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Surviving Strucured Abuse in Group Homes

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Surviving Strucured Abuse in Group Homes Victory 1 “All I wanted was someone to be there”: Surviving the Structured Abuse in Group Homes Olivia Victory California State University San Marcos Master of Arts in Sociological Practice May 2016 Thesis Committee: Kristin Bates, Ph.D., Chair Christopher Bickel, Ph.D Marisol Clark-Ibáñez, Ph.D. Victory 2 Table of Contents Section Page Abstract……………………………………………………………………... 3 Acknowledgements…………………………………………………………. 4 Introduction...……………………………………………………………….. 5 Statement of the Problem……………………………………….……………7 Historical Context of Residential Care Facilities……………………………11 Literature Review……………………………………………………………14 The Clinical Master Narrative……….………………………………15 Youth Experiences in Care…………………………………….….....19 Total Institutions……………...………………………………….…..25 Street-Level Bureaucrat………….…………………………………..28 Theory………………………………….…………………………………….33 Erving Goffman’s Total Institutions…………………………………33 Standpoint Theory……………………………………………………35 Methodology…………………………………….……………….…..............38 Reflexivity through Standpoint…….……………….…......................38 Overview of Methods……………………….………………………..39 Participants……………………………………………….…………..41 Procedures………………………………………………………...….42 Ethical Considerations…………………………………………..........44 Findings………………………………………………………………………45 Life Inside Structured Abuse…………..……………………………..45 Effect on Life……………………………………………………...….75 Taking Back Control………………………………………………….87 Transition into Adulthood…………………………………………….98 Conclusion………………………………………………………………..….105 Recommendations……………………………………………………………107 References…………………………………………………………………....111 Appendix A…………………………………………………………………..119 Appendix B…………………………………………………………………..120 Appendix C…………………………………………………………………..123 Victory 3 Abstract This research delves into the lives of individuals who have experienced living in group homes in the foster care system. I look specifically at how these forms of institutional care affect transition into adulthood. By conducting eight semi-structured interviews, participants share their stories and experiences of these institutions, and bring insight into how such institutions have affected their lives. The interviews recount the standpoints of each participant through their retrospective reflections of their time spent in group homes and transitions into adulthood. The participants reveal the structured abuse found inside of group homes, and highlight how this abuse has affected their lives. My research represents a social justice approach for youth in the foster care system, which demands transparency and accountability to the care provided in group homes. Keywords. Group home; residential treatment center; institutional care; structured abuse; total institutions; street-level bureaucrat; counter-narratives Acknowledgments Victory 4 This thesis is dedicated to the youth I had the honor of getting to know and love during my time working as a childcare worker in a group home. Although brief, I cherish the moments I spent with you all and have forever been changed by your presence. I would like to thank my chair Dr. Bates for her overwhelming amount of support and guidance. Thank you for your professional insight and calming presence during each step of the way, and not to mention the delicious dinners! Your hospitality and positivity made this process enjoyable and memorable. Thanks to the rest of my committee for your unwavering encouragement. Dr. Chris Bickel, thank you for your words of wisdom and for taking the time to edit my paper and help bring it to life. Dr. Clark-Ibáñez, thank you for believing in me and supporting me since day one, your dedication to your students is truly inspiring. I give a special thanks to my family and friends who have been my own personal cheerleading team. Thank you to my grandparents for creating the love that is at the foundation of our family. Most importantly, thank you to my parents who have shown me the power of unconditional love and support. I would not be the person I am today if not for them. Introduction Victory 5 The three houses stood alone and in uniform, with green grass and a bed of flowers stretched across each parameter giving an illusion of tranquility. Every time I stepped inside the manufactured walls of each house, I felt the same uneasy twists in the pit of my stomach. I tried to make sense of the utopian image that was so clearly painted for me, alongside the contradictory feelings that jolted me in directions I have never felt before. As I scanned the barren walls inside each house, I found multiple rules, point charts and a lined-off section reserved for the art project of the month. The staff office in the center of the house locked from the inside had a solid glass window that could never be shattered. This was not a home, it was an institution. I first met Daisy as I started volunteering at Hogar de Amistad, a residential treatment center whose mission statement is to provide care for youth who have experienced abuse and neglect. The first time I talked to Daisy she ignored me. After that moment I was more hesitant to talk with her. For a while I felt a particular distance from Daisy, while my relationships with the other youth at Amistad developed much faster. Some staff members warned me about “kids like Daisy.” They referred to Daisy as a “bad kid” and that “these kids” weren’t like their own children. I had a hard time believing what the staff warned me, so I kept trying. Throughout my volunteer work I continued to listen to Daisy. She was a great teacher. I noticed that with time and patience Daisy began to open up, and we formed a friendship. She shared her story and her worries about the future. She explained her biggest fear was that she didn’t want to become homeless. I saw her resistance as a source of strength and as a way of survival within the strict bureaucratic restraints of the institution. I slowly began to understand the reasons why Daisy held people at such a distance. Victory 6 When I began to work as a staff member at Hogar de Amistad, Daisy expressed that this upset her and told me our relationship was going to be different now that I was “staff.” I tried to reassure her that I was there because I cared and that I wouldn’t change, but I soon learned that Daisy had been through this before. I felt as though I had to regain her trust and reassure her the reasons why I was there. However in time I began to realize that Daisy was right: Hogar de Amistad did not approve of our friendship. These close mentoring relationships were not allowed or supported. One day as I was working, Daisy taught me something about her life that will stay with me forever. She expressed she wanted to know what it was like to yell at someone and feel bad. She explained she had never cared for someone enough to feel remorse after yelling at them. When she yells at staff, she doesn’t feel bad. After hearing this I saw a small glimpse of a deep loneliness that Daisy has been battling her entire life. Daisy taught me about the abusive side of Hogar de Amistad that I was not supposed to see, a side that has been silenced and hidden from sight. I learned that this institution allows a young girl to spend her entire life without feeling unconditional love and support, and that this form of care places a barrier between two people that prevents love and compassion. I did not understand how children who just lost their families could be banished to live in a structure of abuse and treated as criminals. I want to understand how youth experience institutional care and how this care affects their lives. Statement of the Problem Erving Goffman defines a total institution as “a place of residence and work where a large number of like-situated individuals, cut off from the wider society for an appreciable period of time, together lead an enclosed, formally administered round of life” (Goffman 1961). Victory 7 According to Goffman’s definition of a total institution, youth living in residential group or congregate care such as residential treatment centers (RTCs) and group homes experience this form of institutional care. This research will delve into the lives of youth who experience these forms of institutional care within the child welfare system to better understand the effects of these institutions on their lives and well-being. The child welfare system takes legal responsibility for the care and well-being of the child, acting as a caregiver or parent. When a child is removed from their home by the state, they enter into the foster care system (Trends 2013). Youth living in out-of-home care in the foster care system are provided food, housing, medical, and caseworker support (Trends 2013). Children who enter the foster care system can be placed in different forms of care. Such out-of- home care includes kinship care, family foster homes, therapeutic and medical foster homes, emergency shelters, group homes, supervised independent living settings, and residential treatment centers (RTCs) (Mallon et al. 2005). Youth have different experiences depending on their placement in out-of-home care. I am going to focus my research on youth who live in residential treatment centers or group homes because these forms of care are different than traditional home settings. Foster youth demographics represent a diverse range of social experiences. According to the Adoption and Foster Care Analysis and Reporting System (AFCARS), in 2013, of the 402, 378 youth living in the foster care system, 6% or 23,314 youth live in a group home and 8% or 32,602 youth live in an institution. The demographics of youth in the overall foster care system are 52% of youth are male and 48% are female. Also out of this number 42% are considered to be White, 24% are Black or African American, 22% are Hispanic, 9% are multiracial or other races, 2% are American Indian/Alaskan Native, 3% are unknown/unable to determine, and 1 % Victory 8 are Asian (The AFCARS Report 2013). Children of color enter into the foster care system at disproportionate rates, where there are larger numbers of African American and American Indian in foster care in comparison to their overall population size (Summers, Wood and Donnovan, 2013).
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