Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college

Young people who transition from the foster care system face many challenges including lack of support and other educational barriers. They are less likely to graduate from high school than their counterparts and go on to college yet despite challenges, many succeed and take advantage of higher education programs.In Michigan, a state with one of the highest percentage of youth in foster care, Michigan State University developed a small scale, targeted intervention to help transitioning foster youth achieve their goals of pursuing higher education. Led by the School of Social Work in collaboration with other colleges and disciplines, it was demonstrated that a campus based learning program for transitioning foster youth can help contribute toward a perceived increase in knowledge and information about college life, funding and admissions procedures. The educational process involved peer support, role modeling, mentoring and active learning sessions led by the faculty and students who were often foster care alumni themselves. Leaders and speakers came from a range of disciplines, institutions and organizations. This approach and curriculum contributed to perceptions of the camp as enhancing life skills, self-concept, empowerment and sense of purpose. Consequently, this program contributed to the resilience of those who attended and potentially helped build steps from care to higher education.     

A cost–benefit analysis of transitional services for emancipating foster youth

Over 24,000 youth “aged out” of the nation's foster care system in FY 2005. While independent living programs and other services are available to foster youth, and almost all states allow dependency courts to retain jurisdiction of foster youth beyond age 18, outcomes for former foster youth are disturbing. This paper describes a program to address these challenges by providing extended foster care benefits and support to former foster youth from their 18th to 23rd birthdays. A detailed cost–benefit methodology documents expected costs and key benefits of the program. According to this cost–benefit analysis, a program providing funding and guardian support for former foster youth is projected to result in net benefits to the State of California over the 40-year careers of participating former foster youth. The program, if successful for all youth, would increase lifetime earnings and taxes paid due to increased education and would lower use of TANF and prison, resulting in a benefit–cost ratio of 1.5 to 1, using discounted present value dollars. Even at 75% success, the ratio is 1.2 to 1, showing a net benefit to society. This methodology can also be used to assess the costs and benefits of similar programs.     

A systematic review of interventions to improve post-secondary educational outcomes among foster care alumni

In their transition to adulthood, youth who have aged out of foster care struggle in a variety of areas. One area of concern is achieving success in post-secondary education. In response, universities and community colleges around the country offer support programs for these youth, in order to assist them in gaining a college education. The purpose of this study was to utilize a systematic review process to uncover the current status of what is known about campus support programs for foster care alumni in two areas—student views of their program experiences and outcomes of interventions to improve post-secondary educational success. We adapted the Participants, Interventions, Comparison groups, Outcomes, and Study designs (PICOS) model in conducting the systematic review. A search of six electronic databases and other gray literature sources yielded seven articles. Results revealed valuable insight from students regarding the ways in which program implementation was beneficial, and highlighted important strategies future programs should consider. Further, findings of outcome studies are favorable. However, additional outcome evaluations are needed in order to validate and confirm their impact.     

Issues of shared parenting of LGBTQ children and youth in foster care: preparing foster parents for new roles

Foster parents have increasingly assumed new and challenging roles during the past decade. Meeting the developmental, attachment, and grieving needs of children and youth in out of home care is challenging by itself, but can become even more difficult with the issues that arise when the child is lesbian, gay, bisexual, transgender, or questioning (LGBTQ). Preservice and in-service foster parent training programs can strengthen shared parenting skills by focusing on the universal critical issues of safety, well being, and permanence for children and youth in foster care. This article will focus on these skill areas: (1) sharing parenting to promote healthy growth and development of LGBTQ youth in foster care, (2) threats to safety of LGBTQ youth in foster care, and (3) general challenges and strategies for preparing foster parents of LGBTQ youth to build support systems.     

Better Futures: A validated model for increasing postsecondary preparation and participation of youth in foster care with mental health challenges

Higher education participation rates of young people in foster care are dramatically lower than their level of postsecondary education aspiration. Increasing attention to this disparity has stimulated policy and practice enhancements, however rigorously validated models for promoting postsecondary preparation and participation have not existed for young people in foster care, including those with mental health conditions. This article describes Better Futures, which is the first such model to be experimentally validated as effective for increasing the higher education participation and other related outcomes of young people in foster care with mental health challenges. Better Futures features a four day on-campus Summer Institute, coaching provided to youth by older peers who are in college and have shared experiences around foster care and/or mental health, and workshops that bring together youth, coaches and guest speakers for information sharing and mutual support. This article includes the theoretical and component features of the Better Futures model, findings related to intervention fidelity, participants' evaluation of the program, and discussion of implications for future model refinement and research.     

Perceived value of a campus-based college support program by students who aged out of foster care

The purpose of this study is to evaluate core components of one college support program at a midwest university from the perspective of student users who have aged out of foster care and to assess the perception of these supports in the context of the program's college graduation rate. Ninety-five students enrolled in the program completed a 44-question survey to evaluate the program's services. Student perceived value of these services is presented along with graduation rates for students from the program. The findings confirm the importance of financial aid, housing, and adult guidance for this population in successfully graduating from college. While the 30% graduation rate for students from the program far exceeds the national average for degree completion of students with a background in foster care, it is below the rate for a comparable first-generation student population at the university. We conclude that while key components of a college support program like financial aid, housing, and trained adult staff guidance are necessary in supporting students with a background in foster care attain postsecondary success, they are not sufficient to adequately explain graduation rates.     

Supporting collegiate foster youth and alumni: A mixed-method planning approach for higher education

Despite the proliferation, of on-campus academic support programs for foster youth and alumni (e.g., those formerly in foster care), few conceptual frameworks for developing these programs exist. This study employed Group Concept Mapping (GCM) methodology to delineate a conceptual framework, from the perspective of foster youth and alumni (N = 51), for the development of on-campus support initiatives. GCM is an integrated mixed-method research method that uses non-metric multidimensional scaling and hierarchical cluster analyses, to analyze qualitative data (e.g., statement form) collected during brainstorming sessions. This research was guided by two separate queries: (1) How do foster youth/alumni conceptualize support programs to support foster youth/alumni through to degree completion; and, (2) Is there a difference in priority areas of this conceptualization between current college students, and those who have dropped out of college within the last 18 months? Analyses revealed that participants conceptualized on-campus support programs via an eight-cluster solution, including Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports clusters. Additionally, analyses revealed significant priority ratings between areas of this conceptualization. In terms of Importance to academic success, current students rated statements in the Academic Financing and Peer/Mentor Supports clusters significantly lower than did non-students. For Feasibility, current students viewed statements in the Data Tracking, Campus Life, and Peer/Mentor Supports clusters as significantly more feasible than non-students. Pragmatic implications derived from these findings include fostering inclusive campus environments for foster youth/alumni and advocacy undertakings by institutions, on behalf of this population.     

Conceptualizing on-campus support programs for collegiate foster youth and alumni: A plan for action

Increasingly, post-secondary education institutions are implementing supplemental support programs to assist foster youth and alumni (i.e., those formerly in foster care) matriculating into higher education. Despite the promise of these academic support programs in helping young people achieve their educational goals, the empirical educational research literature related to these support programs is nominal. This study employed Concept Mapping (CM) with a convenience sample of 51 foster youth/alumni in one southeastern state to explicate a conceptual framework for the development of campus supports for collegiate foster youth/alumni, and examine priority areas (e.g., importance and feasibility). CM is a mixed-method research approach that employs non-metric multidimensional scaling and hierarchical cluster analyses to analyze qualitative data. As a result, visual representations of the data are computed. The final cluster map yielded an eight cluster solution: Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports. Foster youth/alumni in this study perceived the Pre-College Supports cluster as most feasible, while the Advocacy cluster was rated at the least feasible. The Academic Financing cluster was rated as the most important; the Campus Life cluster was rated as the least important. After a review of pertinent literature, this paper explicates CM methodology as applied to the current study, reports results, and discusses lessons learned as they apply to child welfare research and practice.     

Fostering success: Understanding the experience of foster youth undergraduates

Although foster youth aspire to complete college, studies suggest that less than 10% are successful in obtaining a bachelor's degree (McMillen, Auslander, Elze, White, & Thompson, 2003; Rios & Rocco, 2014; Wolanin, 2005). The low graduation rates suggest that these students face unique obstacles in attaining their educational goals. To date, there is little information about the particular challenges they face. To address this gap, this paper presents survey findings of undergraduates enrolled at a public university and engaged in a campus support program for foster care alumni. Results show that these students are hesitant to disclose their foster youth identity, need help securing stable housing and suffer from food insecurity. Campus support programs and services help students feel a sense of belonging and safety on campus. Findings can aid policy makers and student affairs staff in refining current support systems for foster youth to increase enrollment and rate of graduation.     

Intergenerational Programming for Foster-Adoptive Families

Abstract

Generations of Hope serves foster and adoptive children, their adoptive families and older adults through an innovative program that is breaking new ground in the development of caring intergenerational communities. It was created in 1993 as a non-profit social service agency designed to improve the service delivery and policies of the child welfare system; it ended up helping not only foster and adopted children but senior citizens as well. This paper examines critical social issues facing both foster children and senior citizens in the United States and how this program created a neighborhood that combines several generations of kin-like support to meet the needs of these vulnerable groups. We describe how the Generations of Hope model brings together in tangible ways critical shifts in perspective regarding foster care and gerontology. The lessons we have learned speak to research, policy making and practice.     

Tracking the Sexual Behavior-Specific Effects of a Foster Family Treatment Program for Children with Serious Sexual Behavior Problems

Few treatment programs exist for very young children with serious sexual behavior problems. Fewer still have produced data relating to their effectiveness, and the sparse data that have emerged have focused on global social adjustment or improvement rather than on sexual behavior- specific changes. This study tracked both frequency of problem sexual behaviors and care giver estimates of the propensity to re-offend of six initial clients referred to a treatment-intensive foster care program for sexually reactive children and pre-adolescent sexual offenders. A simple pre-post (basepoint-treatment) design was used, and in-treatment data gathered over a two-year interval are presented. Initial results indicate that the problem sexual behaviors of most of these youthful clients were effectively and immediately suppressed in the context of their treatment intensive foster placements, but that the program's impact on the clients' propensity to re-offend given the opportunity—a crude measure of treatment internalization—was much less immediate, less pronounced, and less predictable across clients. Recommendations based on these data are offered concerning the viability of foster care intervention for sexualized and offending children, as well as optimal durations for such treatments. The strengths and weaknesses of the novel progress tracking method are discussed.     

Characteristics of effective, harm-free environments for children in out-of-home care.

The history of out-of-home care is replete with documented examples of abusive and neglectful practices. Some scholars express concern that out-of-home care is de facto abusive. Certain elements, however, can foster effective and harm-free out-of-home care, such as caregiver support, a model of care, a focus on positive behavior, a consumer orientation, training, program evaluation, and an internal program audit. These elements work together to increase program effectiveness and reduce negative outcomes such as staff burnout. Furthermore, programs that use these elements can be cost efficient.     

Social Democratic Programs: What Is Worth Modeling (for the United States)

This article argues that the United States could improve social welfare outcomes by adopting effective and efficient elements from nations that excel in social welfare areas of employment, education, health care and income support. Using secondary data for comparison the article explores four foreign model programs that are worth modeling for the United States, which include employment in Norway, education in Finland, and health care and income support in Sweden. Each program is framed within its national context and is qualitatively described and linked to three essential social democratic values: universalism, equality and comprehensiveness     

Evaluation of a multi-site program designed to strengthen relational bonds for siblings separated by foster care

Sibling relationships in foster care settings have received increased attention in recent years. Despite growing evidence regarding the protective potential of sibling relationships for youth in care, some sibling groups continue to experience foster care related separation, and few programs exist to address the needs of these youth.This study describes and evaluates Camp To Belong, a multi-site program designed to provide short-term reunification to separated sibling groups through a week-long summer camp experience. Using a pre-test post-test survey design, this paper examines changes in youth ratings of sibling conflict and sibling support across camps located in six geographically distinct regions of the United States. The effects of youth age, number of prior camp exposures, and camp location were tested using multilevel modeling procedures.Findings suggest that participation in Camp To Belong may reduce sibling conflict, and improvements in sibling support are noted for youth who have had prior exposure to the camp’s programming. Camp-level variance in the sibling support outcome highlight the complex nature of relationships for siblings separated by foster care, and suggest the need for additional research. Lessons learned from this multi-site evaluation and future directions are discussed.     

Functioning patterns among older adolescents in foster care: Results from a cluster analysis

Older adolescents in foster care represent a heterogeneous population, though such heterogeneity is often underemphasized in research and practice. This study employed a cluster analysis to identify subpopulations in a large, national sample of 17-year-old youth based on the following indicators: educational attainment, connection to a supportive adult, adolescent parenthood, homelessness, substance abuse referral and incarceration. Data from the National Youth in Transition Database (NYTD) and Adoption and Foster Care Analysis and Reporting System (AFCARS) were used in the analysis. Results revealed five subpopulations defined by specific strengths, vulnerabilities and child welfare experiences. The largest group identified (39%) functioned successfully in all domains, whereas an additional group (15%) exhibited consistent maladaptation. The remaining groups evidenced variable adaptation patterns, with strengths in some domains and challenges in others. Entry to foster care for reasons other than child's problem behaviors, and placement in stable, family-based settings were associated with belonging to the most adaptive group. Findings emphasize heterogeneity among older adolescents in foster care, and call for better design and targeting of child welfare services and programs as appropriate to the needs of specific subgroups.     

Special foster care for exceptional children:: A review of programs and policies

This article reviews programs and policies regarding alternative home care for exceptional and special-needs foster children. While some focus is placed on program evaluation and efficacy of these specialized foster homes, the major thrust of the review is to identify major procedural underpinnings of successful programs for special needs foster children. These include: (a) appropriate selection of qualified therapeutic parents; (b) preservice training of parents; (c) matching of child to abilities of parents; (d) high-intensity and high-frequency casework and consultation; and (e) professional status for the specialized foster parents. Special foster care programs which have been evaluated offer generally high levels of success and goal attainment at much lower per diem rates than institutional care. Summary policies and recommendations are forwarded.     

Planning a mentorship initiative for foster parents: Does gender matter?

Despite the use of mentoring programs in fields such as business, career training, and youth development, little is known about how mentoring can be used to train and support new foster parents. This paper describes how Concept Mapping was used with current foster parents to develop a conceptual framework suitable to plan a foster parent mentor program. A secondary aim of this study was to explore priority differences in the conceptualization by self-reported gender (foster mothers vs. foster fathers). Participant data was collected via three qualitative brainstorming sessions, and analyzed using non-metric multidimensional scaling and hierarchical cluster analysis. Findings indicate that foster parents participating in this study conceptualized effective mentor programs via a seven cluster solution. Study results also showed no significant differences in cluster ratings by gender. Implications for practice and program planning are identified, as well as areas for future research.     

Using the bridges transition framework for youth in foster care: Measurement development and preliminary outcomes

Youth in foster care often undergo multiple transitions before reaching adulthood, and these transitions often create significant stress and can exacerbate emotional and behavioral problems. A measurement instrument (the Youth Experience of Transitions, or YET) was designed to assess foster care youths' understanding of transitions, and this instrument was tested on a group of youth undergoing an intervention program designed to assist them in coping with the stress of these transitions while in foster care. The intervention was based on the Transitions Framework by William Bridges and was implemented in multiple community agencies with funding from the Andrus Family Fund. Using factor analysis, we found that the YET contained two factors representing (1) openness and (2) determination. For youth in the participating foster care programs, growth in openness from baseline to 6 months was linked to a significant decrease in internalizing symptoms; no significant links were found for externalizing symptoms. Implications for foster care intervention programs are discussed.     

Measuring conflict management,emotional self-efficacy,and problem solving confidence in an evaluation of outdoor programs for inner-city youth in Baltimore,Maryland

Substantial evidence supports the value of outdoor education programs for promoting healthy adolescent development, yet measurement of program outcomes often lacks rigor. Accurately assessing the impacts of programs that seek to promote positive youth development is critical for determining whether youth are benefitting as intended, identifying best practices and areas for improvement, and informing decisions about which programs to invest in.We generated brief, customized instruments for measuring three outcomes among youth participants in Baltimore City Outward Bound programs: conflict management, emotional self-efficacy, and problem solving confidence. Measures were validated through exploratory and confirmatory factor analyses of pilot-testing data from two groups of program participants. We describe our process of identifying outcomes for measurement, developing and adapting measurement instruments, and validating these instruments.The finalized measures support evaluations of outdoor education programs serving urban adolescent youth. Such evaluations enhance accountability by determining if youth are benefiting from programs as intended, and strengthen the case for investment in programs with demonstrated success.