Foster Youths in Transition: Research Perspectives on Preparation for Independent Living

Abstract

Human development theory suggests existence of a series of important transitional periods in cycle. A transitional period is defined as a boundary zone between two more or less defined or structured periods of life [Egan and Cowan 1980]. Consensus exists that transition from late adolescence to early adulthood constitutes a critical period. Using chronological age as an indicator, age span from 17 to 22 demarcates transitional period that immediately precedes early adulthood.Transition to Early AdulthoodTransitional periods are characterized by uncertainties that individuals face in learning to respond to a series of new and unfamiliar developmental challenges. Leaving adolescence and moving into early adulthood readily qualifies as a critical transition. Relationships with parents, family, peers, schools, church, and community institutions are being redefined, modified, or terminated. Matters associated with independent living, such as career directions, personal relationships, responsibility for decision-making, and acquisition of knowledge and skills necessary for adult living must be confronted. At some point, all young people in out-of-home care must leave jurisdiction of child welfare/placement system and enter world of community/adult living. The overriding question is, to what extent are foster wards prepared for self-sufficiency, independence, and effective community living? As yet, independent-living movement is too new for definitive answers. Moreover, child welfare field faces task of fitting independent living into a permanency planning framework. The system focus on family preservation services, family reunification, and family building through adoption makes it difficult for independent living to receive attention. At present time, child welfare field is uncertain about how to best prepare many thousands of foster wards who each year age out of placement.The child-placing system faces a dilemma in attempting to prepare adolescent wards for independent living. To assist young persons to make transition to early adulthood, it is important to encourage behavior associated with self-direction, self-expression, personal initiative, and taking responsibility for one's decisions. For many reasons, including adolescent's personal history and problems, and flaws within placement system, many adolescents are shuttled from placement to placement, suffer frequent school changes, and lose continuity in process of growing up [Timberlake and Verdieck 1987]. The transition from adolescence to early adulthood does not take place in a vacuum. Social competence, self-direction, self-esteem, acquisition of values, standards of conduct, and preparation in life-skills are complex by-products of interactions in families; in school; in workplace; in contacts with peers, friends, and neighbors; and in exposure to community organizations and religious institutions.EmancipationAdolescents in out-of-home care now comprise approximately 40% to 50% of placement caseloads [Lammert and Timberlake 1986]. Most have a permanency plan of preparing for independent living. Wiltse [1978] was one of first in child welfare field to call attention to need for independent-living services. Wiltse noted that the frequency of emancipation as an outcome of foster care suggests that it deserves study in its own right. In years past, when adolescents comprised less than 25% of caseload, and funding for service was automatically cut off at a given age, emancipation and leaving care received little attention. Now that caseload demographics have changed and public concern has produced funding for extended care, child welfare system is expected to facilitate transition of adolescent wards to independent living.Typically, adolescents in care experience numerous, often severe, discontinuities in growing up. Most graduates of placement system need help in making transition from a dependency status to self-directed community living. …

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