When are positive views of myself harmful? an experimental test of interactive effects of self-enhancement, stress severity, and context controllability on mental health
Abstract
Children who live in foster care are an educationally vulnerable population. They often experience academic challenges, emotional instability, and behavioral difficulties. Classroom teachers who instruct these children often feel under-informed and unsupported in serving the needs of foster students. The present study examined how teachers are informed of a student's foster care status, the supports and services available to teachers in working with children, and the supports and services teachers feel they need in order to provide an appropriate education to this population. Ten teachers were interviewed to gain insight into their experiences educating foster children. Results indicated there is inconsistency in how teachers are informed of a child's foster care status and that teachers are dissatisfied with the lack of background information provided regarding a child's foster care status. Participants reported feeling supported by the school when designing and implementing behavioral interventions, however many expressed a need for more collaboration among the school, home, and social service agency. Suggestions are made for school systems and social service agencies to provide more information, training, and collaboration to teachers of students who live in foster care.
