Identity

1. Introduction

In order 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 black and minority ethnic children and can be made up of a mixture of the things below;

• 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 identity.

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 and cultural beliefs, particularly when they are not living with their own family, to support them in making sense of  who they are.

Within our own culture, we often promote our own cultural beliefs and sense of identity unconsciously  by assuming that what we do is the same as everybody else. The way in which we celebrate special occasions is an example of this (e.g. Easter, Christmas, birthdays etc.).

Our understanding is helped by gaining information and understanding the child/young person's background and should be addressed in the Placement Plan when they start living with you.  At this time it should be discussed how best to promote the child's cultural beliefs and identity.

2. Principles

• The well-being of individual children must be at the centre of your practice. All children's achievements must be celebrated and appropriately rewarded;
• 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 and it is ensured 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, Children Always First 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 and help and support given to children about how to treat others with respect.

3. Culture

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.

At times, there can be conflict in the culture and beliefs of the foster family and the culture and beliefs of the child / young person living in the home. This means that the routines and rituals within the family may be different from the experiences of the child / young person. This may lead to carers to question what is the right thing to do. Some children / young people may not want to follow what is expected of them within the foster home which can lead to challenges within the family relationships.

Examples can be as simple as eating at the table, or religious observance. You should talk to the child and their family (where 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 support.

4. Language

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.

5. Religion

The religious upbringing of a Looked After Child 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.

6. Disability

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.

7. Gender Identity

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). All 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 all children and young people will participate in domestic tasks.

Young people who are exploring their gender identity issues should, in general, be given space and support to explore and develop their own gender identity, however it is important that they are protected, as much as is practically possible, from adverse effects such as bullying and discrimination. They should also be given the opportunity to state what pro-nouns they would like people to use when addressing them or referring to them.

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.

8. Living in a Positive Environment

It is useful to think about all the materials, items and media  a child or young person comes into contact with. For example, toys, books and posters. Diversity should be promoted at all times and be inclusive of race, culture, gender, disability and sexuality.

It is important that all children and young people are exposed to diverse images and material whilst living with you. This may seem like a small thing but it can have a big impact on a child, if for instance, all they see are images of white children and they are of a different ethnicity.