Transitions to adulthood from care: the empirical and theoretical context

The aim of this introductory presentation is to provide an empirical and theoretical context for research on young people’s transitions to adulthood from care. The empirical context will identify what we know about... [ view full abstract ]

The aim of this introductory presentation is to provide an empirical and theoretical context for research on young people’s transitions to adulthood from care.
The empirical context will identify what we know about ‘success’ and ‘risk’ factors drawing on international evidence from quantitative and qualitative studies. Analysis of the quantitative data, including demographic studies and research reviews, will identify four recurring themes associated with young people ‘doing well’ in adulthood: stability in care; educational achievement; leaving care later; and, being supported through formal services and informal networks. The qualitative studies will be explored to contextualise these success factors.
The theoretical context will consider how the ‘success factors’ identified above have been explained. This will include: the contribution of attachment and developmental theory to understanding stability; how educational success can be understood with reference to social capital and social inclusion; the potential of focal theory to further knowledge of young people’s transitions from care; and, the relevance of a social justice approach to the way young people are supported and access services.
It will be suggested that the cumulative impact of ‘success factors’ contributes to well-being and maximises agency, whereas the converse – instability, educational underachievement, leaving care early and lacking support – are significant ‘risk factors’. In conclusion it will be proposed that different perspectives - resilience, life course and social identity theory - have the potential to understand young people’s lives from care to adulthood.