CHAPTER ONE
INTRODUCTION
Adolescenceistheperiodoftransitionfromchildhoodtoadulthood,astageofmajorgrowthanddevelopmentinwhichsignificantphysiological,cognitive,psychologicalandbehaviouralchangestakeplace.Gidion,(2010).Atthisstage,importantdevelopmentaltasks,suchasdevelopinganidentityandbecomingindependentneedtobeaccomplished.Nevertheless,theconceptofadolescenceissociallyconstructedratherthanbeingbiologicallydetermined;hencetheimageofadolescenceisatimeofstormystress,intensemoodinessandpreoccupationwiththeself.Adolescenceisaperiodofintenseandrapiddevelopmentandischaracterisedbynumerousdevelopmentaltasks,includinggainingnewandmorematurerelationshipswithothers,achievingamasculineorfemininesocialroleandachievingemotionalindependencefromparentsandotheradultsJoseph&Moore,(2002).Whenadolescentdevelopmentissuccessful,theresultisabiologicallymatureindividual,equippedwiththecapacitytoformcloserelationships.Theadolescentisalsoequippedwithcognitiveandpsychologicalresourcestofacethechallengesofadultlife.Hazen, Schlozman &Beresin,(2008).Thefamilies,ingeneral,andparents,inparticular,haveoftenbeendeemedtobethemostimportantsupportsystemavailabletothechildduringtheadolescenthoodprocessesJoanna,(1996).Thestrongestfactorinmouldingachild‟spersonalityistherelationshipwiththeparents;undernormalcircumstanceseverychildisexpectedtobeparentedbyhisorherbiologicalparents,andthiswillpromoteloveandaffectionandbringaboutbondbetweenthechildandtheparents.Ifhisparentslovehimwithagenerous,even-flowing,non-possessiveaffectionandthey treathimasaperson,likethemselves,withadequaterightandresponsibilities,thenhehasthechanceofdevelopingnormally.Butiftheydivergefromthis,thechild‟sdevelopmentmaybedistorted.Cox&Cox,(2009).Thisistoshowthatsuccessfulparentingisbasedonahealthy,respectful,andlong-lastingrelationshipwiththechild.Thisprocessofparentingisviewedinthepsychologicalsenseratherthanbiologicalandleadsachildtoperceiveagivenadultashisorher„parent‟.Dorsey,(2009).Thatperceptionisessentialforthechild‟sdevelopmentofemotionalandsocialwell-being.Optimalchilddevelopmentmayoccurwhenaspectrumofneedsareconsistentlymetoveranextendedperiod.Likewise,achilddevelopsattachmentsandrecognisesasparents,adultswhoprovideaday-to-dayattentiontohisneedsforphysicalcare,nourishment,comfort,affection,andstimulation.Thisattachmenttoaprimarycaregiverwhocaneitherbethebiologicalparentsorthefosterparentsisessentialtothedevelopmentofemotionalsecurityandsocialconscience.Butsometimes,thismaynotbethecasewhenachildisnotdirectlytrainedbythebiologicalparents,whichisacommontrendinAfrica.Troy&Beckert, (2005).
Isiugo-Abanihe(1983)reportsthatchildfosteringorthepracticeofsendingchildrenouttoberaisedbynon-biologicalparentsiswidespreadamongmanysocietiesinWestAfricaandNigeria,inparticular,andadolescentfosteringhasbecomeaglobalproblemthatneedstobetacklediftheyaretobegiventheirrights.Gelles,(2009).Theissueofadolescentfosteringhasbeengivenseriousattentioninmanypartsoftheworld,andNigeriaisnotleftout.Giventhisseriouseffort,onewouldhavethoughtthatthismenacewillnotpersist.Priortothecreationofjuvenileandfamilycourts,childrenwhoweremaltreatedbytheirfamiliesweredependent uponinformalinterventionsfromtheircommunitiesandchurches.Gil,(2005).Childrensuffergraveconsequenceswheninformalprotectivenetworksfailed.Withoutaprotectivenetwork,neglectedandhomelessyouthsoftenwanderedthestreetbeggingorstealinginordertosubsist.Forcenturies,theNigerianchildhasbeenseenasaninstrumentorpropertywithnoabsoluteprivilegeofitsown.Umobong,(2010).InthetraditionalAfricansociety,thebeliefwasthatchildrenshouldmerelybeseenandnotheardandwerenotallowedtolistentoadults‟discussions/conversationletalonemakecontributions.AccordingtoUmobong(2010),thetrainingofthechildisthesoleresponsibilityoftheparentsandmembersofthecommunitywhohavetherighttodisciplineandcorrectthechildwheneverhe/shegoeswrong.Sufficeittosaythattheparentstrainedthe child in a waythat issuitableandacceptable to the standard ofthe society.Somechildrenaretakenawayfromtheirbiologicalfamilyofduetotheinabilityoftheirparentstocareforthemasaresultofvariouscalamitiesrangingfromphysicalormentalillness,imprisonmentduetoillegalbehaviourssuchasdrugtraffickingandabuse.Othercausescanbeduetofinancialconstraints,inadequatehousingandunemployment,familyandcommunityviolence.Charlotte, (2001).
Fostercareiscareforchildrenoutsidethehomethatsubstitutesforparentalcare.Thechildmaybeplacedwithafamily,relativesorstrangers,inagrouphome(whereuptoadozenfosterchildrenliveunderthecontinuoussupervisionofaparentalfigure),orinaninstitution.Tower,(2001).Whateveritsform,fostercareisanenormousupheavalinthelifeofachild,whooftenmustadjustnotonlytoadifferentfamily,adifferentlocation,adifferentschool,anddifferentpeers,anddifferentcultureaswell.Rawn,(2004).Importantdecisionsconcerningthelivesoffosterchildrenareinthehandsofstrangers,suchasjuvenilecourts,socialwelfareagencies,substituteparents, anyoneofwhich mayhavecustodyof the child.Troy,(2005).Fostercareisintendedtobeatemporarylivingsituationforchildrenwiththeaimofreunifyingsuchchildrenwiththeirparentsorguardianlaterinlife.Thismayincludeanadoptivehome,guardianship,orplacementwitharelative.Attimes,thebondthatdevelopsduringfostercarewillleadtothefosterparentsadoptingthechild.Insomeinstances,childrenmayhavealong-termplacement.Forolderadolescents,afostercareprogrammemayoffereducationandresourcestoprepareforatransitiontoindependentliving.Zetlin,(2004).
The fostercaresystemfacesmajorsocietalproblems,suchas,highratesofchildandfamilypoverty,homelessness,unemployment,substanceabuse,HIV/AIDS,unequaleducation,familyandcommunityviolence,allthesedirectlyimpacttheadolescentwell-beingandthechildwelfaresystem.Thesefactorshavecontributedtothedevelopmentoflarge caseloads offamilies that havemultiple andcomplexneeds.Earlyphysicalabuseandneglectinthecourseoffosteringmaycauseadversealterationstoimportantregionsofthebrain,whichcanhavelong-termcognitive,emotionalandbehaviouralconsequence.Wiley&Karr-Morse,(2009).Fosteredchildrenabusedearlyinlifemayalsoexhibitpoorphysicalandmentalhealthwell-beingintoadulthood.Theseeffectsarestronglycorrelatedwithlowacademicachievement,substanceabuse,andamyriadofotherproblemsthatpreventsuccessfulsocialadaptation.Kendall,Tackett&Eckenrode,1996;Widom,DuMont,&Czaja,(2007).Olderchildrenwhohavebeenrepeatedlytraumatisedintheprocessofstayingwithfosterparentsoftensufferfromposttraumaticstressdisorderandautomaticallyfreezewhentheyfeelanxious,andthereforeareconsideredoppositionalordeviantby thosewhointeractwiththem".AmericanAcademyofPediatrics,(2000).Adolescentsinfostercaretypicallyhavetroubledbackgroundswithmultiplesocialandemotionalproblemsthatplacehighdemandsonfosterparents.Whilethehealthandsafetyneedsoffosteredadolescentsareeasiertoobserve,theemotionalwell-beingoftheseadolescents is oftendifficult to identify.Recognisingemotionalandsocial well-beingbecomes,particularly,challengingwhen the adolescents moveto fosterhomes.
Adolescent in foster care are particularly vulnerable to detrimental outcomes ,as they often come into foster homes due to their exposure to maltreatment, family instability and a number of other risk factors that compromise their healthy development Fosteredadolescentsmaybevictimsoffamilyviolence,ormaynothavebeensupervisedorprovidedforappropriatelymanner.Theymayhavebeensubjectedtoinadequateandimpairedcare-givingthatresultsfromavarietyofparentaldifficulties,suchas,substanceabuse,mentalillnessanddevelopmentaldisabilities.Moreover,thesechildrenarepredominantlyfromimpoverishedbackgrounds,asituationthatexacerbatesriskfactors.Anextremelyhighprevalenceofemotionaldisturbanceamongyoungpeopleinfostercareiscommon,particularlythoseingrouphomes.Theseteensareatincreaseriskforsuchpotentiallyadverseoutcomesaseducationalunderachievement/discontinuation,substanceabuseandultimatelyhomelessness.Removalofchildrenfromtheirbiologicalparentsisenormouslypainfultotheaffectedindividuals.Manychildrenandadolescentsinfostercaremayfeelanxious,uncertainandhelplesstocontroltheirlives.Manyfeelangry,rejected,andpainedbytheseparationortheydevelopaprofoundsenseofloss.Somefeelguilty,believingthattheycausedthedisruptionoftheirbiologicalfamily.This,therefore,raisesthequestiononhowthefosteringsystemcouldbemadetoworkeffectivelyinNigeria.Itisonthisbasisthatthestudyinvestigatedtheextenttowhichsocio-environmentalfactorsdeterminethelevelofemotionalandsocialwell-beingofadolescents infosterhomes in Southwestern Nigeria.
the primary objective of the study are as follows
the following research questions have been formulated for this study
Thefollowingnull hypothesesweretested:
Ho1thereisnosignificantrelationshipbetweensocialandenvironmentalfactorsandemotionalwell-beingofadolescentsinfosterhomesinlagosNigeria.
Ho2thereisnosignificantrelationshipbetweensocialandenvironmentalfactorsandsocial well-beingof adolescentsin fosterhomes in lagos Nigeria.
This study is important because it provides insight in to other approaches to fostering. This will assist the community to provide a healthy environment which will encourage the growth of the fostered adolescent and help them to enter into new stages of life and face its challenges.Theoutcomeofthisstudywillalsoguidefosterhomesinprovidinggoodgovernancetothefosteredadolescentsandbridgethegapbetweenthefosterfamilyandthebiological familyof the adolescents
Thestudywillalsoencouragethesignificantotherslikethereligiousorganisations,schools,counsellors and academia
the study will assess the socio environmental determinants of emotional and social well being of teenagers in foster homes. Hence, the study will be delimited to male and female who were raised in foster home , governmentandregisteredprivatefosterhomesin lagos state Nigeria
This study was constrained by a number of factors which are as follows:
just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data
Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires
Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher
Assessment: the action or an instance of making a judgment about something
Socio environmental: Tightly linked social and biophysical subsystems that mutually influence one another.
Determinant: a factor which decisively affects the nature or outcome of something.
Emotional: relating to a person's emotions.
Teenagers: a person aged between 13 and 19 years.
Foster home: a residential institution providing care and guardianship for children whose parents are dead or unable to look after them
REFERENCES
Charlotte, W., 2001 Foster care: A psychological war. Approach http://www.bookmars memory.htmt
Cox, M, and Cox, R. 2009. Socialization of young children in the divorced family. Journal of Research and Development in Education. 13 (1): 58-67.
Dorsey, 2009 .current status and evidence base of training for foster and treatment foster parents, www.wipedia.
Gelles R. 2009. Child abuse Microsoft Encarta online encyclopedia. Retrieved from http;//Encarta.msn.com.
Gidion, M.,2010. The trials of adolescents in foster homes, London Hospen. 28-34,
Gil, D. 2005. Unravelling child abuse, American Journal of Orthopsychiatry, 22 (2): 61-63
Hazen, B., Schlozman, K. and Baresin, M., 2008. Child abuse and impact of foster of care on development, Jessey Press, pp. 28-32.
Isiugo–Abanihe U., 1983. Child fostering in West Africa Prevalence, Determinant and Demograph http:// repository upenn. Edu/dissertations/AA18316036 Wadswoth / Thomson, 63- 68. Washinton parent.com/articles/9712bonding,htm.
Jeseph P. and Moore, C. 2002. Attachment and foster adolescent psychosocial functioning, Child development, 69 (5): 1406 – 1419.
Joanna E., 1996 .Treating adolescents with adoption and attachment issues in wilderness therapy settings, attachment theory Pdf.120-123. Kadushin. A, Martin, .J. A. (1988) Child Welfare Services 4th edition New York, Macmillan, 56-59.
Kendall-Tackett, K. and Eckenrode, J. 1996. The effects of neglect on academic achievement and disciplinary problems: A development approach. Child Abuse & Neglect, 20, 161-169.
Rhawn, J. 2004. Negative effects of foster care on emotional intellectual and psychological development. Jessey Press. Pp. 78-92.
Troy E., Becker, O., 2005. .Fostering autonomy in adolescents; a model of cognitive autonomy and self-evaluation. U.S. Department of health and Human Services, 2000 children in foster care. AABSS Article 7 Fostering Autonomy pdf.
Umobong. E. 2006. Child abused and its implication for the educational sector in Nigeria Pg 108 – 112.
Widom, C., DuMont, K, and Czaja, S. 2007. A prospective investigation of major depressive disorder and comorbidity in abused and neglected children grown up. Archives of General Psychiatry, 64 (1), 49-56
Wiley, M., and Karr-Morse, R. 2009. Ghosts from the nursery: Tracing the roots of violence. New York: Atlantic monthly press, pp. 14-17.
Zetlin, A., Weinberg L, and Kimm, C. 2004. Improving Education outcomes for children in foster care; intervention by an education liaison. Journal of Education for Students at Risk 9(4), 421-429.
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