Utilizing focus groups to inform the development of a standardized pre-certification resource parent training curriculum

Abstract

ABSTRACT Standardized, trauma-informed pre-certification trainings for resource parents may influence placement stability and outcomes for children in foster care. Eight focus groups were conducted to elicit feedback from resource parents and child welfare trainers on their experiences with pre-certification trainings and an urban child welfare system. Using directed content analysis, four major categorical themes emerged: relationships and supports, knowledge and understanding, motivations and expectations, and attitudes and perspectives. These findings provide insight into factors that both promote successful caregiving and offer considerations for training curricula content for foster care organizations.