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.

Examinations administered by the Royal Conservatory of Music (RCM) play a major role in the musical education of many individuals across Canada. The evaluative process needs to be a constructive one in order to ensure its positive impact on students’ musical education. Examiners who are confident and comfortable in their roles as assessors are more likely to provide this ideal environment for the students. Individuals at the dawn of their examining careers are prone to lower confidence and comfort levels due to their inexperience. Yet all music students deserve an optimal examination situation, even from new examiners. Ensuring that an examiner receives proper training will help to increase their confidence and comfort levels while assessing students. This study examined the elements of an examiner’s education, experience and preparation which contributed to higher confidence and comfort levels as they participated in the RCM evaluative process. Ten individuals participated in surveys and interviews. Seven were recent apprentices of the examiner training program and three were senior examiners. Their experiences and insights given in a narrative form shed light on which elements of their background and training benefited them as examiners. According to the participants, varied and extensive pedagogical training, taking exams as students and intensive performance education gave them the most advantages during their early careers as examiners. Regarding the examiner apprenticeship program, participants felt that they would have benefited from more practical experience during the early classroom seminar, additional opportunities to observe students at varying performing levels and more time for discussion with their mentors. These recommendations for background preparation and enhanced training are intended to give examiners greater confidence in their evaluative roles early in their careers, enabling them to provide constructive and effective assessments for students and their teachers.

Examinations administered by the Royal Conservatory of Music (RCM) play a major role in the musical education of many individuals across Canada. The evaluative process needs to be a constructive one in order to ensure its positive impact on students’ musical education. Examiners who are confident and comfortable in their roles as assessors are more likely to provide this ideal environment for the students. Individuals at the dawn of their examining careers are prone to lower confidence and comfort levels due to their inexperience. Yet all music students deserve an optimal examination situation, even from new examiners. Ensuring that an examiner receives proper training will help to increase their confidence and comfort levels while assessing students. This study examined the elements of an examiner’s education, experience and preparation which contributed to higher confidence and comfort levels as they participated in the RCM evaluative process. Ten individuals participated in surveys and interviews. Seven were recent apprentices of the examiner training program and three were senior examiners. Their experiences and insights given in a narrative form shed light on which elements of their background and training benefited them as examiners. According to the participants, varied and extensive pedagogical training, taking exams as students and intensive performance education gave them the most advantages during their early careers as examiners. Regarding the examiner apprenticeship program, participants felt that they would have benefited from more practical experience during the early classroom seminar, additional opportunities to observe students at varying performing levels and more time for discussion with their mentors. These recommendations for background preparation and enhanced training are intended to give examiners greater confidence in their evaluative roles early in their careers, enabling them to provide constructive and effective assessments for students and their teachers.