A mixed method study on educational well-being and resilience among youth in foster care

被引：53

作者：

Strolin-Goltzman, Jessica ^{[1
]}

Woodhouse, Valerie ^{[1
]}

Suter, Jesse ^{[1
]}

Werrbach, Matt ^{[1
]}

机构：

[1] Univ Vermont, Burlington, VT 05405 USA

来源：

CHILDREN AND YOUTH SERVICES REVIEW | 2016年 / 70卷

关键词：

Foster care; Education; Resilience; Relationship; Engagement; FRAMEWORK; CHILDREN; RISK;

D O I：

10.1016/j.childyouth.2016.08.014

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This paper, framed by risk and resiliency theory, presents findings from a youth led collaborative social research study exploring the facilitators of educational success and college attendance among former foster youth. A simultaneous component/parallel process mixed method design was conducted to explore factors associated with educational success among youth in foster care. Findings suggest that stability and positive relationships with peers and adult mentors ease transitions, and reinforce emotional connections impacting educational success and post-secondary attendance. This manuscript attempts to raise the volume on youth's successful experiences of education and highlight the implications for trauma informed practice in child welfare and school settings. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：30 / 36

页数：7

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