Transition to Adulthood of Former Foster Youth

Pryce, Julia; Napolitano, Laura; Samuels, Gina Miranda

doi:10.1177/2167696816685231

Cited by 30 publications

(3 citation statements)

References 34 publications

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“…For older youth, RGC staff were described as mentors, with no comments of familial relationships. It is important to include ways for these youth to find connections and support outside of family, especially when considering the lack of social support for youth aging out of care (Pryce et al, 2017). Preparing older adolescents for success by building connections and independent living skills and providing ways to gain autonomy while in RGC is essential.…”

Section: Discussionmentioning

confidence: 99%

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

Boel-Studt

Dowdy-Hazlett

2023

Developmental Child Welfare

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Although most youth served in residential group care are adolescents, empirical theories indicate that youth needs vary at different stages of adolescent development. These differences likely impact adolescents’ experiences and, ultimately, responses to treatment; a neglected research topic that may have implications for residential placement and services. This study explored youth experiences in residential care at different stages of adolescence. A descriptive qualitative content analysis from a sample of 103 youths was used to classify open-ended text into categories among early, middle, and late adolescents. Comments showed similarities and differences across developmental stages in six categories—general views on placement, relationships, needs and supports, safety, autonomy and control, and growth and development. Youth in late adolescents were more contemplative about their time in residential care, with comments reflecting a need for more autonomy, while expressing how residential care has helped with future endeavors and goal planning. Middle and early adolescents’ experiences were more varied. Early adolescents focused on relationships outside of care and discussed support needs differently, compared to middle and late adolescents. Our findings suggest that experiences in residential placements differ in important ways across stages of adolescent development.

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Section: Discussionmentioning

confidence: 99%

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

Boel-Studt

Dowdy-Hazlett

2023

Developmental Child Welfare

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“…. McCrory et al, 2022Pryce et al, 2017, pp 109-110. Bruner, 1990Hung and Appleton, 2016; Barratt et al, 2020.…”

Section: Acknowledgements VIImentioning

confidence: 99%

What Matters and Who Matters to Young People Leaving Care

Appleton

2024

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The EPDF and EPUB are available open access under a CC-BY-NC-ND licence. This publication was supported by the University of Essex's open access fund. How do young people transitioning from care plan their future lives? Planning is usually thought of as requiring clear goals and ‘future orientation’, but how might planning be regarded by young people whose wishes, hopes and plans have been repeatedly dashed? In this book Peter Appleton builds on research interviews with care-experienced young adults, and on cross-disciplinary theories of planning and of emotions, to develop a creative and non-dogmatic three-aspects model of planning for young people leaving care. A valuable resource for practitioners, researchers and educators, this book puts forward a powerful case to think more broadly and flexibly about transition planning with care-leavers, placing the voices of young people at its heart.

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“…During the same year in California, there were 18,277 transition age foster youth, of which 4,261 emancipated or aged out the same year (Child Trends, 2015). The current literature focused on outcomes for TAY population has provided significant data supporting the finding that emancipated youth are at higher risks for homelessness, unemployment, and involvement with the criminal justice system (Pryce et al, 2017). By focusing attention on the outcomes of TAY, the child welfare and education systems are not held accountable for their role in supporting these young people as they navigate life and various systems.…”

Section: Transitional Age Youthmentioning

confidence: 99%

The Relentless Pursuit of College – Elevating the Voices of Former Foster Youth and Social Work Professionals

Lucy Jeimmy

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This study used a qualitative design featuring narrative inquiry to explore the systemic challenges in child welfare and education systems that affect the K-12 and college educational outcomes of former foster youth. The study took on an asset-based perspective to elevate the voices of foster youth. The methods involved conducting semistructured interviews with former foster youth, child welfare service professionals, and college campus-based staff to identify the obstacles and supports foster youth experience as they navigate various institutions and systems, including child welfare, K-12 education, and institutions of high education, to succeed with their bachelor's degree attainment. The findings also identified the need for consistently accessible, high quality, and reliable mental health services from trauma-informed providers. The child welfare services professionals also acknowledged gaps and deficiencies in the child welfare system that hinder their ability to provide equitable educational services to foster youth. The campus-based program staff highlighted the need for collaboration, advocacy, and student-centered practices to support students' needs and prioritize a sense of belonging. The study proposed changes for social workers, educators, and stakeholders to provide supportive and equitable services that counteract the negative systemic impact on foster youth and other marginalized students. These implications include addressing the lack of training on foster youth educational needs in both graduate social work and teacher credential programs, providing trauma-informed training practices to all stakeholders who interface with students with foster care histories, and exploring innovative ways v for Title IV-E trained graduates to remain in school settings to provide community engagement that focuses on prevention work with families.

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Transition to Adulthood of Former Foster Youth

Cited by 30 publications

References 34 publications

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

Reflections on Care Experiences Among Early, Middle, and Late Adolescents in Residential Care

What Matters and Who Matters to Young People Leaving Care

The Relentless Pursuit of College – Elevating the Voices of Former Foster Youth and Social Work Professionals

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