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Children entering the foster care system often experience attachment difficulties due to exposure to traumatic experiences while in the care of their parents or other caregivers (Harden, 2004:11; Howe, Brandon, Hinings & Schofield, 1999:62; May, 2005:81). Traumatised children tend to present behavioural difficulties, which could range from mild to severe, and could include oppositional defiant disorder, hyperactivity, depression and eating disorders (Harden, 2004:14; May, 2005:83; Sheperis, Blanchard, Doggett, Hoda, Renfro-Michel & Schlagheck, 2003:32). They tend to exhibit developmental delays and school-related problems, which make them more demanding on the resources of the foster parents (Doggett, Renfro-Michel & Sheperis, 2003:106; Sheperis et al., 2003:33). Many such placements eventually collapse because the underlying issues which lead these children to form ineffective attachment patterns are not addressed (Green, 2003:209; Harden, 2004:35).

THE COMPETENCY BASE OF SOCIAL WORKERS WITH REGARD TO ATTACHMENT THEORY IN FOSTER CARE SUPERVISION: A PILOT STUDY