Children begin to grieve the loss of their primary caregiver even when there’s a history of maltreatment (Goldsmith, Oppenheim, & Wanlass, 2004). Caregivers often feel guilt and shame for not being able to keep their family intact, (Haight, Kagle, & Black, 2003). Despite the decision to remove a child from their home, the goal of CFS is family reunification, (Pecora , et al., 2009).
Supervised visitations, which are scheduled, face to face contacts between caregivers and their children in foster care, serve as the primary intervention tool in supporting reunification and maintaining the caregiver-child relationship, (Haight, Kagle, & Black, 2003). It is here where families can highlight their strengths by showing up for all scheduled visits, …show more content…
However, for our advocacy project, we decided to focus on tools that would support the child’s physiological, behavioral and cognitive responses due to distress caused by separation from their primary caregiver. Research informs that the stress from adverse childhood experiences (ACE), including separation from family, can be toxic to the developing brain with lasting physiological, behavioral and cognitive effects across their lifespan, (Community and Family Services at the Spokane Regional Health District, 2017). Some of these effects are poor health, an inability to regulate behavior, to maintain lasting relationships and difficulty learning, (Gronski, et al., 2013). According to Schore, (1996) and his research on neurobiology and emotional regulation, there is a direct correlation between children who have a secure attachment with their primary caregiver and their ability to self-regulate their emotions. This skill to control strong emotions such as fear and rage, is taught by a caregiver who responds positively to their child’s need for consoling, (Karr-Morse & Wiley, 2013). While this skill can be taught in later childhood, the patterns for handling negative emotions are formed in the first two years of life, (Schore, 1996). It is said, that by late preschool, failure to modulate strong negative emotions may take a toll on a child’s social relationships and self-esteem, (Karr-Morse & Wiley,
Supervised visitations, which are scheduled, face to face contacts between caregivers and their children in foster care, serve as the primary intervention tool in supporting reunification and maintaining the caregiver-child relationship, (Haight, Kagle, & Black, 2003). It is here where families can highlight their strengths by showing up for all scheduled visits, …show more content…
However, for our advocacy project, we decided to focus on tools that would support the child’s physiological, behavioral and cognitive responses due to distress caused by separation from their primary caregiver. Research informs that the stress from adverse childhood experiences (ACE), including separation from family, can be toxic to the developing brain with lasting physiological, behavioral and cognitive effects across their lifespan, (Community and Family Services at the Spokane Regional Health District, 2017). Some of these effects are poor health, an inability to regulate behavior, to maintain lasting relationships and difficulty learning, (Gronski, et al., 2013). According to Schore, (1996) and his research on neurobiology and emotional regulation, there is a direct correlation between children who have a secure attachment with their primary caregiver and their ability to self-regulate their emotions. This skill to control strong emotions such as fear and rage, is taught by a caregiver who responds positively to their child’s need for consoling, (Karr-Morse & Wiley, 2013). While this skill can be taught in later childhood, the patterns for handling negative emotions are formed in the first two years of life, (Schore, 1996). It is said, that by late preschool, failure to modulate strong negative emotions may take a toll on a child’s social relationships and self-esteem, (Karr-Morse & Wiley,