Interventions to support foster carers

The evidence‑based interventions in this Guide may need to be adapted or expanded over time to reflect new research on child development, the effects of early adversity, and evolving practice. Any new or adapted programmes should be tested, monitored, and evaluated to ensure they remain acceptable to foster carers and effective in achieving their intended outcomes.

Fostering Changes

Intervention description

Fostering Changes is a 12-week, group-based training programme for foster carers of children aged 2+, including those with emotional and/or behavioural needs. Grounded in social learning and attachment theory, it aims to build carer–child relationships and support positive child behaviour. It also includes content to support children’s learning and educational outcomes. 

The programme offers practical advice and parenting strategies for everyday situations, with an emphasis on building confidence, sensitivity, and consistent caregiving. Foster carers take part in role‑play, modelling exercises, and guided discussion to practise responding to behaviour they may find challenging, set clear and appropriate boundaries, and use positive interaction techniques. 

Intervention components

• Small groups (usually up to 12–18 carers) meet for three hours weekly to learn theoretical concepts, giving carers a clear framework for understanding children’s behaviours and why particular responses are effective, as well as practical skills to support child–carer interactions
• Structured course content covers understanding children’s experiences, developmental stages and attachment
• Facilitators model techniques such as praise and rewards, descriptive commenting, modelling, reflective listening, effective instructions, problem-solving, and carer self-care
• Carers practise these skills and reflect on how they align with their own caregiving style and personal history. 

Intervention delivery

Fostering Changes is delivered by trained facilitators who work with carers of children in care, such as social workers, psychologists and other childcare professionals.  

The programme is delivered in person or online, with the delivery setting varying by agency or local authority. 

Relevant recommendations

Recommendations 2, 3, 4, 6 

Parent Child Interaction Therapy (PCIT)

Intervention description

Parent Child Interaction Therapy (PCIT) is a parenting intervention that has been adapted into a brief, intensive format for foster carers of children aged 2–7 years old with behavioural needs. It includes two to three full-day group training sessions, followed by eight or 14 weeks of one-to-one follow up consultations (this differs from the standard delivery with birth parents, which involves 12 to 20 weekly sessions of around 90 minutes).

PCIT works with carers and children together and aims to decrease externalising child behaviours, promote positive behaviour, and improve parent–child attachment through live coaching, modelling, and structured interaction tasks. It combines guided learning, group discussion, and opportunities to practise new skills.

Intervention components

PCIT supports carers to develop positive parenting skills through two phases:

• Child-Directed Interaction (CDI) – carers are supported to follow the child’s lead during play and are coached to use skills to strengthen the caregiver–child relationship and encourage positive behaviour, including positive attention to positive behaviour and ignoring negative behaviour.
• Parent-Directed Interaction (PDI) – carers learn strategies to effectively guide and manage the child’s behaviour. This includes giving clear instructions, setting consistent limits, and following through with predictable consequences when needed. The focus is on helping caregivers confidently lead interactions when it is important for the child to follow directions.

Groups of six to eight carers rotate through 20‑minute coached interactions while others observe, allowing them to see techniques modelled, apply them with immediate guidance, and then consolidate learning through follow‑up support.

Intervention delivery

The intervention is delivered by trained PCIT therapists. The full-day group sessions are delivered in person, followed up with short phone-based consultations. The delivery setting may vary by agency or local authority.

Relevant recommendations

Recommendations 1, 2, 5

More information

https://www.cebc4cw.org/program/parent-child-interaction-therapy/

Keeping Foster and Kinship Carers Supported (KEEP)

Intervention description

Keeping Foster and Kinship Parents Supported (KEEP) is a group-based parenting programme for foster and kinship carers of children aged 5–12 years old with behavioural needs. The programme, delivered in 16 weekly 1.5‑hour sessions, aims to strengthen the relationship between carers and the children in their care, while equipping carers with practical strategies for responding to children’s behavioural and emotional needs. 

Carers learn and practise new skills through guided group discussions, role‑play, and home practice tasks. Individual check‑ins provide an opportunity to reflect on each child’s progress, explore ongoing challenges, and tailor strategies to the family’s needs. 

Intervention components

KEEP is tailored to the behavioural and developmental needs identified within groups of seven to 10 foster and kinship carers. Across the first 14 weeks, core components typically include: 

• Positive reinforcement strategies
• Behaviour monitoring and management tools
• Limit‑setting and non‑harsh discipline techniques
• Proactive approaches
• Methods for preventing power struggles
• Support for school success and peer relationships
• Stress‑management strategies. 

Weeks 15 and 16 focus on reviewing content, consolidating skills, and celebrating carers’ progress. 

Learning is reinforced through group discussion, role‑play, home practice tasks, and individual check‑ins. Grounded in social learning theory, the intervention emphasises adapting techniques to fit the unique context of each child and carer. 

Intervention delivery

The intervention is delivered by two KEEP facilitators with qualifications in a relevant field such as psychology, medicine, nursing, social work, or counselling. Experienced foster carers can also facilitate sessions for caregivers. It is delivered in person, typically within a community centre or within a home environment. 

Relevant recommendations

Recommendations 2 and 4  

More information

https://foundations.org.uk/toolkit/guidebook/keeping-foster-and-kinship-carers-supported/

KEEP SAFE

Intervention description

KEEP SAFE (formerly known as Middle School Success) is an adaptation of the Keeping Foster and Kinship Carers Supported (KEEP) parenting programme. Designed for foster carers of children and young people aged 11–17 years old, it aims to build young people’s positive behaviour skills and self-efficacy and improve carers’ parenting skills.

The young person and carer attend parallel group sessions over a three-week period (typically six or seven participants per group), followed by weekly support over the course of a year Carers learn strategies for supporting the needs of a young person in care, while the young person engages in activities aimed at building self-esteem and promoting positive relationships.

Intervention components

Support for caregivers includes:

• Six initial sessions over three weeks focusing on reinforcing positive behaviour, incentivising positive actions, building cooperation, teaching new skills, setting gentle and effective limits, and managing emotions while parenting; and providing a stable home environment, preparing young people for secondary school, using appropriate reinforcement techniques, and setting realistic expectations. Homework tasks encourage carers to practise new skills at home.
• A year of weekly support groups to consolidate parenting skills and share experiences with peers.

Support for children and young people includes:

• Six initial sessions over three weeks focusing on developing social skills, building positive relationships with peers and adults, increasing self‑confidence, and reducing vulnerability to negative peer influence. These include activities that promote goal setting and personal responsibility, culminating in an end ceremony where participants share their commitments with caregivers.
• A year of weekly one‑to‑one coaching sessions to reinforce social skills and address topics such as substance use and healthy relationships.

Intervention delivery

Foster carers who are trained in the model can deliver sessions for caregivers. Sessions for young people are delivered by one lead facilitator and three assistants. KEEP SAFE is delivered in person in community settings.

Relevant recommendations

Recommendations 2 and 5

More information

https://foundations.org.uk/toolkit/guidebook/keep-safe/

Together Facing the Challenge

Intervention description

Together Facing the Challenge (TFTC) is an enhanced training programme designed for foster carers of a child with emotional and behavioural needs working within the Treatment Foster Care (TFC) model. It is delivered in six weekly 2.5‑hour or seven bi‑weekly two‑hour group sessions for foster carers, following ‘train‑the‑trainer’ sessions for facilitators.

In the standard TFC model, children and young people are placed with trained foster families who receive ongoing support from a multidisciplinary team. In the TFTC enhancement, foster carers receive additional group sessions, supervisors receive additional training including on transitions, and young people can access trauma-focused cognitive behavioural therapy on a case-by-case basis.

Intervention components

The TFTC enhancement involves:

• A two- or three‑day train‑the‑trainer programme for TFC supervisory staff focusing on topics to be covered with carers, reflection on current practices, and skills-practice, followed by monthly group consultation sessions for one year
• A structured six- or seven-week group-based programme combining teaching, role‑play, guided practice, and homework tasks to help carers apply skills between sessions. The curriculum covers building relationships and cooperation, setting expectations, using effective parenting tools, implementing consequences, preparing young people for the future, and carer wellbeing.

Carers develop therapeutic parenting skills, including understanding impacts of trauma, managing conflict and de‑escalation, supporting young people to recognise and understand their thoughts and feelings, using structured problem‑solving, teaching everyday life skills, promoting cultural sensitivity, and creating a positive home environment.

Intervention delivery

The ‘train-the trainers’ component for child welfare staff is delivered by TFTC senior trainers. After completing this training, child welfare staff deliver the TFTC carer sessions. Both components involve groups of 15–30 participants.

TFTC is delivered in person, typically in community settings or public child welfare agency venues.

Relevant recommendations

Recommendations 1, 2, 3

More information

https://www.cebc4cw.org/program/together-facing-the-challenge/

Kids in Transition to School (KITS)

Intervention description

Kids in Transition to School (KITS) is a school‑readiness intervention for children in foster care aged 4–6 years old who are about to enter their first year of school, and their carers. It aims to strengthen children’s emotional and behavioural regulation and overall school readiness. The intervention is delivered during the summer before children start school, and the autumn of their first year.

Intervention components

KITS has two core components delivered in parallel – a child group and a caregiver group. It is split into two phases: the school‑readiness phase is delivered in the two months before primary school starts, and the transition/maintenance phase during the first two months of primary school.

The child group:

• 16 two-hour sessions delivered to 12–15 children twice weekly during the school readiness phase, and eight two-hour sessions delivered once weekly during the transition/maintenance phase
• Focuses on early literacy and social‑emotional skill development including self‑regulation, using structured activities such as letter‑of‑the‑day routines, phonological awareness exercises, storybook and dramatic play, teacher‑led instruction, and role-play.

The caregiver group:

• Eight two‑hour sessions every two weeks (four per phase)
• Aims to enhance caregiver involvement in early literacy and school preparation, focusing on supporting early literacy at home, establishing school‑related routines, preparing children for the school transition, and using positive behaviour strategies
• Facilitators provide instruction, lead structured discussions, and guide practice opportunities
• Caregivers who miss a session receive individualised follow‑up to ensure continuity.

Both children and caregivers receive supplemental materials, including weekly homework, newsletters, and home‑practice activities to reinforce skill development.

Intervention delivery

The school readiness group is delivered by a trained graduate‑level lead teacher and two assistants in small groups (12–15 children), allowing for intensive support, modelling, and feedback. The caregiver group is delivered by a trained facilitator and assistant. KITS is delivered in person and held in centre‑based or school‑based classrooms.

Relevant recommendations

Recommendations 1, 2, 3

More information

https://www.cebc4cw.org/program/kids-in-transition-to-school-kits/

Mockingbird Home Hub Model

Intervention description

The Mockingbird Home Hub Model aims to replicate the structure and support of an extended family network. It creates a constellation of six to 10 satellite foster families supported by a Hub Home. The model aims to strengthen relationships, normalise experiences for children in care, and improve foster carer support, wellbeing, and retention.

Intervention components

A Hub Home supports six to 10 fostering households, led by an experienced foster carer. The Hub Home provides planned and emergency sleepovers; leads regular group meetings, including peer support and training, regular social activities for fosters carers and children; and facilitates time for children to spend with birth family relatives.

Intervention delivery

In the UK, the Mockingbird model is led by The Fostering Network, who provides guidance for fostering services and training for hub carers and liaison workers. Local fostering services hire liaison workers, recruit hub carers, identify satellite families, and launch and support constellations.

Hub Home carers lead the core day-to-day activities of the model, including sleepovers, social events, peer support, and training.

Mockingbird is delivered in person, typically in community settings or carers’ homes.

Relevant recommendations

Recommendations 1 and 7

More information

https://www.cebc4cw.org/program/mockingbird-family/