How do Students Involved with a Campus Support Program for Students with a History of Foster Care, Relative Care, or Homelessness Fare After Graduation?

IF 1.7 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Child & Youth Care Forum Pub Date : 2023-03-31 DOI:10.1007/s10566-023-09746-9

Lisa Schelbe, Jennifer M Geiger, Christopher Schoborg, Lisa A Jackson

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引用次数: 0

Abstract

Background: Postsecondary education can provide opportunities for students from traditionally hidden populations like those who have experienced foster care or homelessness. To assist these students, campus support programs (CSPs) provide a wide range of services and activities.

Objective: Evidence of the impact of CSPs is limited, and little is known about how students who were involved in CSPs fare at or after graduation. This study seeks to address these gaps in knowledge. Methods: This mixed-methods study surveyed 56 young people involved in a CSP for college students who have experienced foster care, relative care, or homelessness. Participants completed surveys at graduation, 6 months post-graduation, and one-year post-graduation.

Results: At graduation, over two-thirds of the students felt completely (20.4%) or fairly (46.3%) prepared for life after graduation. Most felt completely (37.0%) or fairly confident (25.9%) that they would get a job after graduation. Six months after graduation, 85.0% of the graduates were employed, with 82.2% working at least full-time. 45% of the graduates were enrolled in graduate school. These numbers were similar a year after graduation. Post-graduation, participants described areas of their lives that were going well, obstacles and hardships faced, changes they would like to see in their lives, and post-graduation needs. Across these areas themes were present in the areas of finances, work, relationships, and resilience.

Conclusions: Institutions of higher education and CSP should assist students with a history of foster care, relative care, and homelessness to ensure that after graduation, they have adequate money, employment, and support.

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有寄养、亲属护理或毕业后无家可归史的学生如何参与校园支持计划？

背景：中学后教育可以为来自传统隐蔽人群的学生提供机会，比如那些经历过寄养或无家可归的学生。为了帮助这些学生，校园支持计划（CSP）提供了广泛的服务和活动。目的：CSPs影响的证据有限，对参与CSPs的学生在毕业时或毕业后的表现知之甚少。这项研究试图解决这些知识差距。方法：这项混合方法研究调查了56名参与CSP的年轻人，这些年轻人是经历过寄养、亲属照顾或无家可归的大学生。参与者在毕业时、毕业后6个月和毕业后一年完成了调查。结果：在毕业时，超过三分之二的学生感到完全（20.4%）或相当（46.3%）为毕业后的生活做好了准备。大多数人完全（37.0%）或相当有信心（25.9%）毕业后会找到工作。毕业6个月后，85.0%的毕业生就业，82.2%的毕业生至少全职工作。45%的毕业生进入了研究生院。毕业一年后，这些数字相似。毕业后，参与者描述了他们生活中进展顺利的领域、面临的障碍和困难、他们希望在生活中看到的变化以及毕业后的需求。在这些领域中，财务、工作、人际关系和复原力等领域都有主题。结论：高等教育机构和CSP应帮助有寄养、相对护理和无家可归史的学生，以确保他们毕业后有足够的资金、就业和支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child & Youth Care Forum PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.60

自引率

5.60%

发文量

期刊介绍： Child & Youth Care Forum is a peer-reviewed, multidisciplinary publication that welcomes submissions – original empirical research papers and theoretical reviews as well as invited commentaries – on children, youth, and families. Contributions to Child & Youth Care Forum are submitted by researchers, practitioners, and clinicians across the interrelated disciplines of child psychology, early childhood, education, medical anthropology, pediatrics, pediatric psychology, psychiatry, public policy, school/educational psychology, social work, and sociology as well as government agencies and corporate and nonprofit organizations that seek to advance current knowledge and practice. Child & Youth Care Forum publishes scientifically rigorous, empirical papers and theoretical reviews that have implications for child and adolescent mental health, psychosocial development, assessment, interventions, and services broadly defined. For example, papers may address issues of child and adolescent typical and/or atypical development through effective youth care assessment and intervention practices. In addition, papers may address strategies for helping youth overcome difficulties (e.g., mental health problems) or overcome adversity (e.g., traumatic stress, community violence) as well as all children actualize their potential (e.g., positive psychology goals). Assessment papers that advance knowledge as well as methodological papers with implications for child and youth research and care are also encouraged.