In Their Own Words: Foster Youth Perspectives on Becoming Adults

For most young people, transitioning into adulthood is a gradual process that happens over time. Foster youth have a very different experience as they “age out” of care. Health and Human Services notes that, though foster youth are too old to be part of the child welfare system by age 18, they are usually not yet ready to live as independent young adults—approximately 24,000 youth find themselves in this situation each year. Previous research suggests foster youth have difficulties transitioning out of care and into self-sufficient living having greater risk than those who were not in foster care for poorer outcomes including depression, lower self-esteem, poorer social relationships, and more problem behaviors. Thus far, much of the research of foster youth has been conducted by talking to caseworkers, foster organizations, and/or foster parents, or conducting secondary analysis on government data. Little has been done to uncover youth’s life experiences as foster youth that might have contribute to their developmental outcomes. The proposed study aims to provide insights about developmental experiences including accomplishments, challenges, and future goals in foster youth and former foster youth by using a qualitative methodological approach (focus groups). Data were collected by CITI (Collaborative Institutional Training Initiative) trained faculty and volunteer graduate/undergraduate students; data collection procedures and measures were approved by a University Institutional Review Board. Preliminary findings from 2 focus groups has suggested that foster youth have many of the same challenges and concerns such as high school graduation, future goals, and sexual pressures as any regular adolescents. On the other hand, they experience different challenges such as figuring out where to go for services, what services/programs they are still eligible for, relationships with biological family members that have implications for benefits. Many of the accomplishments are similar as well (avoiding pregnancy, graduating high school, finding a job, etc) with a few differences (talking to family, etc.). Similar future goals include graduating college, delaying beginning family with some differences (avoiding CPS involvement, helping family/siblings from being in system). A Grounded Theory approach will be used to analyze all data supported by the use of Atlas.ti qualitative software as additional focus groups are being currently conducted. The results will be discussed in relation to strengths, limitations, and recommendation for future growth and development of programs for foster youth. Practical implications for scholars, professionals, and community members partnering on research-based foster youth programs will be also addressed.