Chapter contents
Promoting a Positive Identity and Valuing Diversity
Trans-Racial and Trans-Cultural Placements
Birth Certificates and Passports
Promoting a Positive Identity and Valuing Diversity
Many looked after children have low self-esteem and a very poor sense of their own identity. They often come from families who experience multiple problems and disadvantage. We must respect, recognise, support and celebrate every child’s identity, while providing care, support and opportunities to maximise their potential.
Read our Equality, Diversity & Inclusion policy
Equal Opportunities
We are committed to to providing equal opportunity in our services to children and carers, employment of staff and recruitment of foster parents.
We therefore oppose all forms of discrimination carried out on the grounds of:
- sex
- gender identity
- race
- religion
- health
- disability
- social background
- age
- marital status and sexuality.
In addition, all foster parents and staff receive mandatory training on equality and diversity practice and expectations.
We also record and monitor the ethnicity, religion and spoken languages of our fostered children, as well as families who enquire about fostering with us. We use this data to inform our service development and ensure we can meet the cultural and racial needs of foster children.
Complete the mandatory training course: Equality, Diversity & Inclusion
Sex and Gender Identity
What is Sex?
The Office for National Statistics defines sex as ‘referring to the biological aspects of an individual as determined by their anatomy, which is produced by their chromosomes, hormones and their interactions; generally male or female; something that is assigned at birth.’
The term ‘sex’ is related to reproduction, and our potential to produce sperm (small gametes = male) or ova (large games = female).
Sex is usually observed and recorded at birth, on the basis of our genitalia. For most people sex determined by chromosomes creates consistent genitalia. However, Disorders of Sexual Development (DSDs) may result in ambiguous or opposite-sex genitalia. Some people refer to this as ‘intersex’, but it is no longer a term used by the medical profession. Most people with DSDs can be identified chromosomally as male or female, but if they have opposite sex genitalia, this may not be initially known, and they will be raised as the opposite sex. An example is Complete Androgen Insensitivity Syndrome (CAIS) where a genetic male has female genitalia, but neither ovaries nor a uterus. Many DSDs are associated with infertility.
Where children are born with ambiguous genitalia, this is considered to be a medical emergency and always investigated. However, many forms of DSD do not require any medical care other than understanding the baby’s development and knowing what to expect as they grow older.
Sometimes a DSD may be not be identified at birth, but diagnosed if an older child does not go through puberty in the usual way. For example, your child may not start showing the changes linked with puberty, or they may start puberty but not have periods.
Speak to a GP if you have any concerns about your child’s development at puberty. They can refer your child to a specialist. This will usually be a consultant paediatric endocrinologist, who specialises in hormones, or an adolescent gynaecologist.
For more information about DSDs, please see the NHS website
What is gender?
The Office for National Statistics defines gender as ‘a social construction relating to behaviours and attributes based on labels of masculinity and femininity; gender identity is a personal, internal perception of oneself and so the gender category someone identifies with may not match the sex they were assigned at birth.’
The word ‘gender’ is used in different ways, and as a social construction, the word ‘gender’ means different things to different people:
- As an alternative word for sex.
- To describe social stereotypes, expectations and norms of masculinity and femininity. We may consider things to be ‘gendered’ if they are associated with one gender more than the other, e.g. pink and blue. Boys and girls may reject gender stereotypes and be ‘non-conforming’. This does not necessarily mean that they are ‘transgender’.
- In relation to gender roles in society, and concepts of ‘manhood’ and ‘womanhood’ – that men and women are distinct groups who fulfil different roles in society. Men and women may reject these role expectations, and this does not necessarily mean that they are ‘transgender’.
- To consider the concept of ‘gender identity’ – our own personal, psychological sense of being a boy, girl, man, woman, neither, both or somewhere in between. Not everybody considers themselves to have a ‘gender identity’, but those who do may use labels such as ‘cisgender’, ‘transgender’, ‘gender fluid’ or ‘non-binary’ to describe their experience.
It is not unusual for young people to explore their gender identity during adolescence and early adulthood, often without distress, while others experience significant feelings of dysphoria and require therapeutic support and occasionally medical interventions.
Exploring Gender Identity
Children may show an interest in clothes or toys that society associates with the opposite gender. When they start to experience the changes associated with puberty, some children may be unhappy with their physical sex characteristics.
These are common childhood experiences and a normal part of growing up. Children and young people should be allowed to explore their identity and feelings, without strict rules of what is acceptable for boys or girls. Emotional support during puberty and the teenage years is important.
No judgement should be made with regard to what any gender non-conformity means in the long-term, including assumptions that they may have gender identity issues, or be transgender. If a young person attributes a label to their feelings, e.g. ‘gender fluid’, ‘non-binary’, be open to discussing what this means for them. They may ask to be known by a different name, or alternative pronoun.
A small number of children may feel lasting and severe distress, which worsens with age, often during puberty when they may feel that their biological sex does not match their gender identity. This may be an indication of gender dysphoria, and a need for professional support.
Gender Dysphoria/Incongruence
These terms are used by mental health professionals to understand the distress that is associated with feelings of incongruence (‘mismatch’) between biological sex and gender identity – e.g. a biological male teenager identifying as a girl. This is often referred to as feeling ‘transgender’.
Gender non-conforming preferences and behaviour are not sufficient in themselves for a diagnosis. Diagnostic criteria can be found in Appendix 3 of the Interim Report of the Cass Review. A link is at the bottom of this section.
Many people with gender dysphoria have a strong, lasting desire to live a life that “matches” or expresses their gender identity. They do this by changing the way they look and behave. Some people with gender dysphoria, but not all, may want to use hormones and sometimes surgery to express their gender identity. Gender dysphoria is not always long-lasting, and may resolve during adolescence of early adulthood.
The cause of gender dysphoria is not known and may be due to an interaction of biological, cultural, social and psychological factors. It has been noted that the majority of referrals to the Gender Identity Development Service (GIDS) at the Tavistock Clinic had complex mental health issues, and/or neurodiversity, and there was an over-representation of looked-after-children compared to national figures. There was also a significant recent increase in referrals for birth-registered females in their early teens.
This service was closed in July 2022, with a view to developing regional services rather than the former national service. This is a developing piece of work, and is led by the Cass review. The review is mindful to create services that are accessible, of good quality, and evidence-based. The ability to record follow-up data on patients will be included, as information about long-term outcomes is currently unknown. The Interim Report of the Cass Review can be read here.
Potential Signs of Gender Dysphoria
People with gender dysphoria may have changed their appearance, their behaviour or their interests.
They may also show signs of discomfort or distress, including:
- low self-esteem
- becoming withdrawn or socially isolated
- depression or anxiety
- taking unnecessary risks
- neglecting themselves
More information about gender dysphoria, and how to get help can be found at the NHS website.
In March 2024, NSPCC Learning published a Helplines insight briefing on challenges facing children and young people in relation to their sexual and gender identity. The briefing uses insight from Childline counselling sessions and NSPCC Helpline contacts in 2022/23 about sexuality and gender identity. Key findings from 3,397 Childline counselling sessions and 46 contacts from adults to the Helpline include: some children felt dismissed by adults in their lives; some young people faced a range of pressures to change or suppress who they are; some children felt pressured to conform to gender stereotypes; and some children described instances of emotional abuse in the family home.
Read the insight briefing: Challenges young people are facing around sexuality and gender identity
Trans-Racial and Trans-Cultural Placements
At ISP, we believe that a child’s racial and cultural background is a foundation of their identity and should be promoted. Our foster parents have a key role to play in helping young people to feel secure in their sense of identity and we can often achieve this by placing children with families of similar racial and cultural backgrounds.
Where this is not possible, a placement might be made with a family of different racial or cultural background. This family will then make a special commitment to develop the knowledge and skills needed to help the child grow up with a positive image of themselves. We provide training, support, information and guidance to our families to support them in this situation.
Promoting cultural identity
The practical ideas that follow have four important aims:
- Promoting the child’s cultural identity.
- Giving the child positive images of their identity.
- Preparing the child for the society in which they will be growing up.
- Learning about and sharing in the child’s culture.
The following is a list of some ways in which you can actively explore a child’s culture with them. Not all of these ideas apply to every culture, and you may have other ideas to share with us. Above all, our aim is to help children feel that they belong and are valued.
- Find out about special dietary rules.
- Explore essential cultural customs, for instance hair and skin care practices.
- Find out about the rules of religious observance.
- Get to know some other families who reflect the child’s heritage.
- Learn about the historical foundations of the child’s culture and share these with the child.
- Make contact with the local black or other minority ethnic community and attend social events with the child.
- Encourage the reading of black literature and the watching of television programmes directed towards ethnic minorities.
- Encourage the child to continue speaking and learning their first language. You could also ask them to teach you some words and phrases.
Always respect parents’ wishes and encourage children to value their background. You should aim to care for the child in accordance with the parents’ views. For instance, birth parents may be greatly distressed if their child breaks food laws or the observances of religion.
Making these efforts will show the child that you value their culture, and that any differences between you are manageable. If you are unsure what action to take, seek help, advice and support from your supervising social worker.
Religion
A child’s spiritual and moral well-being is as much part of their health as physical and emotional aspects. You will therefore receive information about a child’s religious beliefs in the placement plan and this will give you a clear understanding of what is expected of you. For example, you might need to take a child to, and collect them from, a place of worship.
Take time to find out about the values and practices of the child’s religious faith. By doing this, you will be able to help the child celebrate important dates and events in their religious calendar.
Do not impose your own religious beliefs upon children and young people, even if the child does not declare themselves to be of any particular faith. Making them familiar with different beliefs may, however, help them to develop their own ideas as they get older.
Dealing with Discrimination
Children and young people may respond to prejudiced attitudes and discrimination by feeling ashamed, angry and rejected. Such feelings may, over time, lower their sense of self-worth. Help young people to understand the nature of prejudice and prepare them for the possibility that they might experience it. Be there to support them and help them to challenge and cope with such experiences. We have a shared duty to take positive action to combat discrimination, so be sure to report such incidents to ISP for our support and guidance.
Birth Certificates and Passports
Birth certificates
The child’s birth certificate will remain with their birth family, or might have been lost. Most of the time this is not a problem, but the young person might need a copy to, for example:
- Open a bank account
- Apply for a driving licence
- Get a part-time job
- Register for a college course
- Apply for disability benefits
If you need a copy of the child’s birth certificate, speak with your supervising social worker who will liaise with the child’s local authority.
Passports
Many fostered children do not have a passport at the point they are first looked after. It is a good idea to request a passport application is made at the start of placement so that children can enjoy holidays or school trips abroad. The child’s social worker will need to complete the passport application,
If you already have foreign holiday plans, and the child does not have a passport, you will need to request that one is obtained as a matter of urgency. Make a written request to your supervising social worker, who will pass this to the local authority. For trips of very short notice, however, you might be asked to visit your local passport office to obtain the passport.
If the child is ‘accommodated’ in care, their parents will be consulted and asked to agree with the passport application. If the parents refuse to give consent and this seems unreasonable, the child’s social worker may have to take advice from their legal services team.
Life Story Work
Why is life story work important?
Children who live with their birth families generally have plenty of opportunity to know and learn about the events in their lives. Because they grow up surrounded by family members, they accept and feel secure about their place in the family. Their knowledge of who they are is built up from personal memories – good and bad – photographs, anecdotes and family stories. All this is the foundation on which people build their self-image and become a secure adult.
Children who are separated from their birth families are often denied this opportunity. In addition, many children come to blame themselves for being separated from their families and believe they are unlovable. Some children, particularly young children, can seem to live in the present and to forget the past, and it can be tempting to encourage children who have experienced traumatic experiences to do so. However, while some memories will fade in time, young people will often develop a strong curiosity and need to know about their past and their identity. There is also a danger that not-knowing can lead to unhealthy fantasies and illusions.
What is life story work?
Compiling facts about their lives, and the significant events and people in them, helps children to begin to understand and accept their past and move forward into the future. Life Story Work is a way of identifying and capturing the child’s past. It involves collating material such as photos, videos, mementos and written records, and also writing down people’s recollections of the child. Such information can be kept in a Life Story Book and Memory Box. The child’s social worker, or a specialist worker usually leads the life story work with the child, but they will often ask you to help provide photos and information about the child’s time in foster care.
An important task for you as a foster parent is to help children understand the reasons why they are in foster care. For instance, you can help give them the words to understand and accept the situation, and explain it to others who might ask.
Ways to gather information for life story work
- Keep records of developmental milestones and achievements.
- Keep details of schools and social clubs attended.
- Take photos during family activities and special occasions, school productions, religious festivals etc. Write the date, location and names of people in the photo on the back. If children are reluctant to have their picture taken, then please respect this. Usually, with time and the excitement of an event, this self-consciousness passes. [It is always possible, however, that children may not like photographs because this was part of their previous abuse by an adult].
- Keep mementos of places visited, school reports, certificates and other awards.
- Keep records of contact with family members.
What happens to the life story book?
The life story book and other information in a memory box belongs to the child. It should therefore go with them when they leave a foster home. When the child moves on, talk with your supervising social worker about the best way to pass on information held in a memory box and/or life story book.
Additional training opportunities: Gender Identity, Unconscious Bias, Disability Awareness, LGBTQIA+, Cultural Awareness, Intersectionality
