Re-thinking Aftercare-Beyond Short-Term Residential Facilities

Shankaran, Sarita

doi:10.1177/2349301120180209

Cited by 2 publications

(4 citation statements)

References 6 publications

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“…Dutta (2016a, 2018) also made similar observations about the importance of employment and education in young people’s self-reports of leaving care. But young people’s perceptions of the care leaving process seldom match the unsatisfactory academic, financial, and social attainments reported in current and previous studies (Bhargava et al, 2018; Shankaran, 2018; Udayan Care, 2019).…”

Section: Discussioncontrasting

confidence: 63%

“…Aftercare services, as demonstrated in the current study, must not be limited to providing extended stay in care. Instead, the focus of aftercare services should be on the holistic preparation of young people to transition out of care and into independent living (Bhargava et al, 2018; Modi et al, 2021; Shankaran, 2018). To do so, intervention frameworks for aftercare should incorporate support with education (i.e., tuition fees), housing (i.e., rent support, group housing), career planning (i.e., job skills, interview skills, resume making), independent living skills (i.e.…”

Section: Discussionmentioning

confidence: 99%

“…Dutta (2016a) argued that state support for care leaving is insufficient, lacking standardised interventions, adequate funding, and the operational details for higher education, life skills training, employment, and housing arrangements for care leavers. Shankaran (2018) found that the care leaving process does not equip young people to cope with the challenges of independent living. They need extended psycho-social support after leaving care in order to reintegrate successfully (Shankaran, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Shankaran (2018) found that the care leaving process does not equip young people to cope with the challenges of independent living. They need extended psycho-social support after leaving care in order to reintegrate successfully (Shankaran, 2018). Care leaving support and services often do not bring desired outcomes in care leaver’s education, financial independence, housing, career development, social relationships, and mental and physical health (Bhargava et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Understanding orphaned young people’s experience of leaving care in India: A qualitative study

Keshri

2023

Developmental Child Welfare

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The purpose of this paper is to explore Indian orphaned young people’s perspectives on leaving care. To accomplish this, the researcher conducted in-depth interviews with 13 Indian youth with significant care experience in institutional and residential arrangements. The understanding of care leaving presented here is based on retrospective insights that young people with care experience shared regarding their experiences of leaving care. The results included four themes: ‘miscommunication about care leaving’, ‘an undesirable ending’, ‘limited knowledge about new life’ and ‘key factors for a better transition’. The findings imply that care leaving should be an extended process, not an event. Thus, a dedicated program focusing on care leaving is required. Also, allowing young people to participate in transition planning is essential and can be best ensured with effective communication and carefully formulated care plans. Further, access to extended support in the form of comprehensive and compulsory ‘aftercare’ services is suggested for achieving better outcomes for young people with care experience.

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Section: Discussioncontrasting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Understanding orphaned young people’s experience of leaving care in India: A qualitative study

Keshri

2023

Developmental Child Welfare

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Education, poverty and social exclusion: assessment of youth leaving care

et al. 2021

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Amartya Sen's Human Capability Approach considers education a pivotal indicator of human development, and means to reduce poverty and social exclusion. In developing nations like India, education has remained inaccessible to many, especially vulnerable children and youth. Upon turning 18 years of age, youth who have lived in child care institutions are expected to leave care and transition into independent life on their own. While they receive basic education and vocational training in care, it falls short of quality higher education necessary for a smooth transition towards independent life. In an assessment of the situation of such youth in five States of India, Udayan Care, an NGO working with children and youth found that most of the Care Leavers (CLs) were forced to compromise on education and pursue jobs with low remuneration. This study examines the interrelatedness of education, poverty and social exclusion among CLs through secondary literature and empirical data from Udayan Care's national study. Analysing the findings from the lens of the Capability Approach, the gaps in provisions of educational support to CLs and subsequent limitations to address challenges of poverty and social exclusion of this population are highlighted, also making recommendations on ways to improve CLs' outcomes.

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Re-thinking Aftercare-Beyond Short-Term Residential Facilities

Cited by 2 publications

References 6 publications

Understanding orphaned young people’s experience of leaving care in India: A qualitative study

Understanding orphaned young people’s experience of leaving care in India: A qualitative study

Education, poverty and social exclusion: assessment of youth leaving care

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