Placement stability: a review of the literature
Department for Education and Skills
Targets are in place to try and reduce placement instability for looked after children. Lack of continuity in placement and carer reduces the opportunity for children to develop permanent, secure attachments and may compound existing difficulties.
This project aimed to review research that examines patterns of placement and the causes of instability.
Literature review of studies undertaken in England since 1989.
- There was difficulty in comparing studies due to: complexity of the system and the different purposes it serves for children with diverse needs; differences in sample criteria and the primary focus of the studies; differences in definitions of placements and moves and what constitutes a placement breakdown or disruption; and certain studies focusing upon movement within the system and others on outcomes once children cease to be looked after
- A distinction needs to be made between planned and unplanned movement
- Some placement changes are necessary and desirable
- Risk factors associated with placement breakdown include: age and emotional and behavioural difficulties, age of foster carers’ own children
- Changes are not only the result of child and/or carer characteristics, local authority policy, practice and resources are also influential
- Authorities have implemented a range of interventions designed to promote stability and continuity for looked after children but as yet, many of these approaches have not been evaluated and further research on this would be valuable.
Munro, E.R. and Hardy, A. (2006) Placement Stability – a review of the literature. Report to the DfES. Loughborough: CCFR.
Emily Munro and Ainsley Hardy.
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