According to data published in 2018, approximately 20,000 children resided in group homes across the United States. By the nature of their situations, living outside of their familial homes, these children are experiencing trauma while trying to participate in typical childhood activities, such as making friends and attending school. Children who reside in group homes are foster youth. Foster youth consistently show low levels of academic achievement (Vacca, 2008). Children who reside in group homes have many service providers that are responsible for their care, including teachers, social workers, therapists, group home staff; these people make up the child’s circle of care. The purpose of this study was to explore how the service professionals within the circle of care support the academic development of students who reside in group homes and how existing strategies can be improved. Data were collected through semi-structured interviews and analyzed using thematic analysis. Weick’s (1976) concept of loosely coupled systems in education was used to theorize the connections between service providers and identify opportunities for improved collaboration. Results showed that all members of the circle of care need to work together more closely to appropriately support these students, especially those members who work for the group homes and the schools. All members of the circle of care need more training in trauma informed care and the laws that allocate resources and direct the care for children who reside in group homes.

Research suggests that lack of permanency is associated with an increased risk of aggression, mental instability, and delinquent behavior in children (Leve et al., 2012). A crucial component of permanency involves establishing stable connections, including relational permanence with peers and adults, which are believed to enhance the well-being of foster youth (Wekerle et al., 2009). Further, the literature suggests a relationship between a parent’s adverse traumatic experiences, their attachments to their own parents, and their ability to regulate their foster child’s relational permanence to supportive adults and peers. Foster parents who have experienced trauma are often insecurely attached to their biological parents (Reisz et al., 2023). Parents with insecure attachments are associated with lower parental involvement and consistency (Jones et al., 2015); it is hypothesized that these characteristics among foster parents may be associated with a failure to maintain relational networks in foster youth. The first research question examined the association between foster parents’ previous adverse experiences of trauma and hardship and their attachment to their mothers. The second question assessed the relationship between the quality of foster parents’ attachment to their mother and the relational permanence of foster youth. The third investigated how foster parents’ attitudes toward and behaviors in co-parenting were related to their youth’s relational permanence. Participants were recruited through foster parent associations via an online survey to test the relationships between foster parents' characteristics and foster youths’ relational permanence. Participants completed an adapted version of the Youth Connections Scale, the Inventory of Parents and Peer Attachment (IPPA), questions regarding foster parents’ exposure to hardship and trauma, and items measuring foster parents’ involvement in and willingness to facilitate relationship maintenance among foster youth. For the first research question, data analysis was conducted via a comparison of mean with foster parents’ experiences of trauma and hardship as independent variables and a foster parent’s attachment to their mother as an independent variable, measured via the Inventory of Parents and Peer Attachment. The second research question ran a series of bivariate correlations to determine the relationship between the quality of foster children’s relationships, frequency of contact in foster children’s relationships, and attitude towards and behaviors of co-parenting. Similarly, the third research question utilized bivariate correlations to determine if there was a relationship between the quality of attachment to one’s mother, as measured by the Inventory of Parent and Peer Attachment, and the quality or frequency of relationships in foster youth. The results failed to indicate a significant relationship between foster parents’ experiences of trauma and hardship and their attachment to their mothers. Furthermore, the data did not reveal any notable correlations between foster parents’ maternal attachment and the quality or frequency of relationships in fostered youth. The data did not suggest a correlation between co-parenting behaviors or attitudes and the quality or frequency of foster youth relationships with family contacts. However, a significant relationship was revealed between foster parents’ attitudes toward co-parenting and the quality of their fostered children’s relationships with both adult and child relatives outside of their immediate family.

This study explored the perceptions of former foster youth as a means to analyze the factors that contribute to the positive and negative outcomes of foster youth once aging out of the foster care system. Ten former foster youth were identified for the purposes of understanding how prepared foster youth feel towards aging out and transitioning into adulthood. The study utilized qualitative interviewing for data collection in efforts to gather the information about the experiences of each foster youth. Participants were recruited through San Bernardino County Children and Family Services Extended Foster Care (EFC) unit, as well as the local college- California State University, San Bernardino. Interviews were held for twenty to forty five minutes. Ten participants of various diverse backgrounds provided information about their perceptions and experiences within the foster care system and what factors contributed to how prepared they felt towards exiting the foster care system. All participants were either former or current foster youth between the ages of eighteen years old and thirty-three years old. The sample was comprised of six females, and four males. On average, participants spent 8.87 years in foster care. The total number of placements ranged from one to ten placements. The average number of placements was 4.13. With more foster youth aging out of the system rather than ever reunifying with biological families or gaining permanent placements, researchers explored what factors could enhance the future of foster youth who are increasingly aging out of the foster care system. These four factors were examined for the purpose of exploring the experiences of foster youth’s in regards to: access to effective mental health treatment, educational attainment, independent living programs, and social support from a variety of entities. Researchers presumed that access to these four factors might contribute to the outcome rates of foster youth who have recently and previously aged out of the foster care system. Throughout the interviews questions surrounding these four factors were discussed to examine the perceptions of each of former foster youth. This study’s findings revealed social support as the most influential factor that contributed to how prepared former foster youth felt towards aging out of the foster care system. Although all of the participants identified support amongst their friends throughout their experiences, participants identified social support from caregivers and social workers as the most needed during their experiences within the child welfare system. Most of the participants identified mental health treatment as the least helpful factor during their experience within the foster care system. Many of the participants expressed feeling uncomfortable receiving therapy from professionals they considered strangers, and preferred for support in the form of social workers, caregivers, friends, and individuals who could identify with their experiences. This study’s findings are important to understanding what factors contribute to how prepared foster youth are once aging out of the foster care system. If professionals can identify the factors that contribute to the outcomes rates of foster youth, professionals can then hopefully increase their level of competency to help these foster youth navigate through the foster care system and age out successfully.

This study examines whether participation in Extended Foster Care (EFC) or the Aftercare Program increase perceptions of independence in former and current foster dependents ages eighteen and older. Foster youth have historically experienced worse outcomes than the general population after reaching age 18. This study surveyed 72 young adults, 36 were in Extended Foster Care (EFC) and 36 were in the Aftercare Program in San Bernardino County. The areas examined were demographics, health care, employment, transportation, education, housing, mental health, pregnancy/parenting status, social support, services received in Independent Living Program (ILP), EFC, and/or the Aftercare Program and the young adults’ perception of the helpfulness of the programs, from whom they received information about these services, duration of participation in services, as well as, their confidence in their independence skills. The study found that overall young adults felt prepared for independence and they agreed that EFC or the Aftercare Program contributed to their feelings. The study also found that their outcomes in the aforementioned areas were more positive than previous research indicates. These findings were evaluated through quantitative data analysis of a questionnaire. The significance of this study is that it will determine the programs’ abilities to fit the needs of foster youth in overcoming their obstacles to independence. The implications for social work practice, policy and research are discussed.

This study explores the perceptions of former and current foster youth, who either graduated from a post-secondary institution, enrolled in college or a vocational training, in order to identify the factors that contributed to their post-secondary education enrollment. Sixteen participants provided information about their personal experience with post-secondary education enrollment via personal interview and self-administered questionnaire. Descriptive statistics was used to compare responses on the self-administered questionnaire. Constant comparative analysis method was used to analyze interview data and code it into themes or codes. This study’s findings show that the majority of the participants enrolled in college because they were mainly motivated by individual factors, secondly relationship factors and thirdly systemic factors. Specifically, college gave them hope for the future and it was a personal goal. Some also reported the influence, motivation, and support of peers, caregivers, mentors, certain high school and college programs, like AVID (Advancement Via Individual Determination)) and EOPS (Extended Opportunity Program Services). Of utmost need to them is a hands-on-support which includes assistance with college application completion, college class registration, preparation for placement tests and college tours which they noted they did not get enough of. This study’s findings are vital for preparing foster youth for post-secondary education as the study provides needed insights on the necessary services, policy and programs.

Assembly Bill 12 was passed into law for the purpose of preparing foster youth for the transition into adulthood and provided extended support services and transitional support up to the age of 21. This qualitative study focuses on the experiences and outcome of foster youth who are participating in extended care services. Key findings were identified in the areas of education, social and emotional support, and living arrangements. These key findings provide the social workers with a better understanding of the difficulties associated with the complexity involving the transition to young adulthood. The implications of key findings have resulted in potential contributions to social work at the micro level. Suggestions include: Social worker’s increase their knowledge of the supportive resources that are appropriate for the young adult foster youth and to be well versed in the requirements of AB 12. It is further suggested, at the macro level, curriculums be developed that will connect the traditional role of social work to characteristics involving coaching and mentoring.

Youth who have experienced maltreatment (abuse, neglect, exposure to violence) typically exhibit worse life outcomes (lower graduation rates, higher incident of substance use, unplanned pregnancies, etc.). Effective therapeutic interventions are important to combat these negative effects. Animal Assisted Intervention (AAI) is a popular and growing field. Anecdotal evidence abounds on the efficacy of AAI, however, there is a lack of quantitative and qualitative research and evidence-backed models of treatment particularly with youth. This study sought to increase the amount of quantitative evidence on AAI by specifically focusing on evaluating the Power Tools for Living Equine Assisted Psychotherapy (EAP) model with youth who have experienced maltreatment. This study analyzed secondary data collected from Special Spirit Inc., an equine therapy center. Three groups of youth placed in out-of-home care at residential treatment facilities in Los Angeles County participated in the Power Tools for Living EAP program. Prior to and after the intervention the youth’s guardian or clinician filled out a Youth Outcomes Questionnaire (YOQ). This data was analyzed but no statistical significant associations were yielded from the analysis. Analysis of the data does provide suggestions for further study that may potentially establish the Power Tools for Living EAP model as an effective intervention for youth who have experienced maltreatment, particularly younger participants and those with higher YOQ scores prior to treatment.

The purpose of this study was to determine and assess social work students’ attitudes towards working with Lesbian, Gay, Bisexual and Transgender (LGBT) clients and identifying factors that would affect such attitudes. LGBT individuals face increased risk factors as opposed to their non-LGBT peers and are disproportionately over-represented in the foster care system. This study assessed California State University, San Bernardino Social Work student's attitudes towards working with LGBT clients through the use of self-administered questionnaires. The data acquired from such quantitative surveys was analyzed utilizing Statistical Package for the Social Science (SPSS) version 23. Results yielded that sexual orientation, religion, religiosity and political view rate were factors that significantly affected attitudes towards LGBT clients. It was also found that Title IV-E participants did not differ significantly compared to non Title IV-E participants in attitudes towards LGBT clients. Implications for social work education and practice include increased training, experience, competence and humility building opportunities when working with LGBT clients.

Over 425,000 youth currently reside in the U.S. foster care system. Youth enter the foster care system for the many reasons, including but not limited to physical, sexual, and emotional abuse, neglect, incarceration of a parent, abandonment, and death of a family member. Once in the foster care system, many youth remain until they reach adulthood. The purpose of this study is to examine the perspectives of current and former foster youth who remained in foster care into their adulthood and who participated in the Independent Living Program (ILP), a program designed to help foster youth transition to adulthood and independence. The study used in-depth, qualitative interviews to examine former foster youths’ perceptions of the role ILP played in their transitions to adulthood. This study examines the difficult transitions to independence many foster youth experience and the corresponding skills and behaviors ILP addresses. Several themes emerged from the data. Current and former foster youth with negative outcomes reported that staff assigned to them did not support them in correlation to ILP service deliverance and the transition into adulthood. The second major theme found was inconsistent participation in ILP. The third major theme was communication with clients so that they can be informed of upcoming events, workshops, and resources. The fourth major theme was participants’ suggestions on improvements for ILP. The findings from this study have implications for ILP programs and for social work practice. These implications and recommendations are discussed.

The majority of youth transitioning from foster care to adulthood aspire to achieve a higher education, yet they often face barriers and lack a support system. In the United States, only 50% of foster youth graduate from high school. About 13% of foster youth enter college and only 3% graduate. The purpose of this study is to assess foster youths’ perceptions on the social worker’s role when pursuing higher education. The literature suggests that child welfare agencies have developed a variety of programs for foster youth and for their social workers aimed at improving foster youth’s educational outcomes. Yet, the gap between foster youth’s aspirations and achievements persists. This study used a qualitative design as well as a purposive sampling method. We interviewed 15 foster youth, ages 18-25 from a foster youth program at a four-year university. We asked about their experiences in preparing and pursuing a higher education, particularly their perceptions of their social workers’ roles in these experiences. Our findings suggest that social workers’ encouragement, communication about higher education information, and communication about financial aid are all important to foster youth. Our participants recommended a variety of suggestions around ways social workers could facilitate foster youth’s access to higher education. Participants shared a range of experiences with social workers related to encouragement and information about college; some received a great deal of information and support, while others did not. Participants recommended social workers provide a checklist to discuss the steps required to attend college, encouragement, information about college and financial aid, trainings for social workers to learn more about college resources and share with foster youth, more one-one time to discuss educational options, and social workers to discuss college with foster youth at an early age. Our findings suggest encouragement and information about higher education and financial aid are highly important and youth do not receive these consistently from social workers. Understanding the role social workers played in the lives of foster youth can help provide more insight into what services can be enhanced or implemented to better prepare foster youth for higher education.