Date Presented 04/03/2025
A phenomenological research study was completed to explore the lived experiences of youth in foster care related to self-determination to seek postsecondary education opportunities. This study highlights the role of OT with youth in foster care.
Primary Author and Speaker: Hannah Ingram
Additional Authors and Speakers: Sarah Tucker
BACKGROUND: The main goal of the Child Welfare System (CWS) is to prioritize safe, stable short-term placements of children in foster care (U.S. Department of Health and Human Services, 2018). When children in the CWS approach legal adulthood, they transition out of care. Foster youth (FY) often face barriers when they navigate this transitional process with minimal support (Blakeslee et al., 2020; Miranda et al., 2020). It is important to understand the lived experiences of individuals who have endured emancipation to gain an accurate representation of the CWS’s effect on this population. Current literature focusing on this population includes foster alumni (FA) who identified barriers they experienced when aging out of care; including social participation, societal navigation, educational pursuits, and financial independence (Armstrong-Heimsoth et al., 2021). It is recorded that only 2% of FA obtain a post-secondary education (PSE), whether from a college or vocational program, due to the lack of support, guidance, and stability given to FA (American Bar Association, 2022).
PURPOSE: To conduct a phenomenological research study to determine whether the lived experiences of FY approaching emerging adulthood or FA contribute to their decision to attend PSE. This study was framed through the BPN of self-determination theory (SDT).
METHOD: The researcher performed one-on-one interviews based on the elements of SDT and PSE at a residential facility for girls in foster care.
RESULTS: Results were gathered through audio transcription and thematic analysis of interview transcripts.
IMPLICATIONS: The themes analyzed allow CWS organizations to provide better support for FY moving forward using the qualitative data collected during the study. This data also will support future occupational therapists and related practitioners in providing more effective interventions and transitional support to this population.
References
Armstrong-Heimsoth, A., Hahn-Floyd, M., Williamson, H. J., Kurka, J. M., Yoo, W., & Rodríguez De Jesús, S. A. (2021). Former foster system youth: Perspectives on transitional supports and programs. The Journal of Behavioral Health Services & Research, 48(2), 287–305. https://doi.org/10.1007/s11414-020-09693-6
Blakeslee, J. E., Powers, L. E., Geenen, S., Schmidt, J., Nelson, M., Fullerton, A., George, K., McHugh, E., & Bryant, M. (2020). Evaluating the my life self-determination model for older youth in foster care: Establishing efficacy and exploring moderation of response to intervention. Children and Youth Services Review, 119, 105419. https://doi.org/10.1016/j.childyouth.2020.105419
Miranda, M., Tadros, E., & Molla, E. (2020). The experience of foster care and long-term attachment. The American Journal of Family Therapy, 48(1), 87–106. https://doi.org/10.1080/01926187.2019.1679053
U.S. Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Children’s Bureau. (2018). Child welfare outcomes 2018—Report to congress (p. 104). https://www.acf.hhs.gov/cb/report/cwo-2018
