Care Leavers’ and Their Care Workers’ Views of Preparation and Aftercare Services in the Eastern Cape, South Africa

Bond, Sue

doi:10.1177/2167696818801106

Cited by 17 publications

(34 citation statements)

References 41 publications

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“…Almost all the papers highlight the young people’s limited preparation for interdependent living. Apart from the study from South Africa (Bond, 2020), care-leavers in the other countries reveal that preparation occurred informally as part of their daily activities. While the experiential nature of preparation was recognized, there was evidence of the demand for an organized preparation program providing the youth with employment, life, and communal skills among others.…”

Section: Transitional Supportmentioning

confidence: 91%

“…qualitative data (Bond, 2020;Frimpong-Manso, 2020;Gwenzi, 2020;Moodley, Raniga, & Sewpaul, 2020;Takele & Kotecho, 2020), quantitative data (Dickens & Marx, 2020), and mixed methods data (Bukuluki, Kamya, Kasirye, & Nabulya, 2020;Dziro, 2020). Most of the evidence comes from residential care, but there is also a focus on nonformal kinship care, an area on which very little is written, despite being the major form of alternative care for OVC on the continent.…”

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confidence: 99%

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Leaving Care in Africa

Breda

Frimpong‐Manso

2020

Emerging Adulthood

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Many children in sub-Saharan Africa find themselves without adequate parental care, resulting from growing levels of poverty, disease (e.g., Aids and Ebola), harmful cultural norms, conflict, and trafficking, among others. In Africa, most orphans and vulnerable children (OVC) are taken care by the relatives and other community members, but this traditional system is under stress, and many OVC end up on their own on the streets or in child-headed households (Leinaweaver, 2014). Others enter the formal alternative care system (also known as foster or out-of-home care) provided through residential care facilities known by different names, such as orphanages, child and youth care centers, or children's homes. Recent estimates suggest that about 2.7 million children are in formal care globally, of which about 11% live in sub-Saharan Africa (Petrowski, Cappa, & Gross, 2017). However, many more children are unaccounted for in unregistered facilities run by nongovernmental organizations dotted across the continent (Milligan, Withington, Connelly, & Gale, 2016). Because reunification services are absent, there is a limited improvement in the conditions of their families, resulting in many children being in long-term care. However, youth in alternative care must leave at some point, usually at 18 years, to make a life on their own. Their transition to adulthood is atypical to the normative trend. Young people in the wider population are staying longer with their parents to deal with the demands of emerging adulthood, the developmental stage between the ages of 18 and 26 years. Despite care-leavers becoming a growing vulnerable population in Africa, they are neglected in policy, practice, and research agendas (Pinkerton, 2011). Evidence from Africa is conspicuously missing in the international literature that is dominated by countries of the Global North, such as the UK and the United States (Mann

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Section: Transitional Supportmentioning

confidence: 91%

mentioning

confidence: 99%

Leaving Care in Africa

Breda

Frimpong‐Manso

2020

Emerging Adulthood

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“…Most studies on this topic (e.g., Fowler, Toro, & Miles, 2011; Jones, 2011), including the articles in this issue (e.g., Bond [2020]; Dickens & Marx [2020]), use “emerging adulthood” to delimit an age-group. This proves helpful in extending the period of youth found in traditional life course stages such as Erikson’s life stages (Erikson & Erikson, 1998).…”

Section: Writing and Reading As Components Of Dialoguementioning

confidence: 99%

Raising African Voices in the Global Dialogue on Care-Leaving and Emerging Adulthood

Breda

Pinkerton

2019

Emerging Adulthood

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Globalization of knowledge and scholarship raises the challenges of dialogue between Global North and South. Northern knowledge and voice remain privileged, while writing from the South often goes unread. This is true also in emerging adulthood and care-leaving scholarship. The special issue of Emerging Adulthood titled “Care-Leaving in Africa” is the first collection of essays on care-leaving by African scholars. It presents both care-leaving and emerging adulthood scholars from the Global North a unique opportunity to consider the implications of a rising African voice for global dialogue. This article, coauthored by scholars from North and South, argues in favor of North–South dialogue but highlights several challenges inherent in this, including the indigenizing and thus marginalizing of African experience and scholarship and divergent constructions of key social concepts. The authors argue the need for mutually respectful discourse between North and South and present specific recommendations for fostering such global dialogue.

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“…This contrasts with the less optimistic views that staff or parents display in childcare contexts (Casey et al, 2010;Refaeli et al, 2013;Trout et al, 2014) and other similar fields, such as juvenile correctional facilities (Melkman et al, 2016). Maybe these views could be considered more realistic, as previously noted by research that preparation for leaving care services is frequently insufficient to meet young people's needs (Bond, 2020;Burgund et al, 2018;Pinkerton, 2021). Some authors have also hypothesised that differences between informants in this respect might be due to an overestimation of their competence, which is also known as "positive illusory bias" (Benbenishty & Schiff, 2009;Casey et al, 2010).…”

Section: Discussionmentioning

confidence: 96%

“…Most of these studies tended to report high and optimistic views of young people about their abilities to live independently (Casey et al, 2010;Dinisman & Zeira, 2011;Dutta, 2017;Trout et al, 2014), which contrast with the consistent findings from international research in which care leavers usually report feeling ill-prepared while they were making the transition to independent living (Atkinson & Hyde, 2019;Bond, 2020;Courtney et al, 2011). In this respect, some authors have argued that optimistic evaluations might be due to an overestimation of young people's own skills when they are based on a prospective assessment (Benbenishty & Schiff, 2009;Casey et al, 2010), representing their desires and expectations of positive future outcomes, or sometimes highly explained by individual variables such as self-esteem or working experience (Dinisman & Zeira, 2011).…”

mentioning

confidence: 92%

Assessing Independent Life Skills of Youth in Child Protection: A MultiInformant Approach

García‐Alba

Postigo

Gullo

et al. 2022

The European Journal of Psychology Applied to Legal Context

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Background: This study aimed to adapt and validate a staff version of the PLANEA Independent Life Skills Assessment tools, which were then used to explore the convergence between self-reported and staff views of independent living skills of young people in residential child care in Spain. Method: A sample of 422 care-experienced young people was evaluated by their residential or care workers (n = 219) using the staff version of PLANEA instruments. Psychometric analyses were carried out to study dimensionality and measuring properties of the instruments, while t-tests, Pearson correlations and Fisher's z were used to study convergence between informants. Results: The results show that the internal structure of the instruments was confirmed for the staff versions (three first-order factors and one second-order factor model for PLANEA-S, unidimensional model for PLANEA-9-S, and two-factor correlated model for PLANEA-T-S). The instruments showed excellent reliability (ω = .80-.97) and discriminative capacity. Staff showed less optimistic views than young people about their independent living skills but not their autonomy to perform everyday life tasks. This was mediated by the role of the adult respondent towards the young person evaluated. Conclusions: As conclusions we can say that the validated staff version of the PLANEA Independent Life Skills Assessment tools expands the scope for assessing this construct in young people in care from a multi-informant perspective. This is key for child protection services to address young people's individual needs and inform decision-making regarding the provision of support services that will promote a successful transition from care to adulthood for them.La evaluación de habilidades para la vida independiente de jóvenes en el sistema de protección: un enfoque multiinformante R E S U M E N Antecedentes: El objetivo de este estudio fue de adaptar y validar una versión para personal educador de los instrumentos PLANEA de evaluación de habilidades para la vida independiente. Dichos instrumentos se emplearon para explorar la convergencia entre el nivel de habilidades para la vida independiente percibido por jóvenes en acogimiento residencial y sus educadores. Método: La muestra se compuso de 422 jóvenes residentes en recursos de acogimiento residencial o de apoyo para extutelados, quienes fueron evaluados por personal educador (n = 219) utilizando los instrumentos PLANEA. Se realizaron análisis estadísticos para estudiar la dimensionalidad y propiedades psicométricas de los instrumentos y se emplearon pruebas t de Student, correlaciones de Pearson y z de Fisher para estudiar el nivel de convergencia entre informantes. Resultados: Los resultados confirman la estructura interna esperada para los instrumentos (tres factores de primer orden y un factor de segundo orden para PLANEA-S, modelo unidimensional para PLANEA-9-S y modelo bifactorial correlacionado para PLANEA-T-S). Los instrumentos mostraron niveles excelentes de fiabilidad (ω = .80-.97) y capacidad discriminativa. El persona...

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Care Leavers’ and Their Care Workers’ Views of Preparation and Aftercare Services in the Eastern Cape, South Africa

Cited by 17 publications

References 41 publications

Leaving Care in Africa

Leaving Care in Africa

Raising African Voices in the Global Dialogue on Care-Leaving and Emerging Adulthood

Assessing Independent Life Skills of Youth in Child Protection: A MultiInformant Approach

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