Socialization process and social support networks of out-of-care youngsters
AbstractThe aim of this study is to explore the socialization process and social support networks of out-of-care youngsters in Catalonia (Spain). 21 youngsters were interviewed regarding the involvement of residential centers in their educational experience, their network of friends, their free time and their first social experiences after coming of age: housing, sentimental relationships and establishing a family. The qualitative analysis of the content of the information was carried out by means of an inductive classification process using descriptive analysis scales. Data shows that human relationships within the home and free time are important resources; and that homes must make an extra effort to assist youngsters with their academic learning by providing personalized support. Two clear profiles emerge from the analysis. The youngsters that have succeeded with their sociolaboral insertion show better adaptability and social abilities than youngsters that have failed. The study concludes that residential centers focus on preparing youngsters to be financially independent; and it is necessary to implement social and emotional education programs that help youngsters to develop these abilities and create and maintain social relationships.
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Bibliographic InfoArticle provided by Elsevier in its journal Children and Youth Services Review.
Volume (Year): 34 (2012)
Issue (Month): 5 ()
Contact details of provider:
Web page: http://www.elsevier.com/locate/childyouth
Out-of-care youngsters; Residential care; Residential homes;
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- Jones, Loring & Lansdverk, John, 2006. "Residential education: Examining a new approach for improving outcomes for foster youth," Children and Youth Services Review, Elsevier, vol. 28(10), pages 1152-1168, October.
- McCoy, Henrika & McMillen, J. Curtis & Spitznagel, Edward L., 2008. "Older youth leaving the foster care system: Who, what, when, where, and why?," Children and Youth Services Review, Elsevier, vol. 30(7), pages 735-745, July.
- Allen, Barton & Vacca, James S., 2010. "Frequent moving has a negative affect on the school achievement of foster children makes the case for reform," Children and Youth Services Review, Elsevier, vol. 32(6), pages 829-832, June.
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