Meaning of Routines for Transitioning Foster Youth

RATIONALE: Little is known about the day-to-day experiences of foster youth as they transition from the foster care system into independent living. In 2013, the National Youth in Transition Database reported that 101,780 youths received at least one independent living service, and 58% of those youths received three or more services (Administration of Children and Families, 2012). Of those youths who received services, 53% were ages 18–26, and the average age was 18 (Administration of Children and Families, 2012). As foster youth exit the foster care system, they are on their own and faced with the challenges of adulthood. Nesmith and Christophersen (2014) noted that independent living skills are crucial to the success of youth transitioning into adulthood. Singer, Berzin, and Hokanson (2013) reported that although services for transitioning foster youth have improved, there remain significant unmet needs to support them in this crucial period of time. Although the foster care system has independent living program (ILP) services, there is limited systematic support to develop meaningful routines for foster youth.

DESIGN: A qualitative phenomenological investigation sought to understand the lived experiences of foster youth as they transition from ILP and the meaning of routines in their daily lives. Data were collected using semistructured interviews. Interview questions were designed to understand the thoughts, feelings, and perceptions regarding their daily routines as the foster youths exited the foster care system. Participants included six English-speaking foster youths age 18 and older who were receiving ILP services. Informed consent was obtained prior to interviews.

METHOD: Data were collected using semistructured interviews. A county foster care service setting was the site for the interviews. Interviews were audiotaped and transcribed verbatim. Interview data were analyzed using the empirical, phenomenological, psychological method (Guidetti, Asaba, & Tham, 2009), which focuses on a description of the character, essence, and interrelationships of the phenomenon being studied.

RESULTS: Thematic analysis revealed two distinct themes. The themes that emerged from the data included (1) barriers to creating routines and (2) deprivation of self-created routines. These themes revealed that the foster youths had limited meaningful routines within their daily lives. Although they were trying to achieve independence, they lacked the structure of daily routines to support independence.

CONCLUSION AND IMPACT STATEMENT: Foster youth face greater challenges in achieving independence because of a lack of support from family and social services. Foster youth are a vulnerable population, and this pilot investigation provides information about their needs as they transition to independence. This knowledge can be used to guide occupational therapy practice.

References

Administration of Children and Families. (2012). National Youth in Transition Database Data Brief #1. Retrieved April 20, 2014, from https://www.acf.hhs.gov/sites/default/files/cb/nytd_data_brief_1.pdf

Guidetti, S., Asaba, E., & Tham, K. (2009). Meaning of context in recapturing self-care after stroke or spinal cord injury. American Journal of Occupational Therapy, 63, 325–326. https://doi.org/10.5014/ajot.63.3.323

Nesmith, A., & Christophersen, K. (2014). Smoothing the transition to adulthood: Creating ongoing supportive relationships among foster youth. Children and Youth Services Review, 37, 1–8. https://doi.org/10.1016/j.childyouth.2013.11.028

Singer, E. R., Berzin, S. C., & Hokanson, K. (2013). Voices of former foster youth: Supportive relationships in the transition to adulthood. Children and Youth Services, 35, 2110–2117. https://doi.org/10.1016/j.childyouth.2013.10.019