Nationwide more than 2 million youth are placed in custody annually, approximately 80,000 children return home, and more than 70% have a diagnosable mental disorder. The purpose of this quantitative study was to examine the outcomes of 311 youth released from secure residential facilities in Georgia between January 2012 thru May 2017. In the dataset, 136 youth returned to regular homes, 128 returned to group homes (GC), and 47 returned to traditional foster homes (TFC). The goal of the study was to examine the differences in probation outcomes based on the type of placement. For the purpose of the study, probation success was defined as having no additional placements in a secure residential facility within 365 days of release. To provide additional context, mental health status, race, sex, and age were analyzed. Binomial logistic regression and chi-square tests were performed to answer the research question. The tests did not reflect a statistically significant difference in the outcomes. However, the analysis did reflect that race and placement type had some effect on probation success. For race, success was 15.4% for black, 24.0% for white, and 24.1% for other. For placement type, probation success was 15.6% for youth returning to GC, 20.6% for youth returning to regular homes, and 23.4% for youth returning to TFC. As reflected in the literature, issues such as lack of proven programs in the community, mental health, and family impact the outcomes of delinquent youth in foster care. This study and the literature reflect the need for social change which can occur when the needs of delinquent juveniles supervised in foster care are addressed systematically.

This study investigated the educational outcomes of foster care youth utilizing the Road to Independence, Adopted from DCF, and Relative Caregiver tuition exemptions to pursue enrollment in Florida's state college system during the 2012-2013 academic year. An extensive literature review was conducted to examine the history of foster care, examine a contemporary portrait of the American foster care system, and the adult outcomes of former foster care. Federal and state policies impacting the population, campus support initiatives at colleges nationwide and the concept of resilience were also explored. In conjunction with the Florida Department of Education's Division of Accountability, Research and Measurement, the Florida Department of Children and Families provided access to a dataset compiled by the Community College and Technical Center MIS department. This file contained enrollment information for foster care youth utilizing one of three tuition exemptions to fund their education-related expenses. While all personal identifiers were eliminated prior to sharing the file, information within the document included student age, gender, race/ethnicity, academic discipline, and degree being pursued. Results of this study yielded some statistically significant differences across tuition exemption type. After examining relationships between gender and race/ethnicity and tuition exemption type, no statistically significant results were found. However, statistical significance was found after examining the relationships between academic degree being pursued and academic major/discipline and tuition exemption type. Many factors impact the experiences of foster care youth in the college classroom. These should be considered when developing programming, policy, and support services aimed at encouraging their success.

Foster care youth face significant challenges to postsecondary educational success, especially while enrolled at four-year institutions. Foster care youth are absent of family support that their non-foster peers receive throughout the college experience. Without family support, foster care youth encounter greater challenges to persevere through college and reach graduation. Postsecondary education provides a fundamental opportunity for foster care youth to achieve positive life outcomes. Policy makers, social welfare agents and educators continue to advocate on behalf of foster care youth and have made it possible for them to attend college; however, lack of preparedness and support prevent foster care youth from staying in college. Skills necessary for college success are often gained in early stages of life. For many foster care youth it is in this early stage of life that they have been separated from biological family and placed in the foster care system. This research sought to answer the question: how does the family milieu influence postsecondary educational success for foster care youth? According to research, parents play a significant role in the accrual of educational, social and cultural skills needed for children to have success in later stages of life. Additionally, research supports that schooling becomes increasingly complex as life success becomes increasingly dependent on college success.

This qualitative study examines the current barriers of services to transition age youth (TAY) who are newly emancipated from foster care. Data collection was derived from eight in depth interviews with local administrators within San Bernardino County with experience with youth and services within the TAY population. Study themes focused on how professionals suggested to engage TAY, tactics to instilling hope, highlighting successful services, and providing professional insight on working with the unique population. Present day research emphasizes the importance of the emotional capacity of TAY, which is a key theme within the present study. As current rates of homelessness, the dependency of government assistance programs, and mental health services increase for the TAY population, the need for improved services is apparent. Study results indicated five distinct themes pertaining to youth impediments and the need for foster system adjustments, and include: unmet mental health needs, available housing facilities, mistrust from the youth, the integration from Peer and Family Assistant’s, and systemic barriers.

No description available.