Predictors of Resource Parent, Trauma-Informed Pre-Service Training Completion and Outcomes: Findings from a Statewide Implementation of the TIPS-Mapp Program

Background/Purpose: Although pre-service training of resource parents is a compulsory part of the licensure process for both foster and adoptive parents, very little empirical research has examined the effect of standardized training program participation on prospective resource parents. The few studies that have been published reveal limited or small gains in resource parent expectations, views on parenting practices, or skills development (e.g., Lee & Holland, 1991; Puddy & Jackson, 2003). This presentation will summarize results of a statewide implementation of the Trauma-Informed Partnering for Safety and Permanence – Model Approach to Partnerships in Parenting (TIPS-MAPP) curriculum – a comprehensive, trauma-informed, 10-week preparation and selection program for prospective adoptive and foster parents.

 Methods: Rhode Island adopted the TIPS-MAPP approach as a core curriculum required for all prospective applicants seeking resource parent licensure across the child welfare and private child placing agency systems. Pre-Post data from the first 15 cohorts will be presented to examine factors associated with program completion and subsequent licensure, as well as changes in caregiving attitudes, opinions, and behaviors among participants.

 A total of 186 participants (75% of those enrolled in training) completed pre-test surveys. Participants ranged in age from 21 to 68 years old (mean age: 41 years). Approximately 69% were female; 68% identified as Caucasian, 8% as African American, 15% as Hispanic, 3% as multi-racial, and 2% as other racial/ethnic backgrounds.

Surveys included the Reasons for Fostering Checklist (DHHS/National Survey of Current & Former Foster Parents, 1993), Receptivity to Birth Family Connections (Rhodes & Cox, 2004), Adult-Adolescent Parenting Inventory-2 (Bavolek & Keene, 1999), and Willingness to Foster Scales (Cox, Cherry, & Orme, 2011; Orme, Cherry, & Cox, 2013), as well as demographic characteristics and weekly ratings of session fidelity and training content.

 Results: Results suggest limited effects on program completion status associated with sociodemographic factors or reasons for enrolling in the training. Some baseline factors were found to predict greater likelihood of completion, including willingness to care for youth with behavioral or emotional needs (OR=1.05, p=0.044), greater empathy toward children’s needs (OR=1.57, p=0.044), and less favorable views of corporal punishment (OR=0.59, p=0.024). Participation was also related to small but statistically significant improvements in other caregiving attitudes and opinions including developmentally appropriate expectations, t (127) =-3.16; p=0.002, and parent-child roles, t (127) =-2.71; p=0.008; receptivity to engagement with a child’s birth parents, t (133) =-6.75; p < 0.001; and exposure to trauma-related content and information, t (128) =-11.53; p < 0.001. However, the training had limited effects on prospective resource parents’ willingness to provide care for children from difficult-to-place populations such as those with behavioral or emotional needs, moderate medical-related needs, or significant illnesses or disabilities, as well as older youth. Implementation fidelity and training experiences were generally rated positively and had limited effect on program outcomes.

Conclusions: Implications for enhancing pre-service training experiences and identifying other means of recruiting resource parents for children for whom it may be more difficult to find stable family-based placements will be discussed.