Foster Youth and the Transition to Adulthood

Abstract

The transition from adolescence to adulthood is considered a significant developmental stage in a young person's growth. Most youth receive family support to help them weather the difficulties associated with this stage. When foster youth age out of the child welfare system, they confront the challenges associated with this developmental stage and are at risk of having to transition without family support. This article applies the life course perspective to describe the theoretical and contextual foundation that explains the hardships foster youth experience when they emancipate from the U.S. child welfare system. Next, the theoretical basis for natural mentoring among foster youth is explored using the resiliency perspective to frame the discussion. Then, current research on natural mentoring among foster youth is reviewed. The article concludes with implications for U.S. child welfare practice, policy, and research with respect to how to improve outcomes for youth who age out of foster care through the cultivation of natural mentoring relationships.

The contribution of mentoring to the life skills of youth leaving care in Israel

“…Overall, the three multivariate models accounted for 16%, 14%, and 9% of the variance in overall readiness, employment skills, and avoidance of risk behaviours skills, respectively. Earlier studies on mentoring relationships among care leavers suggest that the presence of a caring and committed person may be beneficial for their development in many aspects of adult life (Ahrens et al, 2008;Greeson, 2013;Sulimani-Aidan, 2016b). This study adds to the existing mentoring and care leaver literature by elucidating the contribution of these relationships to youth's development of readiness to leave care, specifically in the areas of education, employment, and avoidance of risk behaviour and areas that are particularly important in navigating the transition to adulthood (Arnett, 2000).…”

“…The literature on mentoring youth in care suggests that they establish meaningful mentoring relationships in different settings. Both "informal" figures selfselected from their existing social networks (e.g., older siblings, neighbours, teachers, and adult relatives) and "formal" figures that are professionals formerly involved with them through the care system who become their natural mentors (Greeson, 2013;Greeson et al, 2010;Sulimani-Aidan, 2016b).…”

Fatores Protetivos e de Risco na Transição entre o Acolhimento Institucional e a Vida Adulta

“…De acordo com Greeson (2013), ao se emanciparem, adolescentes acolhidos, além de não contarem com apoio de adultos de referência, não apresentam habilidades para vida cotidiana como cozinhar, limpar, administrar finanças, usar transporte público e etc. O despreparo e o desamparo têm consequências imediatas negativas, como o desemprego, o abandono dos estudos e o envolvimento em comportamentos de risco (Bender, Yang, Ferguson, & Thompson, 2015;Courtney & Hook, 2017;Forsman, Brännstöm, Vinnerljung, & Hjerm, 2016).…”

“…Às consequências negativas somam-se a escassez de oportunidades oferecidas a esses jovens, os contextos adversos nos quais vivem e a falta de estratégias de enfrentamento e de suporte social. Como resultado acabam por traçar uma trajetória de desvantagens e dependência persistentes ao longo dos anos (Greeson, 2013).…”

“…Falta de apoio social e de preparo para atividades de vida cotidiana, além da baixa escolaridade e problemas de saúde mental, são os principais fatores de risco envolvidos na transição para a vida adulta de acordo com pesquisas com jovens egressos do sistema de proteção (Greeson, 2013;Scannapieco, Smith, & Blakeney-Strong, 2016;Sulimani-Aidan, 2017). Por outro lado, a presença de adultos de referência e outras fontes de apoio social, assim como a continuidade dos estudos, funcionam como fatores de proteção para estes jovens (Courtney, Hook, & Lee, 2012).…”