster children found that someof those activities generated self-esteem by helping participants identify as academicallysuccessful or talented in arts and sports and increased self-competence, self-efficacy, andautonomy. Furthermore, many of the participants reported they had been given choices and feltempowered.

Because of the frequent lack of permanent relationships and difficulties in disruptions andremovals from homes, it is prudent to examine other sources to maintain continuity or sameness infoster children's lives. This research study explores the relationship between continuity of activityand child well-being and answers the question, does continuity of activities improve the child'swell-being?

4. Methodology

The participants for this study were drawn from a survey on Family Group DecisionMaking and Child and Caregiver well-being conducted by the Texas Department of FamilyProtective Services (TDFPS). Upon entry into the child protective system, foster childrenand their families were given the option to participate either in Family Group DecisionMaking (FGDM) or family permanency planning services (PPT). The families that chose PPTor were not suitable for FGDM formed the control group for this study. The families thatchose FGDM formed the intervention group. TDFPS staff compiled the statewide sample ofkin and non-kin foster parents for their survey based on which children had received PPTor FGDM.

Of these families, 196 foster parents participated in the phone interviews and completedthe survey. Cases were excluded if the foster child was not school aged or if cases weremissing key response or demographic information. There were 103 valid surveys for thecontinuity of activities questions. Within those surveys, 63 (61.2%) were completed by kin-foster parents and 39 (37.9%) were completed by non-kin foster parents. Of the kin and non-


kin foster parent respondents, 56.3% were caring for children that had received FGDMservices and 45 (43.7%) were caring for children whose families had participated in traditionalPPT services.

Although demographic information was not available for the foster parents participating inthe survey, the age, gender and ethnicity of the foster children was compiled. All of the fosterchildren were enrolled in school. Of these children, 49.5% were 5–9 years old, 33.0% were 10–14 years old, and 17.5% were 15–17 years old. The sample was almost evenly divided bygender; 50.5% were female and 49.5% were male. The majority of the foster children wereWhite (non-Hispanic) (50.5%). There were 22.3% Hispanic and 23.3% African Americanchildren Additionally, the sample included two Black (Hispanic) foster children, one Black–White child and one Black–White (Hispanic) foster child. Missing data accounted for theremaining percentage.

5. Data collection procedures

Data on the continuity in activities for foster children were gathered as part of a larger TDFPSsurvey of foster parents. The complete survey contained a total of 32 questions and covered theareas of Family Group Decision Making, Child and Caregiver Well-being/Empowerment, FamilyPlan Development, Kinship/Relative and Parent Collaboration. The twelve questions for thisstudy were embedded in the survey. Six questions asked about specific activities and six questionsaddressed the child's wellbeing. The survey involved a phone interview and the information wascollected using Survey Monkey, a web-based survey site. Most interviews lasted fifteen minutesto a half hour, with the continuity of care questions and child well-being questions taking about5 min for each section. Data were collected via the phone interview survey from February throughJune of 2005.

Interviewers for this study were trained by a TDFPS staff person and taught how to enterdata using the Survey Monkey. The followed the informed consent procedures of TDFPS.Interviewers explained to each foster parent contact that his or her participation was voluntaryand each foster parent could refuse to participate without it affecting the foster child's case orthe foster parent's relationship with TDFPS. Additionally, participants were assured thattheir responses would be kept confidential and information would be de-identified. Par-ticipants were also informed that the interviewer did not know anything about their fosterchild's specific case. The interviewers attempted to reach each contact by phone at leastthree times and followed any leads (alternate name or numbers) provided by the TDFPScaseworker.

The study was based on questions about continuity of activities and child well-being. Theimbedded continuity of activities questions asked the foster parents to rate the foster child's levelof involvement in six activity areas prior to their placement with the foster parent and currently.The six activity areas were school, leisure, family, church, social, and therapeutic. Each activityarea had questions that asked the foster parent to appraise their foster child's level of involvementin the activity as “none (1)”, “a little (2)”, “some (3)”, “a lot (4)”, or “a great deal (5).” Fosterparents also had the option of responding, “don't know (6)” to any of the questions. The fosterparents were also asked to assess the child's involvement in the activity since living with thefoster parent.

The child well being questions asked the foster parents to assess their foster child's currentwell being in several areas. The questions captured the degree to which the child fit intofamily routines, got along with others, maintained sibling relationships, improved school


grades, worried about the future, was concerned about safety, and how happy and adjusted thechild was most of the time. Again, the foster parents were asked to answer on the same scaleof “none (1)” and scaling upwards to “a great deal (5).” Foster parents had the opportunity torespond, “don't know (6)”. For analysis, the child well-being items were used to develop acomposite well-being measure in order to answer research questions comparing well-being andcontinuity of activity.

6. Data analysis

A principle component factor analysis was conducted on the seven measures of child well-being

1) the degree to which the child fitted into family routines;2) the degree to which the child got along with others;3) the degree to which the child maintained relationship with brothers and sisters;4) the degree to which the child's grades in school improved;5) how much was the child worried about the future;6) how much the child expressed concerns about his or her safety; and7) how happy and adjusted the child was most of the time.

Three of these measures were strongly related to a single underlying construct and wereaveraged to form a scaled measure of child well-being. The three measures were (1) the degree towhich the child fitted into family routines, (2) the degree to which the child got along with others,and (3) how happy and adjusted the child was most of the time. The three measures combinedproduced a Cronbach's alpha of .73.

Three of the remaining original well-being measures showed no relationship to changes inactivity level and were excluded from the analysis. The three excluded measures were (1) thedegree to which the child maintained relationships with brothers and sisters, (2) how much wasthe child worried about the future, and (3) how much the child expressed concerns about his or hersafety. The well-being measure about child's grades in school showed a relationship to schoolactivities and was retained in the analysis.

Continuity scores for the six activities (school, leisure, family, church, social and therapeuticactivities) were subtracting the current level of activity from the prior level of the same activity. Ifthe current level of activity was lower than the prior level of activity, the difference was negativeand the case was categorized as “Decreased Activity” level. If the current level of activity was the

Table 1Response pattern for activities prior to placement

School Leisure Family Church Social Therapeutic

(n=97) (n=100) (n=98) (n=100) (n=98) (n=99)

Not at all 28.9% 15.0% 14.3% 41.0% 16.3% 57.6%A little 17.5% 10.0% 13.3% 15.0% 7.1% 6.1%Somewhat 9.3% 9.0% 8.2% 17.0% 12.2% 3.0%A lot 7.2% 17.0% 12.2% 4.0% 15.3% 1.0%A great deal 8.2% 9.0% 9.2% 1.0% 11.2% 1.0%Don't know 28.9% 40.0% 42.9% 22.0% 37.8% 31.3%


same as the prior level, the case was included in the “Same” level of activity category. If thecurrent level of activity was higher than the prior level, the difference was positive and the casewas categorized as “Increased Activity” level.

7. Findings

Foster parents were asked to delineate child's frequency of participation in school, leisure,family, church, social and therapeutic activities prior to placement and after placement. Table 1lists the results prior to placement. Table 2 lists the results after placement.

The data indicate that the child's level of involvement in each activity prior to placement is lessthan their level of involvement after placement. Foster care parents reported that the children oryouth were not involved at all in normalizing activities, especially school, church, and therapy,prior to placement. Startlingly, however, a large percentage of foster parents did not know abouttheir foster children's activities prior to placement. In most activity areas, over one third (and ashigh as 42.9%) of the foster parents reported not knowing if the foster child had been involved atall in the activity. No involvement at all was the second most frequent response to “Don't know.”Church activity was the exception. Approximately a quarter of the foster parents reported notknowing about prior involvement. Involvement in therapeutic activities had a consistent responseof “Not at all” both prior to and after placement with the foster family. This response trend helpsexplain why activity levels based on foster parent's reports increased after the child entered fostercare placement.

8. Continuity of activities and well-being

The following section reports findings on the relationship between prior and after placementinvolvement in activities and child well-being. Activities include school, leisure, family, church,social and therapeutic.

9. School activities

For the 103 cases in the dataset, 14 foster parents said they did not know about the child'sschool activities prior to the placement in their home and 2 said they did not know aboutthe child's school activities in their current placement. Seven respondents skipped thequestions about prior activities and current activities. Ninety-six cases were available used inthe analysis.

Table 2Response pattern for activities in current placement

School Leisure Family Church Social Therapeutic

(n=97) (n=100) (n=100) (n=99) (n=100) (n=99)

Not at all 2.1% 3.0% 0.0% 13.1% 6.0% 27.3%A little 9.3% 11.0% 4.0% 8.1% 12.0% 15.2%Somewhat 18.6% 22.0% 5.0% 22.2% 25.0% 16.2%A lot 28.9% 40.0% 38.0% 25.3% 31.0% 22.2%A great deal 39.2% 24.0% 53.0% 31.3% 26.0% 18.2%Don't know 2.1% 0.0% 0.0% 0.0% 0.0% 1.0%


The average Child Well-being score for each continuity category is shown in the chartbelow. As indicated in the chart, the average well-being for the group that decreased the levelof school activities (3.22) was substantially less than the groups that had the same level (4.46)or an increased level of activities (4.22). A one-way analysis of variance test found that thedifference was statistically significant (F(2, 65)=3.506, p=0.036). The difference between thedecreased group and the other two groups was also substantiated by the Tukey-B Post Hoc test(p=0.05).

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Continuity of School Activities

The group with the same level of school activities after the foster home placement that they hadprior to placement had the highest average well-being score. The average for this group (4.46)was even higher than the group who experienced an increase in school activities (4.22), thoughthe difference was not found to be statistically significant by the Tukey-B Post Hoc test. If oneconsidered the group that had the same level of school activities to be the cases with the “most”continuity, these findings support the proposition that continuity of school activities is associatedwith improved measures of child well-being.

One might also expect that continuity of school activities would have an effect on theindividual well-being variable for degree of improvement in school grades. The one-way analysisof variance test did produce a statistically difference in the average improvement in school gradesacross the three groups (F(2, 61)=3.463, p=0.038), but the Tukey-B Post Hoc test was unable toidentify a difference between pairs of groups.


The pattern of means for improvement in grades, as shown in the chart below, was differentfrom the pattern for the well-being score. The group that decreased their level of activities had thelowest mean of the three groups (2.33). The mean for the group that maintained the same level ofactivities was higher (2.93), but not as high as the group that increased their level of schoolactivities (3.76).

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Continuity of School Activities

The pattern of means suggests a direct relationship between continuity of school activitiesand average improvement in school grades. A reduction in school activities is associated withlower average score for grades in school, while an increase in school activities is associated withgreater average score for grades in school. Continuity of school activities has an association onthe average improvement in school grades, with an increase in school activities having a greaterpositive association.

10. Leisure activities

There were 19 foster parents said they did not know about the child's leisure activities prior tothe placement in their home and out of the 103 cases in the data set, all parents who answeredwere able to assign a level of activity in the child's current placement. Four respondents skippedthe questions about prior activities and current activities. Ninety-nine cases were available for theanalysis.


The average well-being score for each group is shown in the chart below. As indicated in thechart, the average well-being for the group that decreased the level of school activities (3.77) wassubstantially less than the groups that had the same level (4.33) or an increased level of activities(4.32). An one-way analysis of variance test found that the difference was not statisticallysignificant (F(2, 57)=1.904, p=0.158).

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Continuity of Leisure Activities

11. Family activities

For family activities, 24 foster parents said they did not know about the child's prior activitiesto the placement in their home and 19 foster parents said they did not know about the child'scurrent activities in the placement. Six respondents skipped the questions about prior activitiesand four respondents skipped the questions about current activities.

The average Child Well-being score for each group is shown in the chart below. As indicatedin the chart, the average well-being for the group that decreased the level of school activities(4.33) was less than the groups that had the same level (4.65) or an increased level of activities(4.37). A one-way analysis of variance test found that the difference was not statisticallysignificant (F(2, 53)=1.110, p=0.337). Post hoc tests were not performed for family continuitybecause at least one group had fewer than two cases. In this instance, the group that had thesame level of school activities has cases with the “most” continuity, but the findings did notsupport the proposition that continuity of family activities is associated with improved measuresof child well-being.



Continuity of Family Activities

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Continuity of Church Activities


12. Church activities

There were 10 foster parents who said they did not know about the child's church activitiesprior to the placement in their home and all parents who answered were able to assign a level ofactivity in the child's current placement. Four respondents skipped the questions about prioractivities and 5 skipped the questions about current activities.

The average well-being score for each group is shown in the chart below. As indicated in thechart, the average well-being for the group that decreased the level of church activities (4.91) wassubstantially more than the groups that had the same level (4.43) or an increased level of activities(4.22). A one-way analysis of variance test found that the difference was not statisticallysignificant (F(2, 74)=2.317, p=0.106).

This was the only activity for which a decrease in activities was associated with a higher levelof child well-being. In fact, the data suggests that the more church activities increased, well-beingfurther decreased.

13. Social activities

For the 103 cases in the dataset, 19 foster parents said they did not know about the child'ssocial activities prior to the placement in their home and all parents who answered were able toassign a level of activity in the child's current placement. Six respondents skipped the questionsabout prior activities and four skipped the questions about current activities.


Continuity of Social Activities

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4.3794.284

The average well-being score for each group is shown in the chart below. As indicated in thechart, the average well-being for the group that decreased the level of school activities (4.08) wassubstantially less than the groups that had the same level (4.38) or an increased level of activities


(4.28). A one-way analysis of variance test found that the difference was not statisticallysignificant (F(2, 58)=0.550, p=0.580).

14. Therapeutic activities

The findings for continuity of therapeutic activities did not show any statistically significantresults. Because therapy is generally provided as a result of poor functioning or well-being, ittends not to fit into the category of normalizing activities like school, leisure, family, church, andsocial activities.

Using the pattern of group means, improvement in child well-being was associated withcontinuity of school, leisure, family, and social activities. For all four activities, the groups thathad the same level of activity before and after the current foster home placement had the highestaverage score on well-being. The group that decreased their level of activities had the lowestaverage score on well-being. The group that increased their level of activities had a higher averagescore than the group that decreased activity level, but this group had a slightly lower average scorewhen compared to the group that had the same level of activity.

However, the difference in group means satisfied the criteria of statistically significantdifferences in means only for school activities. The pattern of group means for continuity ofchurch activities did not follow the pattern for the other activities. Children who reduced theirlevel of church activities had the highest average well-being score.

Differences in level of school activities were also associated with the average improvement inschool grades. Compared to children who maintained the same level of school activities, childrenwho decreased their school activities had the lowest average score for school grades, whilechildren who increased their activity levels had the highest average score for school grades.

The analysis supports a finding that continuity of school, leisure, family, and social activitylevels is associated with child well-being, especially when compared to a decrease in activity.Increasing the level of activity did not result in an average well-being score that was higher thanthe average score for children who maintained the same level of activity.

15. Discussion

Concerns for the well-being and permanency of children in the public child welfare systemhave focused on keeping children in permanent homes and preventing placement disruptions.Efforts to promote continuity have primarily targeted the placement of children in permanenthome settings, whether with biological parents or foster care families (Goodman, 1984; Harden,2004; Hulsey & White, 1989; Traglia et al., 1997).

However, this study newly proposes that if placement continuity is not possible then continuityof activities would be an extension of allowing the child or youth to keep familiar and regular ornormalizing activities and this maintenance of activities minimize the disrupting effect ofplacement in foster care. For example, the opportunity for a youth to keep attending his favoriteactivity despite moving to a new home and location would positively affect his well-being. In thisregard, the continuation of a familiar activity would serve as a protection against the effects ofdisruption.. Thus, we are refining the notion about continuity of placements and are suggestingthat continuity of activities may be a key factor in minimizing the impact of placementdisruptions. This study did find that continuity of school activities is associated with improvedmeasures of well-being. Foster care children who had the same level of school activities beforeand after the current foster care placement had the highest average well-being score. The study's


findings confirm the research literature and the study done by Mahoney and Stattin (2000) whofound positive effects from activities that are voluntary, structured, rule-guided, aimed at skillbuilding and require regular participation. Also there was a direct relationship between schoolactivities and grades, i.e., a reduction in school activities is associated with a lower average scorefor grades in school, while an increase in school activities is associated with greater average scorefor grades in school. These findings are also consistent with studies conducted by Garmezy(1993) and Hechtman (1991), who found high levels of activities generally associated withpositive outcomes. Increasing the level of activity did not result in an average well-being scorethat was higher than the average well-being score for children who maintained the same level ofactivity. For church activities, children who reduced their levels of activities had the highestaverage well-being score.

These findings certainly warrant an examination for policy and practice changes to support theneed for foster care youth to continue with their school activities despite all the moves withdifferent foster care placements. Continuity in activities and relationships appear to offer someprotection against placement disruptions. It appears, therefore, that both the practice and researchliterature and child welfare services have focused on attachment and types of attachment topeople/caregivers but not enough on activities (Andersson, 2005).

The study also found that foster care parents did not know about children's activities prior toplacement and some foster care parents do not know about activities even during their currentfoster care placements. This raises a concern about what kind of information foster care parentsreceive about the child at the time of placement. The child's strengths and interests in activitiesappear to need more attention than is now provided at placement.

The argument could be made that foster care children seem preoccupied with emotional ormental health problems and that normalizing activities do not seem important. It could also beargued that the foster care child may not seem interested in any activities, or if the foster careparent proposes any activities, the foster care child soon drops them or cannot sustain them. Whilethese arguments may be true for some foster care youth, it does not follow that all foster careyouth lack interest in activities or abilities to sustain normal activities (Martin & Jackson, 2002).As was noted earlier, it is important to develop ways for foster children to be normal kids innormal environments (Hopping & Eheart, 1998).

On the other hand, the study finds that it is not the increased number but the sameness of schoolactivities that appears to improve the youth's well-being. Another significant finding was thatfoster children who increased their levels of church activities had lower average well-being scores.The reason for this is not clear from the study but foster care parents may assume that church isgood for the child, a good place to straighten the child out, and a place to give him or her hope. Thechurch's emphasis on doing good and being good may be difficult for a child in foster care whodoes not feel like anyone really cares about him or her and so doing or being good does not make adifference. Social desirability may underlie the foster care parent's effort to “do what is right orgood for the child” even if the child does not see it that way or value the intention or outcome.

While there are limitations to the study, it reiterates the importance of continuity in schoolactivities and its positive impact on child well-being. More research needs to be done to comparechildren who are purposely encouraged to continue their school and other structured activities tothose who are not and to see if there are differences in measures of well-being and positivefunctioning. Public child welfare services need to consider how they may improve the ways fostercare families are informed of the activities that children were involved in prior to placement andcontinue them during placement. Better assessments may be needed for the child's strengths andinterests in school and leisure and family activities.


Foster care parents seem to think that the more involved the foster care child is in churchactivities the better the child will be. The research from this study does not support that practice.An examination about social desirability might warrant an investigation. More study is needed onthe role of religion— how is ‘going to church’ introduced to the foster child, i.e. that they have to,or that it will change them into a good person (not like their biological parents). Foster carechildren need to continue in the same level of activities— increasing or adding more activities tothe foster care child's schedule does not appear to improve their functioning. Case managers needto encourage this practice more among foster care parents and act as a bridge to bring informationabout children to the foster parents.

More research is needed to find out from foster care children themselves what kinds of activitiesare meaningful to them. The impact of normalizing activities may alsomerit further examination, i.e.is it the activities or the sense of normalization created by engagement in the activities that contributesto well being? More research should be done to see if the foster care families are informed about thechild's activities, whether this information improves the child's well-being and the impact ofplacement continuity. In other words, is there a relationship between communication of information,child well being and fewer disruptions in foster care placements. Practitioners and social serviceproviders should begin to build in continuity in other ways such as activities. It is not necessarily theactivities themselves that create the sameness but the familiarity with the activity or the personsassociated with the activity that likely creates the sense of sameness. This fits with the brain researchin children (Perry, 2002) that shows that any change is disruptive even if it is positive. Moreover ifchange is to be introduced it should be gradual rather than in sudden shifts that garner startlereactions. The significance of continuity of activities and sameness warrants further exploration.

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Continuity of activities and child well-being for foster care youth