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Contents

1. Introduction
2. The Purpose of Introductions
3. Basic Principles for Successful Introductions
4. Other Sources of Helpful Guidance and Material for use in Preparing Children

1. Introduction

This Practice Guidance refers particularly to introductions for children moving to adoptive families BUT the same principles should be used when moving children to any new family or when reunifying children to their birth parents and families.

Vera Fahlberg’s book, “A Child’s Journey Through Placement”, Chapter 4 – ‘Minimising the Trauma of Moves’ is essential reading for all social workers.

Introductions are a stressful time for everyone involved but this can be reduced by careful planning and good communication with all involved including the child.

For the child, this will hopefully be the last of possibly many moves and should be the best planned move. It is important to acknowledge that this will be another separation for the child and so the child needs to be properly prepared and to understand, as far as his or her age and ability permits, why, what, when and how things will happen.

2. The Purpose of Introductions

These are:

• The effective and smooth transfer of the physical and emotional care of the child from his or her current carers to the adoptive carers
• An opportunity for the child and family to learn more about each other, e.g. routines, values, rules, roles, expectations, as well as how they express their feelings, expectations and disapproval
• An opportunity to share reservations so that concerns can be aired and worked with
• Start the process of transferring attachments
• For foster carers – to be seen to give permission to the child to move on
• For the adopters – an opportunity to express their commitments to the child without rejecting his or her past
• To encourage foster carers and adopters to work together and form a relationship which will enable ongoing contact when this is seen to be for the benefit of the child
• Time built in to review, reflect and share feelings (including the child’s according to his or her age and understanding).

3. Basic Principles for Successful Introductions

• Ensure foster carers, adopters and the child (to an age appropriate level) understand the purpose of the introductions
• Ensure the plans are clearly written down for all parties (i.e. times, venues, approximate duration of visits etc).  Any changes in the plan should be negotiated by all parties and not be unilateral decision.
• The plan should include the reasons for the decisions so that everyone is clear why the programme is being managed in this way.
• Ensure that all parties involved, especially the child’s social worker, adopters’ social worker and fostering social worker attached to the foster carers, are clear about who is doing what and when (i.e. roles and responsibilities)
• Ensure good communication between the social workers involved throughout the introductions (including the fostering social worker attached to the foster carers).
• Build in formal reviews as part of the introduction plan – a midway review is often very helpful and enables everyone to pause, explore feelings, monitor the progress of the introductions, make changes to the plan if necessary and confirm the placement date - see Section 9 of Placement for Adoption Procedure
• Listen to what the child is saying but remember that the adults must make the final decision
• Think carefully about what else needs to be built into the introduction period or undertaken prior to or post introductions (e.g. school visits, birth parents meeting the adopters, adopters’ consultation with medical staff if the child has medical needs)
• Be clear with the adult carers about which of them manages the child’s needs at each stage of the introductions and when this role is transferred to the adopters
• Consider how to include and prepare other children who are already living in the foster home or adopters’ home
• Consider the need for the child to say good-byes, e.g. to school, playgroup, nursery as well as the extended foster family

The approximate duration of introductions will be shaped by the unique circumstances of each child, including his or her age, developmental stage and understanding and whether he or she is being placed in the same home as siblings. 

As general guidance, however, the following may be useful:

0 – 6 months	5 to 7 days intensive introductions
6 – 18 months	7 to 10 days intensive introductions
18 months – 2 ½ years	10 to 14 days intensive introductions
2 ½ years – 5 years	2 weeks intensive introductions
Over 5 years	Minimum of 2 weeks intensive introductions, which is likely to be staggered, but normally the child will be placed within a month

Give extra time to planning introductions for siblings.  If siblings have been previously placed together, it is usual for their introductions to take place jointly.  If they have been living separately, careful consideration should be given to the pros and cons of staggering the introductions.  Issues to consider will be:

• The quality of the relationship between the children
• Their level of contact
• Their ages and individual needs
• The experience and parenting ability of the adopters
• The distance between the foster home and the adoptive home

See Vera Fahlberg’s book, “A Child’s Journey Through Placement”, Chapter 4 – ‘Minimising the Trauma of Moves’.

Overnight stays  are not considered as a rule during introductions as it can be confusing for the child, however, there may be an occasion it may be considered appropriate.

Ensure the adopters, the child and the foster carers are well supported by their respective social workers.  The child should be seen separately by his or her social worker and each sibling should be seen individually.

Introductions should be planned to take place at times when staff/carers with significant and supportive relationships with the child and the carers are available to give this support.  If this is not achievable, other appropriate support should be identified.

Careful consideration should be given to how the introductions are to be explained to siblings who are not moving with the child so that they have an understanding of what is happening to their brother or sister.

Introductions should be avoided at known emotional times (Christmas, birthdays, anniversaries of deaths etc.)

Term-time introductions for a child who is active and has an enquiring mind, or one who is challenging, can be good as the child has the stimulation he or she needs during the day.  Parents can then concentrate on evenings and weekends to build relationships.  Holidays can offer a period of one-to-one, uninterrupted relationship-building, but having no natural respite may create additional stress in the early days of the placement.  It can also create difficulties if or when the parent has to return to work.

Carers should be encouraged to keep a record (diary or photos) of the introductions for the child’s Life Story Book.

Adopters should be encouraged to plan everyday, common-place activities during the introductions and avoid introducing the child to a variety of new people too quickly, including grandparents, nieces, nephews and other members of the prospective adopters' extended family.

4. Other Sources of Helpful Guidance and Material for use in Preparing Children

Vera Fahlberg’s book, “A Child’s Journey Through Placement”, Chapter 4 – ‘Minimising the Trauma of Moves’

“Linking and Introductions” – Sheila Byrne, BAAF

End