Pub Date : 2021-01-04DOI: 10.1080/0145935X.2020.1866984
Kwabena Frimpong‐Manso
Abstract The study aims to explore the experiences of Ghanaian care leavers to discern the factors that promote and impede their educational attainment. Data was collected from 23 care leavers using semi-structured interviews. The interviews were then analyzed using the framework method. The findings suggest that the personal motivation of the care leavers and encouragement from significant adults and peers facilitated their academic success. However, the participants identified stigma, lack of academic support, and the inability to participate in decisions as barriers to their education. Recommendations include training residential care staff to enable them to facilitate the participation of young people in decisions about their education, encouraging and supporting young people in care to aspire for higher education, and developing plans to guide their educational progress.
{"title":"Educational Experiences of Care Leavers from Residential Care in Ghana","authors":"Kwabena Frimpong‐Manso","doi":"10.1080/0145935X.2020.1866984","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1866984","url":null,"abstract":"Abstract The study aims to explore the experiences of Ghanaian care leavers to discern the factors that promote and impede their educational attainment. Data was collected from 23 care leavers using semi-structured interviews. The interviews were then analyzed using the framework method. The findings suggest that the personal motivation of the care leavers and encouragement from significant adults and peers facilitated their academic success. However, the participants identified stigma, lack of academic support, and the inability to participate in decisions as barriers to their education. Recommendations include training residential care staff to enable them to facilitate the participation of young people in decisions about their education, encouraging and supporting young people in care to aspire for higher education, and developing plans to guide their educational progress.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1866984","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46044102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/0145935x.2021.1953771
G. Charles, Ben Anderson-Nathe
{"title":"The Way Ahead past COVID: Worse than before","authors":"G. Charles, Ben Anderson-Nathe","doi":"10.1080/0145935x.2021.1953771","DOIUrl":"https://doi.org/10.1080/0145935x.2021.1953771","url":null,"abstract":"","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935x.2021.1953771","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41584907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/0145935X.2021.1884542
Amanda Sisselman-Borgia
Abstract Homeless youth are a difficult to reach subgroup of homeless individuals who require a unique level of intervention given their specific vulnerabilities as young people. They experience higher levels of trauma than their housed counterparts and lack parental guidance around concrete life skills as well as emotional support. This article provides a description of the adaptation process of a pilot life skills empowerment program designed to help homeless youth integrate successfully into the community by providing life skills training, emotional support, and social justice awareness. Youth participated in twice weekly group sessions and one-to-one mentoring with community volunteers. The adapted program was piloted in 3 cycles with small groups totaling 20 youth over the course of 18 months. Mixed methods were used to evaluate youths’ experiences in the program. While the sample size was too small to detect statistical significance, scores on validated measures (Antonovsky’s Sense of Coherence measurement tool and the Post-Traumatic Check-list Civilian version) demonstrated improvements in coping and sense of coherence and decreases in trauma symptoms. Qualitative findings supported the quantitative trends, demonstrating that youth felt more confident and hopeful about their futures, were able to set goals for themselves, and begin training programs and jobs. Youth were also able to develop trusting and meaningful relationships with mentors, staff, and peers. Implications for future program development and practice, future research, and social services education are discussed.
{"title":"An Adapted Life Skills Empowerment Program for Homeless Youth: Preliminary Findings","authors":"Amanda Sisselman-Borgia","doi":"10.1080/0145935X.2021.1884542","DOIUrl":"https://doi.org/10.1080/0145935X.2021.1884542","url":null,"abstract":"Abstract Homeless youth are a difficult to reach subgroup of homeless individuals who require a unique level of intervention given their specific vulnerabilities as young people. They experience higher levels of trauma than their housed counterparts and lack parental guidance around concrete life skills as well as emotional support. This article provides a description of the adaptation process of a pilot life skills empowerment program designed to help homeless youth integrate successfully into the community by providing life skills training, emotional support, and social justice awareness. Youth participated in twice weekly group sessions and one-to-one mentoring with community volunteers. The adapted program was piloted in 3 cycles with small groups totaling 20 youth over the course of 18 months. Mixed methods were used to evaluate youths’ experiences in the program. While the sample size was too small to detect statistical significance, scores on validated measures (Antonovsky’s Sense of Coherence measurement tool and the Post-Traumatic Check-list Civilian version) demonstrated improvements in coping and sense of coherence and decreases in trauma symptoms. Qualitative findings supported the quantitative trends, demonstrating that youth felt more confident and hopeful about their futures, were able to set goals for themselves, and begin training programs and jobs. Youth were also able to develop trusting and meaningful relationships with mentors, staff, and peers. Implications for future program development and practice, future research, and social services education are discussed.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2021.1884542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.1080/0145935X.2020.1866983
Kirsten M. Christensen, Rachel O. Rubin
Abstract Youth workers play an important role in youths’ experiences in after-school programs. Although many staff competency frameworks exist, little attention has been given to understanding how characteristics related to youth and their community and program contexts inform staff competencies. A systematic search of review papers in four databases yielded two foundational review articles on youth worker competency frameworks. We explore how the competencies least reflected in the literature may be critical for youth workers, particularly for individuals working with youth in communities facing systemic marginalization. Ongoing critical analysis of the literature’s best practices will reflect the value and potential of youth workers and move the field toward more thoughtful and just youth programming.
{"title":"Exploring Competencies in Context: Critical Considerations for after-School Youth Program Staff","authors":"Kirsten M. Christensen, Rachel O. Rubin","doi":"10.1080/0145935X.2020.1866983","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1866983","url":null,"abstract":"Abstract Youth workers play an important role in youths’ experiences in after-school programs. Although many staff competency frameworks exist, little attention has been given to understanding how characteristics related to youth and their community and program contexts inform staff competencies. A systematic search of review papers in four databases yielded two foundational review articles on youth worker competency frameworks. We explore how the competencies least reflected in the literature may be critical for youth workers, particularly for individuals working with youth in communities facing systemic marginalization. Ongoing critical analysis of the literature’s best practices will reflect the value and potential of youth workers and move the field toward more thoughtful and just youth programming.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1866983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48233359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-11DOI: 10.1080/0145935X.2020.1859364
Aimee Dresa R. Bautista
Abstract The Sangguniang Kabataan provides opportunities for youth participation in formal politics; however, it has been criticized for several issues including corruption and inefficiency. Using directed content analysis of transcripts from focus group discussions conducted in two schools in Caloocan City, Philippines, this study explores whether young people are politically cynical toward the youth council, and how this affects their political participation. Consistent with traditional political socialization theory, findings show that young people acquire their information and attitude toward the SK through their family, media use, and personal experiences. Results also show that they tend to be politically cynical toward the SK, and are unlikely to participate in SK activities and elections.
{"title":"Exploring Political Socialization and Political Participation: The Filipino Youth and the Sangguniang Kabataan in Caloocan City’s First Legislative District","authors":"Aimee Dresa R. Bautista","doi":"10.1080/0145935X.2020.1859364","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1859364","url":null,"abstract":"Abstract The Sangguniang Kabataan provides opportunities for youth participation in formal politics; however, it has been criticized for several issues including corruption and inefficiency. Using directed content analysis of transcripts from focus group discussions conducted in two schools in Caloocan City, Philippines, this study explores whether young people are politically cynical toward the youth council, and how this affects their political participation. Consistent with traditional political socialization theory, findings show that young people acquire their information and attitude toward the SK through their family, media use, and personal experiences. Results also show that they tend to be politically cynical toward the SK, and are unlikely to participate in SK activities and elections.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1859364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-16DOI: 10.1080/0145935X.2020.1840348
B. Daniel
Abstract The field of Child and Youth Care continues to expand and the foundational theories that have been central to the development of the field continue to de adapted. However, the increasing diversity of Canada's populations requires the inclusion of multiple theoretical frameworks that can address the needs of the children, youth and families that we encounter. This paper examines the ways in which anti-oppression and anti-racism perspectives can be included as an aspect of CYC thought and practice, with particular relevance to service provision for African Canadian families.
{"title":"Embedding Anti-Oppression and Anti-Racism Perspectives in the Field of Child and Youth Care: A Case for Rearticulating Relational Care","authors":"B. Daniel","doi":"10.1080/0145935X.2020.1840348","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1840348","url":null,"abstract":"Abstract The field of Child and Youth Care continues to expand and the foundational theories that have been central to the development of the field continue to de adapted. However, the increasing diversity of Canada's populations requires the inclusion of multiple theoretical frameworks that can address the needs of the children, youth and families that we encounter. This paper examines the ways in which anti-oppression and anti-racism perspectives can be included as an aspect of CYC thought and practice, with particular relevance to service provision for African Canadian families.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1840348","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45294546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-24DOI: 10.1080/0145935X.2020.1829465
F. Merenda
Abstract A consensus exists among practitioners and researchers that further empirical evidence is needed to develop effective programs that will increase resiliency from delinquency. The purpose of this study is to explore the perceptions, and attitudes of at-risk-youth after their participation in an experiential adventure-based learning program. Findings are based on a deductive thematic analysis of qualitative data gathered through semi-structured interviews within the framework of resiliency theory. Results indicate favorable views of the activities within the program, in particular related to themes of self-confidence, school attachment attitudes, and resiliency toward challenges. Implications for practitioners, as well as strategies for further improvements are discussed for further research.
{"title":"Adventure-Based Programming with at-Risk Youth: Impact upon Self-Confidence and School Attachment","authors":"F. Merenda","doi":"10.1080/0145935X.2020.1829465","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1829465","url":null,"abstract":"Abstract A consensus exists among practitioners and researchers that further empirical evidence is needed to develop effective programs that will increase resiliency from delinquency. The purpose of this study is to explore the perceptions, and attitudes of at-risk-youth after their participation in an experiential adventure-based learning program. Findings are based on a deductive thematic analysis of qualitative data gathered through semi-structured interviews within the framework of resiliency theory. Results indicate favorable views of the activities within the program, in particular related to themes of self-confidence, school attachment attitudes, and resiliency toward challenges. Implications for practitioners, as well as strategies for further improvements are discussed for further research.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1829465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46486155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.1080/0145935X.2020.1832888
Alexander Fink, M. Brito
Abstract As the generation and use of big data becomes more prevalent in youth work, young people grow up in a world that “knows” more about their lives than ever before. Beyond school attendance and grades, these systems know about out-of-school program participation, social service resources, therapeutic interventions, and more. Though data historically was used to understand and improve program achievements, communicate with funders, and track participants, it is increasingly used to suggest and even perform interventions in young peoples’ lives. Young people are rarely asked how they feel about these systems. This study, presented as a counter-narrative from their perspective, differentiates the big data collected and analyzed about them from the “big data” - or stuff that they feel really matters about who they are and the challenges they face. It concludes by offering four questions to help youth-serving organizations consider the ways they generate and use data, in light of the many issues young people raise about new big data trends.
{"title":"Real Big Data: How We Know Who We Know in Youth Work","authors":"Alexander Fink, M. Brito","doi":"10.1080/0145935X.2020.1832888","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1832888","url":null,"abstract":"Abstract As the generation and use of big data becomes more prevalent in youth work, young people grow up in a world that “knows” more about their lives than ever before. Beyond school attendance and grades, these systems know about out-of-school program participation, social service resources, therapeutic interventions, and more. Though data historically was used to understand and improve program achievements, communicate with funders, and track participants, it is increasingly used to suggest and even perform interventions in young peoples’ lives. Young people are rarely asked how they feel about these systems. This study, presented as a counter-narrative from their perspective, differentiates the big data collected and analyzed about them from the “big data” - or stuff that they feel really matters about who they are and the challenges they face. It concludes by offering four questions to help youth-serving organizations consider the ways they generate and use data, in light of the many issues young people raise about new big data trends.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1832888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44919595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.1080/0145935X.2020.1836955
Candice Alexis Jimmyns, A. Meyer-Weitz
Abstract The study explores caregivers’ perspectives and experiences around the barriers or facilitating factors to their involvement in their children’s schooling lives. Qualitative semi-structured focus group discussions with fifteen caregivers from four different socio-economic status schools in KwaZulu-Natal, South Africa, were conducted and analyzed using Thematic Content Analysis. Caregivers were selected via purposive sampling. The study’s findings were that caregivers perceived their children’s educators as easy to collaborate with, viewed school meetings as important and the school reception as welcoming, which encouraged their involvement. Setting up meetings with the school was seen as a challenge which discouraged caregiver-involvement. There are thus facilitating factors for caregiver-involvement in place in schools which demonstrates that the schools sampled, are aware of the important role of caregiver-involvement in reducing the risky-behavior engagement by youth in these communities. Caregivers are also more inclined to be involved, given the encouraging efforts made by the schools; and aware of their children’s schools’ LO education, policies which are in support of the messages taught in the LO curriculum and extra-curricular activities to prevent learners’ engagement in unhealthy behavior. Caregivers are therefore, better able to reinforce the messages taught via the LO curriculum. Caregivers are more likely to perceive their children’s LO educators as credible sources of life skills education and to partner with educators, to reduce the health risks in their children’s lives. More awareness for the importance of caregiver-involvement in reducing adolescent engagement in risky behavior engagement can be provided by schools and the government.
{"title":"The Influence of School Contextual Factors on Caregivers’ Involvement in Four Schools in Durban, South Africa","authors":"Candice Alexis Jimmyns, A. Meyer-Weitz","doi":"10.1080/0145935X.2020.1836955","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1836955","url":null,"abstract":"Abstract The study explores caregivers’ perspectives and experiences around the barriers or facilitating factors to their involvement in their children’s schooling lives. Qualitative semi-structured focus group discussions with fifteen caregivers from four different socio-economic status schools in KwaZulu-Natal, South Africa, were conducted and analyzed using Thematic Content Analysis. Caregivers were selected via purposive sampling. The study’s findings were that caregivers perceived their children’s educators as easy to collaborate with, viewed school meetings as important and the school reception as welcoming, which encouraged their involvement. Setting up meetings with the school was seen as a challenge which discouraged caregiver-involvement. There are thus facilitating factors for caregiver-involvement in place in schools which demonstrates that the schools sampled, are aware of the important role of caregiver-involvement in reducing the risky-behavior engagement by youth in these communities. Caregivers are also more inclined to be involved, given the encouraging efforts made by the schools; and aware of their children’s schools’ LO education, policies which are in support of the messages taught in the LO curriculum and extra-curricular activities to prevent learners’ engagement in unhealthy behavior. Caregivers are therefore, better able to reinforce the messages taught via the LO curriculum. Caregivers are more likely to perceive their children’s LO educators as credible sources of life skills education and to partner with educators, to reduce the health risks in their children’s lives. More awareness for the importance of caregiver-involvement in reducing adolescent engagement in risky behavior engagement can be provided by schools and the government.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1836955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47202794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-08DOI: 10.1080/0145935X.2020.1820320
Martin E. Purcell, Jools Page, J.. Reid
Abstract Children and young people in the UK face myriad challenges, which we characterize as colic 1 : the deleterious impact of uncertainty, stress and precarity on their mental health and wellbeing, particularly in their social bonds and relationships. We present findings from studies in the North of England which used focus group, individual interview and experimental LEGO® modeling sessions with 23 child and youth professionals working in a variety of roles and settings, to determine how demonstrating love within their professional relationships with children and young people can scaffold their resilience to these challenges and enhance mental health and wellbeing. We use thematic analysis to make meaning from the data, and we relate the findings to our extrapolation of Page’s developmental steps in early years professional practice, highlighting the potential for the concept of Professional Love to enhance children and young people’s wellbeing.
{"title":"Love in a Time of Colic: Mobilizing Professional Love in Relationships with Children and Young People to Promote Their Resilience and Wellbeing","authors":"Martin E. Purcell, Jools Page, J.. Reid","doi":"10.1080/0145935X.2020.1820320","DOIUrl":"https://doi.org/10.1080/0145935X.2020.1820320","url":null,"abstract":"Abstract Children and young people in the UK face myriad challenges, which we characterize as colic 1 : the deleterious impact of uncertainty, stress and precarity on their mental health and wellbeing, particularly in their social bonds and relationships. We present findings from studies in the North of England which used focus group, individual interview and experimental LEGO® modeling sessions with 23 child and youth professionals working in a variety of roles and settings, to determine how demonstrating love within their professional relationships with children and young people can scaffold their resilience to these challenges and enhance mental health and wellbeing. We use thematic analysis to make meaning from the data, and we relate the findings to our extrapolation of Page’s developmental steps in early years professional practice, highlighting the potential for the concept of Professional Love to enhance children and young people’s wellbeing.","PeriodicalId":45151,"journal":{"name":"Child & Youth Services","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0145935X.2020.1820320","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45785973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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