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‘We weren’t trained for this’: Teachers, foster care and permanent care

Published online by Cambridge University Press:  29 February 2016

Cas O’Neill
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Abstract

Schools and teachers are increasingly seen to be an integral part of the welfare system and are expected to cope with very challenging children, many of whom are in residential or alternative family care. The longitudinal action-oriented research which is described in this article, highlighted the joys and difficulties which teachers face in supporting these children and their foster, permanent care and adoptive parents. Themes of role, power, control and support in the teachers’ accounts are explored and three implications for practice are suggested.

Type
Section Three: Partnerships and the caring team – the wider caring network
Information
Children Australia , Volume 24 , Issue 4 , 1999 , pp. 55 - 59
Copyright
Copyright © Cambridge University Press 1999

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