Module 1 explores the reasons children come into care and asks carers to consider how the children in their care came to need a new care environment. We discuss the variety of kinship care arrangements, who becomes a carer and the importance of the kinship care role. Module 1 is an opportunity for carers to better understand and accept the role of the support agency, both prior to a child coming into their care and after, and sets up the scene for carers to begin to work through their own feelings of blame, shame, grief and loss. We explore coping and introduce the concept of resilience into Module 1, and continue to explore these in context as we move through the other seven modules. At the end of this module, carers will have explored how they came to be a kinship carer and addressed any feelings or issues that may have arisen as a result. They will have developed a good understanding of coping and resilience, and how these concepts are important in the context of being a kinship carer.

Module 2 explores a carer’s motivation and commitment to being a carer. The reasons a kinship carer may volunteer or seek to be a kinship carer is often based on certain information they have at the time of the child needing care. In the first 12-24 months, the realities of caring for a family member set in and can cause carers to experience feelings of resentment, confusion or unhappiness. In this module, carers are asked to explore the impact of caring on their relationships, lifestyle, health, finances, employment and social connections. It also provides carers an opportunity to discuss their feelings when circumstances for the child have changed whilst they are in their care. Where there are two carers, Module 2 supports the carers to explore their different motivations and how providing care may be affecting their relationship. At the end of this module, carers will have explored their own motivations, expectations and the realities of their care experience.

Module 3 delves into the impact that caring can have on the carer’s relationships within their family system and social networks. Carers may experience the loss of a relationship with their own child once they agree to care for a grandchild, or conflict with a sister when their niece is placed with them. Module 3 supports a carer to understand the responses and behaviours of a parent and to work through their own feelings of grief and loss, shame or blame. We consider the impact that such feelings and emotions can have on the care experience and consequently on the child. We also focus on supporting a carer to consider their attitudes to family time and how they will engage with other extended family to support a child’s family time needs. Module 3 offers carers an opportunity to discuss the changes in their roles and status within their own family system, as well as the impact of caring on their own family, including their own children. Upon completion of this module, carers will have explored their attitudes to family time and developed strategies to support their family and social relationships.

Module 4 discusses trauma and attachment and why it is so important to understand in the context of kinship care. We explore how trauma presents in the behaviours and emotional functioning of a child in care, and ask carers to explore their care experiences in the context of the child’s trauma history. Carers are encouraged to acknowledge and work through their own experiences of trauma to recognise their own triggers that may arise as a result of caring for a family member. Module 4 supports carers to understand their own attachment styles and how this might impact on their ability to develop a relationship with the child in their care. This module may identify a need for further ongoing psychological support beyond the Pilr program. At the end of this module, carers will be better equipped to identify how their own trauma experiences and attachment styles may impact upon the care environment and will have developed a better understanding of how to provide trauma informed care.

Module 5 encourages carers to explore their own parenting styles and how their parenting style may impact on the child in their care. We discuss parenting styles in the context of the child’s trauma experiences and ask carers to compare their previous parenting experiences with their current parenting style. We explore generational differences, parenting under the supervision of a support agency and in the context of the Code of Conduct. Concepts such as positive parenting, trauma informed parenting and attachment parenting are discussed and carers are encouraged to develop insight into their strengths and areas in need of support. We also explore the realities and impact of caring for children with special needs, disability or behavioural problems, and provide carers the opportunity to work through their own emotional responses in regard to the complexities of parenting a child who has experienced trauma and abuse. Upon completion of this module, carers will be able to identify their own parenting styles and consider how they may need to adapt their parenting style to meet the needs of the child in their care.

Module 6 supports carers to understand the importance of cultural identity for a child in their care and how they can best support a child to maintain connection to culture. Attitudes to cultural difference are explored, and carers are encouraged to consider how their own feelings and attitudes to culture impact on their parenting experience. We also support carers to understand the importance of Life Story Work for a child in care and how they can best support a child to understand and accept their care circumstances. This module links in with module 3 and encourages carers to consider their family relationships by providing them with the tools they need to support a child to understand the reasons they have come into care. At the end of this module, carers will know how to talk to a child about why they live with them in a sensitive and age appropriate way that ensures a child is provided accurate and meaningful information that supports their identity development long term.

Module 7 explores the carer’s experiences of working with the support agency and their attitudes to caseworkers. We ask carers to consider their attitudes in the context of their own experiences, for example, cultural experiences, such as stolen generation, coming from an authoritarian government, or history with child protection in their own parenting experiences or as a child. We ask carers to discuss the barriers they face in communicating with the agency and provide support to develop the skills and tools to maintain open communication with their caseworker. Module 7 provides carers with a better understanding of the agency’s role, the complexities of casework and how to ensure their relationship with support services remains collaborative and positive. We also explore the realities of casework on their lifestyle and family. We offer support to develop and maintain positive relationships between the carers and the support agency in the best interests of the child in their care. At the completion of this module, carers will have developed skills that will support open communication and positive relationships with support services, and will have a better understanding of the role that caseworkers play.

Module 8 asks carers to explore their support systems and discusses the importance of self-care. We consider the difficulties carers face in balancing their self-care needs over the needs of the children in their care and support them to find the balance that works for them. We discuss the importance of identifying and managing stress, building resilience and developing coping strategies in the context of their own care experiences. Module 8 brings the whole program together to provide carers with the tools necessary to be positive role models for the children in their care, provide strong, nurturing care environments and ultimately reduce the risk of placement instability and breakdown. At the completion of this module, carers will be able to identify their own triggers and responses to stress, and will have developed strategies to balance their own needs with the needs of the child.