Relationships Matter for Youth 'Aging Out' of Care
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Exploring the Transition to Adulthood by Youth Who Have Aged out of Foster Care and Identify As Lesbian, Gay, Bisexual, Or Transgender
EXPLORING THE TRANSITION TO ADULTHOOD BY YOUTH WHO HAVE AGED OUT OF FOSTER CARE AND IDENTIFY AS LESBIAN, GAY, BISEXUAL, OR TRANSGENDER By Maryellen Banghart A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Social Work - Doctor of Philosophy 2013 ABSTRACT EXPLORING THE TRANSITION TO ADULTHOOD BY YOUTH WHO HAVE AGED OUT OF FOSTER CARE AND IDENTIFY AS LESBIAN, GAY, BISEXUAL, OR TRANSGENDER By Maryellen Banghart Thousands of young people in the United States are terminated from foster care services each year because they have reached the age of ineligibility, commonly referred to as ―aging out.‖ These young women and men face the challenges of adulthood with whatever survival skills they have acquired during childhoods marked by abuse, neglect, loss, and instability. Studies indicate that a significant number of these youth are not prepared to secure and maintain the resources they need to succeed in adulthood such as stable housing, steady employment, and continued education. Among those who age out of foster care are young people who identify as lesbian, gay, bisexual, and transgender (LGBT). Although research has increased an understanding of the experiences of LGBT youth while in foster care, studies focusing on their experiences while transitioning out of this system and into adulthood have been largely absent in the literature. This qualitative study is an effort to address this gap in the research. Using a modified grounded theory approach, this study explores the experiences of 10 ethnically diverse LGBT youth, between the ages of 18 and 25, as they attempted to obtain housing, employment, and education after aging out of foster care. -
The Next Chapter: a Practical Guide for Individuals, Families, Communities, Social Workers, and Organizations Supporting Indigenous Youth Aging-Out of Care
The Next Chapter: A Practical Guide for Individuals, Families, Communities, Social Workers, and Organizations Supporting Indigenous Youth Aging-Out of Care by Robert Mahikwa B.S.W., University of Victoria, 2016 S.S.W., George Brown College, 2013 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of: MASTER OF SOCIAL WORK in the School of Social Work © Robert Mahikwa, 2018 University of Victoria All rights reserved. This thesis must not be reproduced in whole or in part by photocopy or by any other means without the permission of the author. ii The Next Chapter: A Practical Guide for Individuals, Families, Communities, Social Workers, and Organizations Supporting Indigenous Youth Aging-Out of Care by Robert Mahikwa B.S.W., University of Victoria, 2016 S.S.W., George Brown College, 2013 Supervisory Committee _________________________________________ Dr. Jeannine Carrière Supervisor School of Social Work ________________________________________ Dr. Billie Allan Committee Member School of Social Work iii Abstract This research utilized Indigenous methodologies rooted in oral traditions, storytelling practices, and the Medicine Wheel teachings to examine how individuals, families, communities, social workers, and organizations can assist Indigenous youth who are aging-out of foster care and are transitioning into adulthood. The methods of inquiry included five one-on-one Story-Sharing Sessions with Indigenous adults who previously aged-out of care in British Columbia, and two Talking Circles comprised of ten Community Helpers including Elders, Mentors, Educators, and Foster Parents; and fifteen Delegated Aboriginal Agency Social Workers who worked directly and/or indirectly with Indigenous youth in and from foster care. This research was person-centered, strengths-based, and solutions-focused, and re-framed ‘aging-out of care’ terminology as ‘a transition into adulthood’ to honour the sacred life-cycle teachings of the Medicine Wheel. -
Child & Youth Studies
Child & Youth Studies Career Options Community Youth Parent-Child Educator Addictions Counsellor Programs Manager Probation Officer Autism Consultant Consultant Program Coordinator Case Manager Counsellor Rehabilitation Officer Child Advocate Curriculum Developer Researcher Childcare Programs Day Care Worker Special Needs Assistant Coordinator Early Childhood Educator Teacher Children’s Aid Worker Family Counsellor Therapeutic Preschool Children’s Book Publisher Infant Development Worker Educator Child Life Specialist Occupational Therapist Youth Counsellor * Some options may require further education Degree Specific Skills Ability to Listen and Clarify Information Observation Skills Analytical Skills Oral/Written Communication Skills Assessment and Evaluation Skills Organizational Skills Critical Thinking Presentation Skills Desire to Help Children Sensitive to Needs and Emotions of Children Documentation Skills Time Management Skills Ethical Awareness Understanding Different Learning Styles Explain Ideas Clearly Research Skills Instructional Capabilities Working in a Team Interpersonal Skills Writing and Presenting Information Leadership Skills General Business Directories 211 Ontario Information Niagara www.211ontario.ca www.incommunities.ca/volunteer- opportunities Canadian Business Directory www.canadianbusinessdirectory.ca Industry Canada http://www.ic.gc.ca/eic/site/icgc.nsf/ Canadian Yellow Pages Directory eng/home www.yellowpages.ca Internships and Volunteering Campus Access INTERNeX www.campusaccess.com http://internexworld.com/ -
Qualitative Research on Youths' Social Media Use: a Review
Middle Grades Review Volume 4 | Issue 2 Article 4 September 2018 Qualitative Research on Youths’ Social Media Use: A review of the literature Mardi Schmeichel University of Georgia, [email protected] Hilary E. Hughes University of Georgia, [email protected] Mel Kutner University of Georgia, [email protected] Follow this and additional works at: https://scholarworks.uvm.edu/mgreview Part of the Education Commons Recommended Citation Schmeichel, Mardi; Hughes, Hilary E.; and Kutner, Mel (2018) "Qualitative Research on Youths’ Social Media Use: A review of the literature," Middle Grades Review: Vol. 4 : Iss. 2 , Article 4. Available at: https://scholarworks.uvm.edu/mgreview/vol4/iss2/4 This Research is brought to you for free and open access by the College of Education and Social Services at ScholarWorks @ UVM. It has been accepted for inclusion in Middle Grades Review by an authorized editor of ScholarWorks @ UVM. For more information, please contact [email protected]. Schmeichel et al.: Qualitative Research on Youths' Social Media Use Qualitative Research on Youths’ Social Media Use: A Review of the Literature Mardi Schmeichel, University of Georgia Hilary E. Hughes, University of Georgia Mel Kutner, University of Georgia Abstract In this article we explore how educational researchers report empirical qualitative research about young people’s social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. -
Course Catalog 2019-2021 Beloit College Catalog 2019-20
Course Catalog 2019-2021 Beloit College Catalog 2019-20 Published by Beloit College 700 College St. Beloit, WI 53511 For more information, contact the Registrar’s Office at 608-363-2640 or www.beloit.edu/registrar. The courses of study, assignment of faculty, programs, facilities, policies, services, and activities and fees described herein are subject to change, revision, cancellation, or withdrawal without published notice and without liability, at the discretion of the trustees, faculty, and administrative officers of the college. Students are bound by the requirements and policies set forth in the Beloit College catalog—the edition that pertains to their first year on campus or a more current version, whichever is appropriate. It is the policy of Beloit College not to discriminate against students, applicants for admission and financial aid, or employees on the basis of sex, race, color, religion, national origin, ancestry, age, sexual orientation, physical or mental disabilities, or other traits protected by law that are unrelated to institutional jobs, programs, or activities. ©2019 Beloit College. All rights reserved. No part of this publication may be reproduced, stored in a retrieval systems, or transmitted in any form or by any means, electronic, mechanical, photocopying, or otherwise, without prior written permission of Beloit College. BELOIT COLLEGE CATALOG 2019-21 PAGE 2 Table of Contents Chapter 1 Curriculum and Academic Requirements 4 Mission and Goals • Curriculum Overview • Degrees Offered • Degree Requirements • Degree -
ON the VALUE of INTEGRATING YOUTH CULTURE INTO LITERACY THEORY Elizabeth Birr Moje College of Education University of Michigan
97 BUT WHERE ARE THE YOUTH? ON THE VALUE OF INTEGRATING YOUTH CULTURE INTO LITERACY THEORY Elizabeth Birr Moje College of Education University of Michigan “Literacy is at the heart of world development and human rights,” writes Federico Mayor in the opening line of his foreword to Literacy: An International Handbook.’ Although this quote comes from only one of the texts from which this essay builds, it could actually be the opening line of any of the three books: Literacy as a Moral Imperative, Literacy for the Twenty-First Century, and Literacy: An International Handbook2The authors of each text state clearly their belief in the power and promise of literacy even while they acknowledge the potential problem of literacy crusades, as Daniel Wagner does in his introduction to The Handbook: Whether in the efforts of one religious tradition to dominate another or in revolutionary times for one political group to use literacy to break the mold with a past regime, literacy has at times been used or invoked as a way to &vide, separate, and rule from a position of power. Literate traditions have also brought diverse ethnic groups together in common pursuits for mutual benefit. Thus, like all humanendeavors, literacy often mirrors what is best (andworst) in human society (HA, 1-8). Although each of the three texts represents different philosophical perspectives on literacy and different theoretical and research methods for examining literacy, the texts share several basic assumptions. First, each text assumes that prowess with some form of literacy is a necessity for access to material resources, for political power, and for agency in social interaction. -
Child Welfare: a Social Determinant of Health for Canadian First Nations and Métis Children
Child Welfare: A Social Determinant Of Health For Canadian First Nations and Métis Children Caroline L. Tait Robert Henry Rachel Loewen Walker The language is lovely. The language in child welfare is that Abstract the duty of care of a child welfare authority is to act in the This article argues for child welfare to be named a social capacity of a wise and compassionate parent. A wise and determinant of health for First Nations and Métis peoples. compassionate parent doesn’t do all the things that hap- pen to these kids. (Joan Glode, Former Executive Director For decades, First Nations and Métis children have been – Mi’kmaw Family and Children’s Services in Tait and overrepresented in child welfare (CW) systems across Cutland, 2011) Canada. Despite governmental and public awareness of the devastating impacts on Indigenous children and families from CW policies and practices, CW systems Introduction across Canada apprehend Indigenous children at alarming In 2010, the Saskatchewan Child Welfare Review rates, and a significant number of Indigenous children are Panel (SCWRP) conducted a comprehensive as- raised outside of their families, culture, and communities in non-Indigenous foster and adoption placements. This sessment of the child welfare system (CWS) in paper examines whether the state is fulfilling its mandate Saskatchewan. The final report, For the Good of Our to be a “wise and compassionate parent” based upon a Children: A New Vision, A New Direction, documents social determinants of health perspective. We consider severe deficiencies in Saskatchewan’s CWS pointing specifically the impacts of foster home overcrowding, specifically towards the overrepresentation of First multiple foster placements, and the micro-level “day to Nations and Métis1 children in care (SCWRP, 2010, day” experiences of Indigenous children and parents. -
Child Care Trends Research Brief: Youth Who “Age Out” of Foster Care
ESEARCH RIEF PublicationR #2002-59 4301 Connecticut Avenue,B NW, Suite 100, Washington, DC 20008 Phone 202-362-5580 Fax 202-362-5533 www.childtrends.org Youth who “Age Out” of Foster Care: Troubled Lives, Troubling Prospects By Richard Wertheimer, Ph.D. December 2002 verview When children are abused, neglected, or abandoned by their parents or when parents’ own Odifficulties (such as drug addiction, mental illness, and incarceration) leave them unable to provide adequate care, other relatives often step in. If no family members are able to take in these children, a court often places them in the care of other families or in institutions. And so, they enter the foster care system. Today, more than 500,000 children in America live in foster care – about 8 out of every 1,000 children.1 This is a vulnerable population. Children who enter foster care have emotional, behavioral, developmen tal, and health problems that reflect the difficult family and environmental circumstances that caused them to be removed from their homes in the first place. Most of the children in foster care return to their families or are adopted (often by their foster parents), but not all. In 2000, more than 19,000 of the oldest children left foster care – or “aged out” in the parlance of child protective services – and many were pretty much on their own.2 Usually, this happened when they turned 18.3 If foster children, in general, are a population at risk, youth who age out of the system may be even more so. Research suggests that without the extended support most families provide young people in the transi tion to adulthood, youth leaving foster care face enormous challenges in building successful lives. -
Experiences of Youth Who Transition to Adulthood out of Care: Developing a Theoretical Framework
UC Berkeley UC Berkeley Previously Published Works Title Experiences of youth who transition to adulthood out of care: Developing a theoretical framework Permalink https://escholarship.org/uc/item/7v19t8b2 Journal Children and Youth Services Review, 46(C) ISSN 0190-7409 Authors Lee, C Berrick, JD Publication Date 2014 DOI 10.1016/j.childyouth.2014.08.005 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Children and Youth Services Review 46 (2014) 78–84 Contents lists available at ScienceDirect Children and Youth Services Review journal homepage: www.elsevier.com/locate/childyouth Experiences of youth who transition to adulthood out of care: Developing a theoretical framework Chris Lee ⁎, Jill Duerr Berrick School of Social Welfare, University of California, Berkeley, 120 Haviland Hall #7400, Berkeley, CA 94720-7400, USA article info abstract Article history: Adverse adulthood outcomes are well documented among youth who age out of foster care. However, not Received 30 October 2012 all youth who age out of care experience deleterious adult outcomes, despite struggling with similar challenges Received in revised form 5 August 2014 during the transition from adolescence to adulthood. Childhood maltreatment, which places youth at greater risk Accepted 6 August 2014 for later maladaptive functioning and psychopathology, may partially explain poor adjustment outcomes in Available online 14 August 2014 adulthood. Similarly, a history of unstable placements and residing in institutional congregate care settings Keywords: may also contribute to hardship during this time. However, none of these factors help to explain how some Transition to adulthood young people aging out of care manage to achieve stability while transitioning into adulthood. -
Literature Review – Youth Aging out of Care
Literature Review – Youth Aging Out of Care Foster Care Foster care refers to “24 hour substitute care for all children placed away from their parents or guardians and for whom the State agency has placement and care responsibility” (U.S. Department of Health and Human Services, 2010a). Foster care can be provided in a variety of settings including: pre-adoptive homes, group homes, institutions, supervised independent living, and foster homes provided by both relatives and/or non-relatives (U.S. Department of Health and Human Services, 2010b; Wiseman, 2008). The most common reasons that children become the responsibility of the state include physical and/or sexual abuse or neglect (approximately 60%), parental absence as a result of parental illness or death, behavioral delinquency, and/or disability (Lopez & Allen, 2007). In 2006, over 850,000 children were confirmed to be victims of maltreatment with differential state demographics, and roughly 512,000 children were in foster care (Montgomery, Donkoh, & Underhill, 2006; Pecora et al., 2006; U. S. Department of Health and Human Services, 2006). Over 255,000 children entered foster care during the Fiscal Year 2009 (U. S. Department of Health and Human Services, 2010b). Emancipation is a term used to refer to youth who age out of care between the ages of 18 and 21, depending on the state (Child Welfare Information Gateway, 2010; U.S. Department of Health and Human Services, 2006). The term “age out” refers to the termination of the child welfare’s legal responsibility to care for the youth. Namely, youth may lose eligibility to receive services (Wiseman, 2008). -
Children Who Age out of the Foster Care System
CHILDREN WHO AGE OUT OF THE FOSTER CARE SYSTEM HEARING BEFORE THE SUBCOMMITTEE ON INCOME SECURITY AND FAMILY SUPPORT OF THE COMMITTEE ON WAYS AND MEANS U.S. HOUSE OF REPRESENTATIVES ONE HUNDRED TENTH CONGRESS FIRST SESSION JULY 12, 2007 Serial No. 110–53 Printed for the use of the Committee on Ways and Means ( U.S. GOVERNMENT PRINTING OFFICE 43–505 WASHINGTON : 2008 For sale by the Superintendent of Documents, U.S. Government Printing Office Internet: bookstore.gpo.gov Phone: toll free (866) 512–1800; DC area (202) 512–1800 Fax: (202) 512–2104 Mail: Stop IDCC, Washington, DC 20402–0001 VerDate Aug 31 2005 00:52 Sep 10, 2008 Jkt 043505 PO 00000 Frm 00001 Fmt 5011 Sfmt 5011 E:\HR\OC\43505.XXX 43505 wwoods2 on PRODPC68 with HEARING COMMITTEE ON WAYS AND MEANS CHARLES B. RANGEL, New York, Chairman FORTNEY PETE STARK, California JIM MCCRERY, Louisiana SANDER M. LEVIN, Michigan WALLY HERGER, California JIM MCDERMOTT, Washington DAVE CAMP, Michigan JOHN LEWIS, Georgia JIM RAMSTAD, Minnesota RICHARD E. NEAL, Massachusetts SAM JOHNSON, Texas MICHAEL R. MCNULTY, New York PHIL ENGLISH, Pennsylvania JOHN S. TANNER, Tennessee JERRY WELLER, Illinois XAVIER BECERRA, California KENNY C. HULSHOF, Missouri LLOYD DOGGETT, Texas RON LEWIS, Kentucky EARL POMEROY, North Dakota KEVIN BRADY, Texas STEPHANIE TUBBS JONES, Ohio THOMAS M. REYNOLDS, New York MIKE THOMPSON, California PAUL RYAN, Wisconsin JOHN B. LARSON, Connecticut ERIC CANTOR, Virginia RAHM EMANUEL, Illinois JOHN LINDER, Georgia EARL BLUMENAUER, Oregon DEVIN NUNES, California RON KIND, Wisconsin PAT TIBERI, Ohio BILL PASCRELL JR., New Jersey JON PORTER, Nevada SHELLEY BERKLEY, Nevada JOSEPH CROWLEY, New York CHRIS VAN HOLLEN, Maryland KENDRICK MEEK, Florida ALLYSON Y. -
Youth That Thrive: a Review of Critical Factors and Effective Programs for 12-25 Year Olds
YOUTH THAT THRIVE: A REVIEW OF CRITICAL FACTORS AND EFFECTIVE PROGRAMS FOR 12-25 YEAR OLDS Nishad Khanna Final Report Jeffrey MacCormack Benjamin Kutsyuruba April, 2014 Stoney McCart John Freeman Prepared by: Prepared for: Social Program Evaluation Group (SPEG), Queen’s University YMCA of Greater Toronto, and United Way Toronto and The Students Commission of Canada, Centre of Excellence for Youth Engagement Youth that Thrive: A review of critical factors and effective programs for 12-25 year olds NISHAD KHANNA JEFFREY MACCORMACK BENJAMIN KUTSYURUBA STONEY MCCART JOHN FREEMAN Social Program Evaluation Group Queen's University 511 Union Street, Room B164 Kingston, ON K7M 5R7 Tel: (613) 533-6255 Fax: (613) 533-2556 Email: [email protected] URL: http://orgs.educ.queensu.ca/speg The Students Commission Centre of Excellence for Youth Engagement 23 Isabella Street Toronto, ON M4Y 1M7 Tel: (416) 597-8297 Fax: (416) 597-0661 Email: [email protected] URL: www.studentscommission.ca Critical Factors for Youth Thriving is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. ISBN 978-0-9694789-2-8 1 ABSTRACT The purpose of this report is to analyze the critical factors that support youth, ages 12 to 25, through critical life stage transitions and thriving throughout life. We adapted the most salient theoretical premises of Developmental Assets™, the Five Cs Model, and Self-Determination Theory to create a youth thriving model. We used an 8-stage process: identifying key search words, collecting academic and non-academic articles, establishing inter-rater reliability (Kappa score (κ =.77)), selecting 257 academic and 223 non-academic articles to be reviewed, extracting initial data into tables, writing a scoping report for client review, creating appropriate standards of evidence criteria, analyzing critical factors and outcomes with a secondary review of literature, and identifying promising practices.