A UK Investigation into the Characteristics and Experiences of Children in Care who Have Experienced Significant Placement Instability
Lead Research Organisation:
University of Bath
Department Name: Psychology
Abstract
Context
In 2021, approximately 102,000 children were living in the care of UK local authorities (NSPCC Learning, 2021). Children in care have been found to be at a significantly elevated risk for a range of mental health disorders including conduct disorder, suicidality, major depressive disorder, and reactive attachment disorder (Engler et al., 2022; Ford et al., 2007).
Despite the House of Commons stressing the importance of 'permanence' in care (Hiller et al., 2022), many children in care repeatedly move between different placements; in 2020, around 5-10% of children in UK care had three or more placements in a single year (NSPCC Learning, 2021). This placement instability is a source of significant anxiety and distress that is assumed to be a causal factor in the development and/or recurrence of mental health problems (Rahilly & Hendry, 2014; Care Inquiry, 2013).
To date, the complex relationship between placement instability and poor mental health outcomes for children in care has been underexplored. Understanding the defining characteristics of children who experience significant placement instability and the temporal relationship between placement instability and mental health is crucial. Additionally, increasing knowledge around the impact of service-level variations in the approaches used to support children with frequent placement changes could also provide critical insight into this issue.
Aims and Objectives
The overall aim of this PhD is to explore the characteristics and experiences of children in care who have suffered from significant placement instability. Three main objectives are proposed:
To quantitatively explore (using linear regression and growth curve analysis) the characteristics and demographics (e.g., sex, ethnicity, age at entering care, geographical region) of children in care to assess for differences between those encountering instability and those in stable placements. This will involve combining data from the Growing Up in England (GUIE) Dataset, the Children Looked After Wales Dataset, and the Scottish Government: Looked After Children Longitudinal Dataset.
To employ quantitative methods (e.g., event history analysis and growth curve analysis) on the same datasets to explore the temporal relationship between placement changes and children's access to mental health services. This will enable exploration of three hypotheses: a) placement changes are associated with elevated subsequent mental health service access, b) mental health service access predicts subsequent placement changes, or c) placement changes are associated with lower mental health service access.
To conduct a qualitative investigation into the causes (including service level factors) and consequences of multiple placement changes from the perspective of care-experienced individuals aged 16+. This will be done through conducting thematic analysis (Braun & Clarke, 2006) on interview data which explores subjective experiences of placement changes, perceptions of factors influencing these changes, factors that mitigate or exacerbate any associated distress, and the implications for mental health service engagement.
Potential Applications/Benefits
Despite being among the most vulnerable individuals in the UK, there remains a 'lack of collective knowledge' around the needs of children in care (Ofsted, 2022). This research will identify factors contributing to placement instability and elucidate the potential underpinnings of associations between placement instability and poor mental health, with important implications for the support children in care receive. The qualitative investigation may lead to recommendations for improved management of placement changes at a service level. Ultimately, this project will provide substantial knowledge around the characteristics and experiences of children in the UK experiencing placement instability, a major risk factor for adverse mental health outcomes.
In 2021, approximately 102,000 children were living in the care of UK local authorities (NSPCC Learning, 2021). Children in care have been found to be at a significantly elevated risk for a range of mental health disorders including conduct disorder, suicidality, major depressive disorder, and reactive attachment disorder (Engler et al., 2022; Ford et al., 2007).
Despite the House of Commons stressing the importance of 'permanence' in care (Hiller et al., 2022), many children in care repeatedly move between different placements; in 2020, around 5-10% of children in UK care had three or more placements in a single year (NSPCC Learning, 2021). This placement instability is a source of significant anxiety and distress that is assumed to be a causal factor in the development and/or recurrence of mental health problems (Rahilly & Hendry, 2014; Care Inquiry, 2013).
To date, the complex relationship between placement instability and poor mental health outcomes for children in care has been underexplored. Understanding the defining characteristics of children who experience significant placement instability and the temporal relationship between placement instability and mental health is crucial. Additionally, increasing knowledge around the impact of service-level variations in the approaches used to support children with frequent placement changes could also provide critical insight into this issue.
Aims and Objectives
The overall aim of this PhD is to explore the characteristics and experiences of children in care who have suffered from significant placement instability. Three main objectives are proposed:
To quantitatively explore (using linear regression and growth curve analysis) the characteristics and demographics (e.g., sex, ethnicity, age at entering care, geographical region) of children in care to assess for differences between those encountering instability and those in stable placements. This will involve combining data from the Growing Up in England (GUIE) Dataset, the Children Looked After Wales Dataset, and the Scottish Government: Looked After Children Longitudinal Dataset.
To employ quantitative methods (e.g., event history analysis and growth curve analysis) on the same datasets to explore the temporal relationship between placement changes and children's access to mental health services. This will enable exploration of three hypotheses: a) placement changes are associated with elevated subsequent mental health service access, b) mental health service access predicts subsequent placement changes, or c) placement changes are associated with lower mental health service access.
To conduct a qualitative investigation into the causes (including service level factors) and consequences of multiple placement changes from the perspective of care-experienced individuals aged 16+. This will be done through conducting thematic analysis (Braun & Clarke, 2006) on interview data which explores subjective experiences of placement changes, perceptions of factors influencing these changes, factors that mitigate or exacerbate any associated distress, and the implications for mental health service engagement.
Potential Applications/Benefits
Despite being among the most vulnerable individuals in the UK, there remains a 'lack of collective knowledge' around the needs of children in care (Ofsted, 2022). This research will identify factors contributing to placement instability and elucidate the potential underpinnings of associations between placement instability and poor mental health, with important implications for the support children in care receive. The qualitative investigation may lead to recommendations for improved management of placement changes at a service level. Ultimately, this project will provide substantial knowledge around the characteristics and experiences of children in the UK experiencing placement instability, a major risk factor for adverse mental health outcomes.
Organisations
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000630/1 | 01/10/2017 | 30/09/2027 | |||
| 2872778 | Studentship | ES/P000630/1 | 01/10/2023 | 30/09/2026 | Cody Varnish |