The life course perspective: An integrative research paradigm for examining the educational experiences of adult care leavers?

Brady, Eavan; Gilligan, Robbie

doi:10.1016/j.childyouth.2018.02.019

Cited by 40 publications

(33 citation statements)

References 48 publications

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“…Born out of work across several disciplines including sociology, anthropology, and demography, the life course emphasizes how historical time and a person's culture affect and shape their experiences over time (Hutchison, ). The suitability of the life course perspective to the study of the educational experiences of adult care leavers has been discussed in a previous paper by the authors (Brady & Gilligan, ). In this earlier paper, the authors emphasize the potential of the life course perspective to facilitate a deeper understanding of the educational experiences of adult care leavers by considering the core concepts and principles (or “themes”) of life course theory.…”

Section: Linked Lives and The Life Course Perspectivementioning

confidence: 99%

“…The life course perspective provides a useful conceptual and theoretical framework for considering development over time and is particularly suited to examining the educational journeys of care‐experienced adults (Brady & Gilligan, ). One of the central principles of the life course perspective is that of “linked lives” that emphasizes the interdependence of human lives over time and the ways in which relationships can both support and constrain behaviours (Hutchison, ).…”

Section: Introductionmentioning

confidence: 99%

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Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Brady

Gilligan

2019

Child & Family Social Work

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Research highlights the role of key actors and relationships in supporting the educational attainment and progress of children in care and care leavers. We know less about how relationships influence the educational journeys of people with care experience over time and how to support the educational progress and engagement of adults with care experience. The principle of “linked lives” is central to the life course perspective referring to the interdependence of human lives throughout the life course. This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time. Educational life history interviews were conducted with 18 care‐experienced adults (aged 24–36) in Ireland. Findings suggest that the principle of linked lives is a valuable conceptual tool for providing new insights on this issue. Four key themes were identified: (a) opportunities for educational support are present across the life course; (b) “family” is a central source of educational support; (c) there is intergenerational capacity for educational support; and (d) relationships beyond the “family” are supportive of education. Implications for practice, policy, and research are explored.

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Section: Linked Lives and The Life Course Perspectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Brady

Gilligan

2019

Child & Family Social Work

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“…That said, no singular factor affects placement stability. Recent approaches which incorporate life course insights further illuminate how permanence and stability discourses are contextual (Brady and Gilligan, 2018). How young people interpret permanence and stability relates to individual circumstances and unique life histories.…”

Section: Permanence and Stability For Young People In Care: Irish Andmentioning

confidence: 99%

Exploring the multi-dimensionality of permanence and stability: Emotions, experiences and temporality in young people’s discourses about long-term foster care in Ireland

Moran

McGregor

Devaney

2019

Qualitative Social Work

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This paper focuses on qualitative findings on how young people in long-term foster care in Ireland 1 interpret permanence and stability. We focus principally on subjective and relational permanence, emphasising the significance of these concepts for social work, while extending some conceptual approaches to permanence. Importantly, findings from this study highlight conceptual gaps in how permanence and stability are conceptualised in research and we outline an approach which more fully embraces the multidimensionality of young people's life experiences and emotions. Recent studies underline that permanence encompasses several elements (e.g. ecological, legal). However, this paper extends current research in illustrating how Irish young people in foster care experience permanence and stability every day, and how these experiences embrace discursive, emotional and temporal dimensions.

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“…As discussed at the outset of this paper, research evidence suggests within Wales, the UK and internationally, children and young people in care achieve poorer educational outcomes compared to individuals not in care (Brady & Gilligan, 2018;Jackson, 1994Jackson, , 2010O'Higgins et al, 2015;Sebba et al, 2015;Vinnerljung & Hjern, 2011;Courtney & Dworsky, 2006;Berger et al, 2015;Stein, 2012;Welsh Government, 2016a). Our experiences of working with children and young people in care has engendered both an admiration for the individuals we have encountered, and at the same time, a disappointment that despite social research and policy interventions, they are faced with pervasive educational and social inequalities which can have consequences for their transitions to the workplace and their sense of security, self and ongoing stability.…”

Section: Resultsmentioning

confidence: 93%

Enabling talk and reframing messages: working creatively with care experienced children and young people to recount and re-represent their everyday experiences

Mannay

Staples

Hallett

et al. 2018

Child Care in Practice

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The life course perspective: An integrative research paradigm for examining the educational experiences of adult care leavers?

Cited by 40 publications

References 48 publications

Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Supporting care‐experienced adults' educational journeys: “Linked lives” over the life course

Exploring the multi-dimensionality of permanence and stability: Emotions, experiences and temporality in young people’s discourses about long-term foster care in Ireland

Enabling talk and reframing messages: working creatively with care experienced children and young people to recount and re-represent their everyday experiences

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