No / The present paper uses life course theory to explore the move toward 'independent living' required of young people leaving care in England and Wales. Informal interview contact with 14 young people who had recently left care was maintained over a period of 12-18 months. Biographical stories constructed from field research are used to consider the social and developmental processes of the life course. The contextual analysis formalized within life course theory focused on the social timing and social construction of independence, revealing the way in which important 'invisibilities' may have social and developmental consequences for care leavers.

The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.

The aim of this study was to explore care leavers' experiences to independency after being discharged from public care. The study explored the services provided for young adults who have left public care and how they perceived the support provided for them during their transition and after. The study has also an interest on the care leavers' rights according to the UN Convention on the Rights of a Child. A qualitative study approach was used to collect data, due to the focus on the interpretation of the care leavers' experiences and to get in-depth information and descriptions about their experiences and perspectives. Semi-structured interviews were conducted with four participants who have left care. Moreover, the findings show that the participants were disadvantaged in many areas during their transition and the support received were limited. From the findings, the care leavers were lacking stability, encouragement and both emotional and adequate practical support after being discharged from care.

This is a case study with purpose to examine the implementation of the European Union Youth Strategy and the action of reducing early school leavers, which was put in force with the youth field of the European Union in 2010. The strategy contains of eight action fields, onwards only the field within education & training will be examined further in line with the strategy’s main objective to provide equal opportunities for young people in education. The theory of Normalization Process Theory focuses on policy implementation and how it becomes fully embedded within the intended society. Throughout the examination will be of how the implementation is supposed to work and how it actually is put into action within the two member states selected for this study, Sweden and Cyprus. The question to examine is to what degree has ‘the EU Youth Strategy’, and the fact of it being implemented within the member states, influenced the reduction of early school leavers. Through the method of comparative case study approach, materials were gattered throughout a variety of forms such as legislations, policies, evaluations, reports and many more. The analysis consists of the implementations of the action into the states, through what institutions and national legislations, as well as analysing the received grant from the European Union and what it has produced within the states. In conclusion, presenting the results of Sweden and Cyprus, both succeeding to reduce early school leavers, nevertheless, through different actions and interpretations of the strategy.

This dissertation explored the factors associated with dropping out of middle school and high school among Hispanic/Latino male students. Predictor variables investigated were: age, home language, retention history, SES, program of studies, suspensions, and GPA. Data were from a large urban school district in the state of Florida. A sample of 865 Hispanic/Latino male Latino students in the 8th grade in 1995-96 was followed longitudinally every year to the year 2000-01. Survival analysis and logistic regression were used to examine the data. The research questions were: 1) What is the relation between age, home language, retention history, SES, program of studies, suspensions, and GPA and dropping out of middle and secondary school by Hispanic/Latino males? 2) At what grade levels do the predictor variables begin to affect the male Hispanic/ Latino students' propensity for early school leaving? When are they at greatest risk? Of the predictor variables included in this research, age, retention history, program of studies, suspension, and GPA, were found to be statistically significant in the students' decision to drop out of school. This research also found that approximately 31% of this Hispanic/Latino male sample dropped out prior to completing their high school education during the 5-year span. Investigating the most hazardous time for dropping out of school, results suggested that for these students it is well into their secondary education, very close to when they would actually graduate, during their junior to senior years. It may be the time close to their eighteenth birthday that lets them legally choose to leave school that triggers this hazardous time period.

Existing research has shown that care leavers are one of the most disadvantaged groups in society and are at particular risk of experiencing negative long-term outcomes including unemployment, homelessness and mental health problems. This thesis makes a contribution to knowledge in this area by focusing upon a group of care leavers about whom very little is currently known: care leavers in higher education. These are young people who despite the odds, have succeeded educationally and are overcoming their early disadvantage to make a successful transition from care into adulthood. This thesis uses Bourdieu's theory on transformation and reproduction in society and the concepts of capital, field and habitus to explore care leavers' experiences of higher education. It considers how the support available to care leavers from their local authorities and higher education institutions has developed since Jackson and colleagues (2005) Going to University from Care study first highlighted deficits in the level of support provided to care leavers. This thesis also compares the experiences of care leavers with students from other disadvantaged backgrounds to understand where care leavers have specific support needs as a result of not being supported at university by their birth parents. Finally, this thesis considers the impact of the Buttle UK Quality Mark, developed in response to the findings of Jackson and colleagues (2005) and awarded to universities demonstrating a commitment to supporting care leavers.

This Diploma thesis is a proposal of project for supporting employment of school leavers, which propose to financial support from structural fund of European Union. The objective of project is more efficient of active policy of employment – socially serviceable working station.

This diploma thesis deals with analysis of the current state of recruiting – graduates, and comparing their requirements to the actual state of the company Motorola. Using questionnaire survey identifies criteria that prefer graduates in finding work, and on the basis of submitted proposals for streamlining the methods that used in recruiting.

The Ministry of Children and Family Development (MCFD) has identified the importance of permanency for children and youth in care, defined as “permanent, stable relationships” which “are a major determinant of whether children feel safe and secure and therefore, of well-being overall” (MCFD, n.d.). However, currently only 20% of children and youth transitioning from government care in British Columbia (BC) achieve it, while the remaining 80% are left to navigate a complex adult system and the incumbent challenges that ensue on their own (GBC, 2019). Limited research has been conducted on the impact of relational permanency and mentorship, or the lack thereof, on care leavers in BC; this thesis examines this topic, identifies mentorship programs for youth in or recently out of care, and recommends system improvements based on policy reviews, literature reviews, and interviews with care providers and youth transitioned from care. The literature review highlights the importance of youth mentorship as a support for youth in and/or transitioned from care as well as the root causes of systemic issues within the child welfare system. The policy review uncovers gaps and inconsistencies within MCFD’s policies and practices that enable discretionary decision-making and undermine consistency and clarity. The interviews expose ongoing community-based mentoring (CBM) program, care leaver, and system level challenges, as well as opportunities to improve outcomes for youth in and/or transitioned from care. Ultimately, this research highlights the importance of relational permanency in the lives of children and youth in and transitioned from care, while drawing attention to the reasons that many care leavers do not attain it. Additionally, it demonstrates the effectiveness of CBM programs and identifies the need and opportunity for system change, both at the provincial level and specific to MCFD. The proposed recommendations provide implementable solutions to the identified policy gaps and inconsistencies, as well as a systems level reform to the purpose and role of MCFD. / Graduate

In England around 68,000 children are currently looked after by the state. Sixty two per cent of this population are admitted to care or accommodation in response to abuse and neglect. As the United Nations Convention on the Rights of the Child acknowledges, the state has a unique responsibility for these children and is expected to ensure their safety, wellbeing and development. Underpinned by a rights-based framework the publications in the thesis make an original contribution to social work research, policy and practice, in respect of looked after children nationally and internationally. Three cohering theoretical strands - the new sociology of childhood, attachment theory and focal theory, and different methodological lenses, (from participatory research with young people to cross-national analysis of administrative data), are employed to advance understanding of the balance of protective, provisional and participatory rights ( 3 Ps ) for these children and young people. The work focuses upon their life pathways at two key stages in the lifespan: early infancy and adolescence into adulthood. Consistent with the theoretical underpinnings of the research, the methodological approach employed in two of the four core studies sought to promote children s active participation in the research process, and to give them a voice . The participatory peer methodology adopted moved beyond involving care experienced young people in interviewing their peers, to training and engaging them in several major aspects of the research cycle, including analysis of the data and the design and write up of the findings, to produce accessible peer research reports for young people. At the national level the work undertaken demonstrates how a needs-based discourse, and orientation towards considering looked after children as objects of concern, can mean that young children s protective rights may be prioritised in policy and practice, at the expense of their provisional and participatory rights. Children s participation rights are also constrained due to assumptions about the (in)capacities of younger children to express their wishes and feelings. In this context parents rights tend to be prioritised at the expense of the rights of the child. Whereas parents rights may take precedence when children are young, in adolescence the rights of parents are more peripheral. Cross-national comparisons reveal variations in how young people s provisional, participatory and protective rights are balanced as young people negotiate the transition from care to adulthood in western societies, as well as different drivers for reform. Empirical research on recent policy developments in England also illuminates the tensions and dilemmas professionals can face as they attempt to protect and provide for young people, whilst recognising their evolving capabilities and their right to autonomy and active participation in decision making processes. Finally, the studies highlight that young people with the most complex care histories may be denied the right to decide for themselves if they want to remain in foster or residential care into early adulthood.