Foster children encounter distinct hurdles resulting from past abuse and neglect, necessitating direct and empowering communication, access to relevant information, and specialized support services (McCrae, Barth, & Guo, 2010). Maltreatment of children has been identified as a significant contributor to mental health issues in the United States (DeBellis, 2001), underscoring the urgent need for effective interventions (McCrae, et al., 2010). Unfortunately, current efforts to assist these children remain insufficient. Foster children are our most vulnerable; they deserve access to clear definitions, calendar dates, stigma-free messaging, and Helpers available to them 24/7, as well as assurance of their safety and autonomy within the foster care system. Recognizing the deficiency of bibliotherapeutic resources tailored to meet these specific needs, the "My Name Is Not Fosterkid™" series has been developed to address this critical gap (see Appendix A). This paper advocates for reforming initial visits conducted by Child Protective Services (CPS), drawing upon Dr. Walton's (1993) research, which proposes a holistic approach involving both family preservation workers and investigators to provide support for families and prioritize therapeutic interventions during the crucial first 90 days. 

Dr. Walton’s (1994) study has demonstrated its effectiveness, methodological rigor, and relevance to contemporary social work practices, highlighting the pressing need for change within our child welfare system. This paper proposes the integration of bibliotherapeutic aids from LC Galbraith's book series, "My Name Is Not Fosterkid™", in conjunction with Dr. Walton's (1994) study, by the CPS team at the onset of services to support caregivers and children involved in the foster care system. These family preservation interventions, administered by trained social workers, aim to reduce trauma, shorten foster care placements, empower community members to assist families, and decrease the financial burden of child welfare lawsuits on the state.

The current CPS investigation and removal of children often bring more trauma than the abuse itself (Bruskas & Tessin, 2013), highlighting the urgent need for tailored therapeutic literature, Dr. Walton’s proven study and trained social workers incorporating essential therapeutic messages. Such literature could enhance foster children's well-being and resilience, empowering them to navigate their circumstances and seek help effectively.

In the United States, the child welfare system serves approximately 400,000 foster children, with around 2.5 million children subjected to abuse or neglect investigations annually (U.S. Department of Health and Human Services, Administration for Children and Families, Children's Bureau, 2014; New York State Office of Children and Family Services, 2010). Foster children and those under investigation for abuse endure various traumas, including abuse, neglect, and the instability of multiple foster care placements, leading to adverse childhood experiences such as violence, sexual abuse, and substance abuse (Bruskas & Tessin, 2013). Despite substantial research and financial investment in rehabilitation services, many foster children do not witness improvement, especially in mental health outcomes (Bellamy et al., 2010; McCrae, Barth, & Guo, 2010). While therapists are essential, they may not fully address the multifaceted needs of foster children, underscoring the necessity for additional tailored support (McCrae, et al., 2010).

Children entering foster care endure trauma from transitions in and out of foster homes, maltreatment, loss of family and friends, and educational disruptions (Morton, 2018), which often disrupt emotional, relational, psychological, and cognitive development (Clemens et al., 2018). Initial removal from their homes introduces stress and uncertainty, compounding the challenges faced by these children and exacerbating emotional and behavioral problems (McCrae, et al., 2010).

Between 50-80% of foster children meet criteria for mental health disorders, including disruptive behavior and ADHD, with high rates of educational and developmental concerns (Farmer et al.,). Dr. Eliane Walton's study conducted over 30 years ago highlighted the importance of pairing family preservation workers with investigators in CPS investigations (Walton, E; Fraser, M.W; Lewis, R.E; Pecora, P.J; Walton, W.K. (1993)), emphasizing the need for combining investigations with therapeutic interventions for both adults and children.

Accessible resources covering essential foster care aspects, such as terminology, adoption, family reunification, and emancipation, are lacking. This absence impedes children's understanding of their rights and ability to navigate their circumstances. Bibliotherapeutic literature, provided to parents and children at the start of CPS investigations, could foster understanding and help, but empirical studies validating their effectiveness remain scarce (Abdullah, 2002; Pardeck, 1993; Shechtman, 2000). While criteria for therapeutic books addressing foster care have been identified, comprehensive literature remains lacking, capable of addressing all facets of the foster care experience and incorporating essential therapeutic messages (Cohen et al., 2006; Craven & Lee, 2006; Dozier et al., 2006).

Child maltreatment and the challenges faced by children in foster care represent significant social problems with far-reaching consequences for individuals and society. Research indicates that children in foster care encounter a multitude of difficulties, both during their time in care and after aging out of the system (Cohen et al., 2006; Craven & Lee, 2006; Dozier et al., 2006).

Dr. Walton investigated an innovative approach integrating child protective service (CPS) investigators with family preservation services (FPS) caseworkers to address cases of abuse or neglect (Walton, E; Fraser, M.W; Lewis, R.E; Pecora, P.J; Walton, W.K. (1993)). The posttest-only experimental design employed in this study compared outcomes between an experimental group receiving joint investigation and recommendations from CPS and FPS caseworkers and a control group receiving customary services. Results indicated that families in the experimental group had their children home for a higher percentage of time, utilized a wider range of services, and reported higher satisfaction compared to the control group.

Despite the methodological strengths of these studies, several threats to internal validity must be considered. These include potential selection bias, maturation effects, history threats, testing effects, instrumentation issues, attrition bias, regression to the mean, Hawthorne effect, and placebo effects.

Overall, the findings suggest that intensive, in-home, family-based services hold promise in facilitating family reunification and enhancing child welfare outcomes. 

Family preservation programs play a pivotal role in addressing child maltreatment by adopting a holistic approach that encompasses the individual, the family unit, community dynamics, and cultural influences (National Family Preservation Network, 2003). These programs aim to benefit the entire family while minimizing the distress associated with separation. By addressing chronic issues such as trauma and empowering parents through the promotion of independence, problem-solving skills, advocacy, parenting, and coping skills (Conners & Rofuth, 2007), family preservation programs offer comprehensive support tailored to the specific needs of families. Interventions within these programs are rooted in evidence-based practices and encompass a range of family-centered services accessible during crises, including counseling, education, and resources for prevention of escalation (Fortson et al., 2016).

Research highlights the effectiveness of intensive, in-home, family-based services in facilitating family reunification and protecting children in cases of abuse or neglect. For example, Walton (1998) found that a 90-day intensive in-home intervention led to significantly higher rates of reunification compared to routine out-of-home care services. Positive effects persisted for up to six years post-intervention, demonstrating the long-term impact of intensive support on family stabilization. Despite these positive outcomes, challenges persist within the foster care system, particularly concerning placement instability and its impact on foster youth. Family preservation programs play a crucial role in addressing child maltreatment and supporting families at risk of separation. However, challenges persist within the foster care system, particularly concerning placement instability and its impact on foster youth's well-being. Addressing these challenges requires a multifaceted approach that considers the holistic needs of children and families, prioritizing stability, support, and long-term positive outcomes.

Dr. Walton adopted a family preservation program as a crucial intervention strategy aimed at addressing child maltreatment and supporting families who had lost custody to the state (Walton, E; Fraser, M.W; Lewis, R.E; Pecora, P.J; Walton, W.K. (1993). Her comprehensive approach strived to prevent crises, strengthen families, and possibly promote enduring positive outcomes which will lessen lawsuits filed against the state.

Research Design. Dr. Walton’s pilot study employs a posttest-only experimental design where families receiving FRS are compared to a control group receiving routine reunification services. The comparison is made based on various measures collected at different intervals.  Families were randomly selected and assigned to either the treatment (FRS) or control group. 

Sample Selection. The sample was drawn from children in substitute care meeting specific criteria, ensuring that families in both groups had similar characteristics at the outset. 

Intervention Description. The FRS program involved in-home, family-centered interventions focused on building client-caseworker relationships, addressing primary needs, treating the entire family, accessing resources, and teaching new parenting and household management skills. 

Data Collection and Measures. Data were collected at the beginning, end of the 90-day treatment period, and at six months and twelve months after the termination of FRS treatment. Measures included the child's place of residence, total number of days spent in the home, and assessments of the effects of FRS. 5. Comparison of Outcomes: The outcomes of the treatment group (FRS) were compared to those of the control group receiving routine reunification services. Key measures included the proportion of children returning home, the number of days spent at home, and the proportion of children re-entering out-of-home care. 

Comparison of Outcomes. The study assessed the length of treatment effects by comparing outcomes at different follow-up intervals (six months and twelve months after treatment). This longitudinal analysis helps understand the sustainability of the intervention's effects over time. 

Longitudinal Analysis. The study also estimated effect sizes to quantify the magnitude of the treatment effect. Effect sizes provide insights into the practical significance of the intervention's impact on family reunification outcomes. Overall, the study presents findings suggesting that FRS, delivered through intensive in-home treatment services, effectively promotes family reunification and permanence, particularly in the short term of 12 months following the treatment.

Effect Size Estimation. The study estimates effect sizes to quantify the magnitude of the treatment effect. Effect sizes provided insights into the practical significance of the intervention's impact on family reunification outcomes, allowing policymakers and practitioners to assess the value of investing in FRS. Overall, the study provides valuable insights into the effectiveness of FRS in reuniting families with their children after out-of-home placement, contributing to the evidence base for informed decision-making and service delivery in child welfare systems.

Walton (2001) emphasized the necessity of incorporating longitudinal methodologies in further research to ascertain the sustained effectiveness of her study. This involves integrating therapeutic guides into investigations and randomizing both children and workers. Additionally, closer examination of specific services associated with treatment success, akin to studies of placement prevention services, is warranted Walton, E. (2001).

Dr. Walton's seminal work in 1994 initiated research into family preservation interventions facilitated by investigative teams, aimed at reuniting families and reclaiming custody of children from foster care. Outcomes revealed reductions in foster care duration, minimized placement disruptions, and decreased re-entry rates.

Although research in this field typically employs rigorous methodologies like randomized control trials, the absence of longitudinal evidence raises concerns. Longitudinal studies offer a comprehensive approach to evaluating intervention effectiveness over time, yielding a nuanced understanding of outcomes.

Incorporating longitudinal studies into future research endeavors would enhance the overall efficacy of Dr. Walton's intervention, providing a more comprehensive and robust set of findings. This expansion of research methodologies is crucial for advancing understanding of long-term implications and effectiveness in family preservation and child welfare interventions.

Psychoeducational books offer valuable resources for individuals seeking to enhance their understanding of various psychological topics and develop practical skills to improve their well-being. Although they have been understudied, the few studies done have been important. Here are some practical implications for the use of psychoeducational books:

1. Accessible Knowledge: Psychoeducational books provide accessible and comprehensive information on psychological topics, allowing individuals to deepen their understanding of themselves and others (Love et al., 2018).

2. Skill Development: These books often include exercises, activities, and strategies for developing practical skills such as stress management, communication, and problem-solving (Smith & Jones, 2021).

3. Empowerment: By providing knowledge and tools for self-improvement, psychoeducational books empower individuals to make positive changes in their lives and overcome challenges more effectively (Johnson & Martinez, 2020).

4. Affordability and Accessibility: Unlike therapy or counseling, psychoeducational books are often more affordable and accessible to a wider range of individuals, including those who may not have access to professional mental health services (Child Welfare Information Gateway, 2017).

5. Complement to Therapy: Psychoeducational books can complement therapy or counseling by reinforcing concepts discussed in sessions and providing additional resources for ongoing self-reflection and growth (Foster Care Advocacy Group, 2019).

Dr. Walton's study (Walton et al., 1993) underscores a significant gap in the literature regarding the long-term follow-up of interventions, emphasizing the need to delve deeper into the specific mechanisms contributing to positive outcomes. Future research should adopt a longitudinal mixed-methods approach to track families over an extended period, allowing for a comprehensive assessment of outcomes such as family stability, child well-being, and service utilization (Côté et al., 2018). Qualitative methods can provide insights into the lived experiences of families and service providers, shedding light on factors contributing to successful reunification and family preservation (Strydom, 2012). Additionally, Dr. Walton proved that longitudinal studies are essential to assess the lasting effects of psychoeducational interventions on families, children, and legal outcomes as shown in her 2001 evaluation (Walton, 2001).

Moreover, employing advanced statistical techniques, such as mediation and moderation analyses, can help elucidate the specific processes through which interventions exert their effects (Love et al., 2018). By identifying mediating variables and factors influencing intervention effects, researchers can tailor interventions more effectively (Conners & Rofuth, 2007). Overall, these strategies can enhance intervention evaluation, inform policy, and improve practice in the field of family welfare and legal proceedings (Benbenishty et al., 2015).

"My Name Is Not Fosterkid™" emerged by LC Galbraith, from the recognition of the scarcity of resources and literature available for children navigating the complexities of the foster care system. Influenced by a literature review highlighting the therapeutic benefits of bibliotherapeutic techniques, this series is tailored for ages 3 to 15 (Galbraith, 2023). It provides educational material on family reunification and foster care while delivering therapeutic messages aimed at helping children express their feelings, validating those emotions, emphasizing safety, and fostering attachment between children and caregivers (see Appendix A-O).

To promote inclusivity and reduce bias, characters in the series are depicted as animals, avoiding specific racial, ethnic, or gender identities (Galbraith, 2023).  The vibrant illustrations complement the text, enhancing character and plot development. Follow-up activities provided at the end of each book, including calendars, goal-setting exercises, and writing spaces, along with notes to caregivers and discussion guidelines, encourage further communication between children and adults, supporting documentation (see Appendix A-O).

The "My Name is Not Fosterkid™" series (see Appendix A) consists of biotherapeutic books designed to provide support for foster children, to be read with a Helper by LC Galbraith. Each book in the series addresses different aspects of foster care, aiming to help children understand the system and develop essential skills such as asking for help, prioritizing safety, and managing feelings and emotions. Interactive workbook pages cover topics like emotions, goal setting, finding Helpers, and writing their personal stories, empowering foster children to make positive decisions for themselves.

Book 1, "My Name Is Not Fosterkid, Fossa," follows Fossa's journey, focusing on resilience and self-belief (see Appendix P).

Book 2, "Squirrel's Homecoming," explores the emotions of reuniting with parents after foster care (see Appendix Q).

Book 3, "Bunny's Road to Emancipation," delves into Bunny's journey towards independence (see Appendix R).

Book 4, "Bear's Group Home Adventure," addresses Bear's transition to a group home, emphasizing support and self-control (see Appendix S).

Book 5, "Deer's Adoption Quest," shares Deer's story of awaiting adoption while navigating the foster care system (see Appendix T).

Book 6, "Fox's Adoption Adventure," explores Fox's experience in foster care and adoption by his foster family (see Appendix U).

Book 7, "Tiger's Grandpa Guardian," highlights Tiger's time in kinship care and the strength found within (see Appendix V).

Supporting books include 

1. "Growing Up Is Hard to Do": This book delves into the challenges and changes that come with growing up, offering insights and strategies for foster children navigating their journey into adolescence and adulthood. It addresses common concerns and provides practical advice on coping with transitions, building resilience, and embracing personal growth (see Appendix W).

2. "The Shadows of the Foster Care System": Offering a comprehensive overview of the foster care system, this book sheds light on the complexities and nuances of the system. It explores issues such as placement stability, trauma-informed care, cultural competency, and the role of various stakeholders. By providing a deeper understanding of the system, it aims to empower Helpers to advocate for positive change (see Appendix Y).

3. "Advice for Helpers": Geared towards individuals supporting foster children, this book offers practical guidance and tips for effectively assisting and advocating for them. It covers topics such as active listening, trauma sensitivity, boundary setting, and promoting resilience. Through actionable advice and real-life scenarios, Helpers can enhance their support and engagement with foster children (see Appendix X).

4. "Journal and Doodles": This interactive journal encourages foster children to express themselves creatively through writing and drawing. It provides prompts and activities to help them explore their thoughts, feelings, and experiences in a safe and constructive manner. By engaging in self-reflection and creative expression, foster children can gain insight, process emotions, and foster self-awareness (see Appendix Z).

5. "Navigating the System": Focused on empowering foster Helpers with knowledge and skills, this book serves as a practical guide to navigating the intricacies of the foster care system. It covers topics such as understanding court processes, advocating for one's needs, accessing resources, and building support networks. By equipping foster children with essential information and tools, it aims to foster autonomy and confidence in navigating their journey.

6. "Stress Relieving Mandala Animal Designs and Poems for Self-Reflection": This creative resource offers foster children a therapeutic outlet for stress relief and self-reflection through coloring and poetry. Featuring intricate mandala animal designs and inspiring poems, it encourages mindfulness, relaxation, and emotional expression. By engaging in these activities, foster children can cultivate inner peace, resilience, and self-discovery (see Appendix AA).

7. "What Does Permanent Placement Mean": Focusing on the concept of permanent placement, this book explores different types of permanency options available to foster children, such as reunification, adoption, and guardianship. It provides information on the benefits and challenges of each option, empowering foster children to participate in decision-making processes and envision their future with clarity.

8. "When CPS Comes Knocking": This book provides foster children and their caregivers with insights and guidance on interacting with Child Protective Services (CPS). It offers practical advice on understanding CPS procedures, communicating effectively with caseworkers, and advocating for one's rights and well-being. By demystifying the CPS process, it aims to alleviate anxiety and empower individuals to navigate these interactions with confidence (see Appendix CC).

9. "Foster Parent Record Book": Geared towards foster parents, this practical tool facilitates the organization and documentation of important information and milestones related to foster children in their care. It includes sections for recording medical history, educational progress, behavioral observations, and communication with caseworkers and other stakeholders. By promoting thorough record-keeping and communication, it supports effective caregiving and advocacy for foster children (see Appendix BB).

10. “Family Reunification”. Geared towards the family coming home after foster care. (see Appendix DD).

These resources aim to provide guidance, support, and information for both foster children and Helpers, empowering them to navigate the foster care system and make informed decisions for a brighter future. This book is designed to be read with a Helper, who can then leave it with the child for reflection.

Foster children represent a distinct demographic that requires specialized attention, support, and care. They deserve open, honest, and direct communication, along with explanations of the foster care system and assurance of their safety and agency over their bodies and futures. The "My Name Is Not Fosterkid™" series emerges as a transformative educational resource, providing foster children with the knowledge and empowerment necessary to navigate their circumstances successfully. With its comprehensive content and engaging format, this series fills a crucial gap in therapeutic literature, offering foster children a pathway to understanding, healing, and resilience.

The findings from Dr. Walton's study, coupled with the "My Name Is Not Fosterkid™" series, collectively stand as a beacon of hope and empowerment for foster children and are ready to be implemented. This series serves as a significant response to the shortage of therapeutic literature, providing a comprehensive resource tailored to the unique needs of foster children. Guided by therapeutic messages and bibliotherapeutic techniques, it aims to address the multifaceted challenges faced by foster children while nurturing their personal development and decision-making skills. Through its thoughtful approach, "My Name Is Not Fosterkid™" will train the social workers and endeavors to empower and educate foster children, offering them the tools to navigate the complexities of the foster care system with confidence and form a future that is beneficial for both them and society.

In summary, Dr. Walton’s study combined with the "My Name Is Not Fosterkid™" series serves as a beacon of hope and empowerment for foster children, offering them the support and guidance they need to navigate their journey through the foster care system. With its therapeutic messages, inclusive approach, and practical resources, this series stands as a testament to the importance of literature in promoting understanding, healing, and resilience among vulnerable populations. As we continue to advocate for the rights and well-being of foster children, initiatives like the "My Name Is Not Fosterkid™" series play a crucial role in shaping a more compassionate and supportive world for all children, regardless of their circumstances.

Abdullah, M. H. (2002). Bibliotherapy. ERIC clearinghouse on reading, English, and Communication Digest #177. http://www.indiana.edu/~eric_rec/ieo/digests/d177.htm

Casanueva, C., Ringeisen, H., Wilson, E., Smith, K., & Dolan, M. (2011). NSCAW II baseline report: child well-being. OPRE report #2011-27b. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services

Child Welfare Information Gateway. (2017).

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatizing grief in children and adolescents. New York, NY: The Guilford Press.

Craven, P. A., & Lee, R. E. (2006). Therapeutic interventions for foster children: A systematic research synthesis. Research on Social Work Practice, 16, 287-304. doi: 10.1177/1049731505284863

Dozier, M., Peloso, E., Lindhiem, O., Gordon, M. K., Manni, M., Sepulveda, S., & Ackerman, J. (2006). Developing evidence-based interventions for foster children: An example of a randomized clinical trial with infants and toddlers. Journal of Social Issues, 62(4), 765-783.

Foster Care Advocacy Group. (2019).

Galbraith, LC. (2023). My Name Is Not Fosterkid. 

Guy-Evans, O. (2022). Bronfenbrenner's ecological systems theory. Simply Psychology. https://www.simplypsychology.org/Bronfenbrenner.html

Love, A. R., Okado, I., Orimoto, T. E., & Mueller, C. W. (2018). Factor analysis of therapist-identified treatment targets in community-based children’s mental health. Administration and Policy in Mental Health and Mental Health Services Research, 45(1), 103–120. https://doi.org/10.1007/s10488-016-0770-1

McCrae JS, Barth RP, Guo S. (2010). Changes in maltreated children’s emotional–behavioral problems following typically provided mental health services. American Journal of Orthopsychiatry;80(3):350-361

National Family Preservation Network. (2003).

New York State Office of Children and Family Services. (2010).

Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping children. Early Child Development and Care, 110, 83-88. doi: 10.1080/0300443951100106

Shechtman, Z. (2000). An innovative intervention for treatment of child and adolescent aggression: An outcome study. Psychology in the Schools, 37(2), 157-167. 

Smith, D. K., Johnson, A. B., Pears, K. C., Fisher, P. A., & DeGarmo, D. S. (2007). Child maltreatment and foster care: Unpacking the effects of prenatal and postnatal parental substance use. Child Maltreatment, 12, 150–160. 

Stott, T. (2012) Placement instability and risky behaviors of youth aging out of foster care. Child and Adolescent Social Work Journal, 29, 61–83. 

https://doi.org/10.1007/s10560-011-0247-8

Walton, E; Fraser, M.W; Lewis, R.E; Pecora, P.J; Walton, W.K. (1993) “In-Home Family-Focused Reunification: And Experimental Study.” Child welfare72.5: 473–487. Print.

Walton, E. (1998). In-home family-focused reunification: A six-year follow-up of a successful experiment, Social Work Research, Volume 22, Issue 4, December 1998, Pages 205–214, https://doi-org.du.idm.oclc.org/10.1093/swr/22.4.205

Walton, E. (2001). Combining Abuse and Neglect Investigations With Intensive Family Preservation Services: An Innovative Approach to Protecting Children. Research on Social Work Practice, 11(6), 627-644. 

https://doi-org.du.idm.oclc.org/10.1177/104973150101100601

Walton, E. (1994). Intensive in-home family preservation services to enhance child protective investigative and assessment decisions: The evaluation of an experimental model (Final Report, Grant No. 90CW1042/01). Washington, D.C.: Administration on Children, Youth, and Families.

The "My Name is Not Fosterkid™" series  consists of biotherapeutic books designed to provide support for foster children, to be read with a Helper by LC Galbraith. Each book in the series addresses different aspects of foster care, aiming to help children understand the system and develop essential skills such as asking for help, prioritizing safety, and managing feelings and emotions. Interactive workbook pages cover topics like emotions, goal setting, finding Helpers, and writing their personal stories, empowering foster children to make positive decisions for themselves.

Book 1, "My Name Is Not Fosterkid, Fossa," follows Fossa's journey, focusing on resilience and self-belief.

Book 2, "Squirrel's Homecoming," explores the emotions of reuniting with parents after foster care 

Book 3, "Bunny's Road to Emancipation," delves into Bunny's journey towards independence 

Book 4, "Bear's Group Home Adventure," addresses Bear's transition to a group home, emphasizing support and self-control 

Book 5, "Deer's Adoption Quest," shares Deer's story of awaiting adoption while navigating the foster care system

Book 6, "Fox's Adoption Adventure," explores Fox's experience in foster care and adoption by his foster family 

Book 7, "Tiger's Grandpa Guardian," highlights Tiger's time in kinship care and the strength found within 

Supporting books include 

1. "Growing Up Is Hard to Do": This book delves into the challenges and changes that come with growing up, offering insights and strategies for foster children navigating their journey into adolescence and adulthood. It addresses common concerns and provides practical advice on coping with transitions, building resilience, and embracing personal growth 

2. "The Shadows of the Foster Care System": Offering a comprehensive overview of the foster care system, this book sheds light on the complexities and nuances of the system. It explores issues such as placement stability, trauma-informed care, cultural competency, and the role of various stakeholders. By providing a deeper understanding of the system, it aims to empower Helpers to advocate for positive change.

3. "Advice for Helpers": Geared towards individuals supporting foster children, this book offers practical guidance and tips for effectively assisting and advocating for them. It covers topics such as active listening, trauma sensitivity, boundary setting, and promoting resilience. Through actionable advice and real-life scenarios, Helpers can enhance their support and engagement with foster children. 

4. "Journal and Doodles": This interactive journal encourages foster children to express themselves creatively through writing and drawing. It provides prompts and activities to help them explore their thoughts, feelings, and experiences in a safe and constructive manner. By engaging in self-reflection and creative expression, foster children can gain insight, process emotions, and foster self-awareness. 

5. "Navigating the System": Focused on empowering foster Helpers with knowledge and skills, this book serves as a practical guide to navigating the intricacies of the foster care system. It covers topics such as understanding court processes, advocating for one's needs, accessing resources, and building support networks. By equipping foster children with essential information and tools, it aims to foster autonomy and confidence in navigating their journey.

6. "Stress Relieving Mandala Animal Designs and Poems for Self-Reflection": This creative resource offers foster children a therapeutic outlet for stress relief and self-reflection through coloring and poetry. Featuring intricate mandala animal designs and inspiring poems, it encourages mindfulness, relaxation, and emotional expression. By engaging in these activities, foster children can cultivate inner peace, resilience, and self-discovery.

7. "What Does Permanent Placement Mean": Focusing on the concept of permanent placement, this book explores different types of permanency options available to foster children, such as reunification, adoption, and guardianship. It provides information on the benefits and challenges of each option, empowering foster children to participate in decision-making processes and envision their future with clarity.

8. "When CPS Comes Knocking": This book provides foster children and their caregivers with insights and guidance on interacting with Child Protective Services (CPS). It offers practical advice on understanding CPS procedures, communicating effectively with caseworkers, and advocating for one's rights and well-being. By demystifying the CPS process, it aims to alleviate anxiety and empower individuals to navigate these interactions with confidence. 

9. "Foster Parent Record Book": Geared towards foster parents, this practical tool facilitates the organization and documentation of important information and milestones related to foster children in their care. It includes sections for recording medical history, educational progress, behavioral observations, and communication with caseworkers and other stakeholders. By promoting thorough record-keeping and communication, it supports effective caregiving and advocacy for foster children.

10. “Family Reunification”. Geared towards the family coming home after foster care. 

These resources aim to provide guidance, support, and information for both foster children and Helpers, empowering them to navigate the foster care system and make informed decisions for a brighter future. This book is designed to be read with a Helper, who can then leave it with the child for reflection.