Identity

To understand other people’s identity, we need to understand our own. This helps us to identify whether there are differences between us and the children that we care for and their families and whether there are gaps that can be bridged. You and your family should try and spend some time thinking about this before you start caring.

A person’s identity is important particularly for Global Majority children.

How we look including our skin colour;

• How we look including our skin colour;
• How we dress;
• How we sound and the language that we speak;
• Our views;
• Our family values and traditions;
• Our religious beliefs;
• Our family history and background;
• How we form relationships, including our sexual orientation.

It is important for you to develop and promote a child/young person’s identity. It is vital that you uphold and develop the child’s identity particularly when they are not living with their own family or else it will weaken their sense of who they are.

Within our own culture we often do this without thinking or meaning to by assuming that what we do is the same as everybody else. The way in which we celebrate Christmas is an example of this.

Our practice is helped by understanding the child/young person’s background and should be addressed in the Placement Plan. 

Where children are placed with you from different backgrounds or cultures, the fostering service will provide additional training and support and information. This will make sure that the child/young person receives the best possible care to develop a positive understanding of their background and heritage.

A child’s identity can be impacted by moves and by being a child in care. Supporting them, alongside the children’s social worker, with life story work is an important part of the foster carers’ role.

• The well-being of individual children must be at the centre of everything you do. All children's achievements must be celebrated and appropriately rewarded;
• Children and young people have the right to continuity in their lives so that their identity can be maintained and developed, their physical and mental well-being promoted and their full potential achieved;
• The children's day-to-day needs must be met, such as routine, privacy, personal space and nutritious meals. Children must be treated with dignity and respect;
• The children must experience care that is sensitive and responsive to their identity and family history, including age, disability, ethnicity, faith or belief, gender, gender identity, language, race and sexual orientation;
• The care of children is reviewed regularly, to ensure that the care plan is being met;
• If any specific type or model of care is required, you will be suitably trained and supervised;
• Specialist help will be made available according to the individual needs of children, including those who live away from their 'home' authority. This help will be available as soon as it is needed, at the intensity required and for as long as it is required. If specialist services from elsewhere are not available, or children are waiting for a long time for help, the Fostering Service will be proactive in challenging and escalating concerns with the placing authority and/or other partners;
• All necessary adaptions and equipment will be provided;
• Children must be protected, and helped to keep themselves safe, from bullying, homophobic behaviour, racism, sexism, radicalisation and other forms of discrimination. Any discriminatory behaviours must be challenged. Help and support will be given to children about how to treat others with respect.

Culture is part of a child’s/young person’s identity and heritage. All foster carers should respect and value a child’s cultural heritage.

Culture describes the way people live their lives. Culture is based on many different factors, memories, common experience, background, language, racial identity, class, religion and family attitudes etc.

Sometimes conflicts arise in foster homes between the way you are used to living and the ways that the child/young person is used to. Dilemmas arise about what is the right thing to do. When a young person doesn’t want to follow the way that is expected of them there are rarely easy answers. Examples can be as simple as eating at the table, or religious observance. You should talk to the child and their family (if appropriate) to try and understand what their views are and find a way forward. Your Supervising Social Worker and/or the child’s social worker can also provide help.

It is possible that a child whose first language is not English may be placed with you.

Language is an important part of a child’s identity and culture. Every effort should be made to preserve a child’s linguistic and communication skills;  otherwise, they may lose a large part of their culture.

If you need more information or advice about a child’s cultural and linguistic needs contact the child’s social worker or your Supervising Social Worker.

You should look for ways in which you can promote the child’s identity. Discuss this with your Supervising Social Worker and the child’s social worker. This information will be important should the child return home or move to another carer.

If you are caring for a UASC (unaccompanied asylum seeking child) for example, there are e-learning courses available for different countries by searching in the e-learning catalogue.

The religious upbringing of a Looked After Children is very important.

The right to determine the child's religion is one of the rights all birth parents retain for whatever reason the child comes to live with you.

Some parents may express strong preferences, but when they do this is usually reflected in the choice of a foster family for the child.

There are some e-learning courses available on caring for a child with a different religion as follows:

• Jewish;
• Muslim;
• Sikh.

A child/young person’s disability is a part of who they are and the arrangements that are made to meet their needs are a part of respecting their identity.

There are several e-learning courses available regarding different disabilities:

• Caring for a Child with Downs Syndrome;
• Caring for a Child with a Learning Disability;
• Caring for a Child with Physical Impairments.

Some young people may identify as transgender (i.e. as a different gender from their birth gender) or as non-binary (they may not identify as either male or female). Girls, boys and transgender/non- binary young people should receive equal opportunities and encouragement to pursue their talents, interests and hobbies. Sexist stereotypes of behaviour must not be imposed or condoned, for example there should be equal expectations that boys and girls will participate in domestic tasks.

Young people who are experiencing gender identity questions should, be given space and support to develop their own gender identity, however it is important that they are protected from adverse effects such as bullying and discrimination.

Some young people may wish to discuss specialist medical intervention or may require specialist support. Discuss this with your Supervising Social Worker and the child’s social worker.

There is an e-learning course available to carers about Caring for a Trans Child.

It is important that carers are respectful of young people’s sexual orientation. Training is available in relation to how best to support a young person who is gay or bi-sexual. Consult the training brochure for the most up to date information. Further, there is an e-learning course as an introduction to LGBTQ+ and one on Raising and LGBTQ+ Foster Child available to carers. 

It is useful to think about all the things a child or young person comes into contact with. For example, toys books and posters. Do they have positive images of children who are from a different race or who have a disability?

This can have a big impact on a child if for instance all they see are images of white children and they are black, this is also important for things like birthday cards and pictures in your home.