Grieving after job loss: Honouring the loss and instilling hope
May 28, 2014Careering
May 30, 2014By Chelsea L. Arsenault (Cannexus15 GSEP Award Winner)
The transition to adulthood encompasses a number of major life changes and decisions that significantly influence an individual’s career development. (Biehal & Wade, 1996; Creed et al., 2011; Young et al., 2011). Youth living in residential child care centres face a number of distinct challenges as they leave care and transition into adult life, which often impede their career development (Office of the Child and Youth Advocate, 2013). Residential child care centres serve youth between the ages of 0-18, who experience a variety of difficulties, disabilities or life circumstances that prevent them from living with their families (Government of New Brunswick, 2014). In 2007, there were an estimated 67,000 children in residential care across Canada, a number that continues to increase every year (Mulcahy & Trocmé, 2010). In light of this situation, it is useful for practitioners to become informed about the characteristics and needs of youth transitioning out of care, as well as recommendations for working with this disadvantaged population.
Characteristics and Needs
Many youth in care have experienced psychologically damaging family relationships, abuse and neglect, as well as other adverse life circumstances (Biehal & Wade, 1996; Creed et al., 2011; Office of the Child and Youth Advocate, 2013). Consequently, these youth often lack the positive social support that families normally provide during the transition into adulthood as young people attempt to enter the workforce or pursue higher education (Biehal & Wade, 1996). Many of these individuals continue to struggle with the issues that originally led them into care, resulting in a higher prevalence of mental illness within this population (Davidson & Cappelli, 2011; Dixon, 2008; Stein, 2008). They are also at higher risk for school dropout, unemployment/underemployment, as well as poverty and homelessness (Creed et al., 2011; Davis, 2003; Osgood et al., 2005).
It is evident that youth in care are at risk for poor educational and employment outcomes when transitioning into adulthood. This, in turn, can lead to low socioeconomic attainment, increased family stress and decreased well-being (Osgood et al., 2005). Keeping these risks in mind, and knowing that youth in care lack many of the support systems that individuals typically rely on to make successful transitions into adulthood, it becomes evident that this population could benefit greatly from professional support and specialized counselling as they transition out of care.
Recommendations
The literature reveals several important recommendations for career development professionals and other practitioners working with youth transitioning out of care and into adult life roles. A top priority is to foster positive relationships between these youth and their care-workers, other adult role models and, where appropriate, their families (Davidson & Cappelli, 2011; Representative for Children and Youth, 2014). These relationships can provide a vital support network for the achievement of their educational and career goals. Given their life histories, it may also be beneficial to explicitly promote the educational and occupational self-efficacy of youth in care (Biehal & Wade, 1996; Creed et al., 2011). It is important to provide youth with appropriate information regarding post-secondary opportunities and relevant services, such as government financial assistance programs (Davidson & Cappelli, 2011; Office of the Child and Youth Advocate, 2013; Osgood et al., 2005; Representative for Children and Youth, 2014).
Because many youth within residential care settings experience mental health issues and are continuing to cope with circumstances that have led them into care, it is extremely important to connect these young individuals with appropriate and consistent mental health services (Biehal & Wade, 1996; Office of the Child and Youth Advocate, 2013). Another element of promoting the educational and employment success of these youth is to assist them in developing essential life skills, such as money management, self-care, decision-making, and interpersonal communication (Davidson & Cappelli, 2011; Office of the Child and Youth Advocate, 2013). Acquiring these skills will also improve these youths’ sense of autonomy and help them to function independently in adult life, all of which are necessary for successful career development (Davison & Cappelli, 2011; Office of the Child and Youth Advocate, 2013; Osgood et al., 2005).
Conclusion
The adverse experiences and the absence of support systems that characterise the lives of many youth in care result in elevated risks for negative educational and employment outcomes. However, career development practitioners who are informed about the characteristics and needs of this population can work with these youth to promote successful career development. Through support, flexibility and the implementation of appropriate interventions, youth in care may begin to look forward to more positive futures as they make the transition into adulthood.
Author Bio
Chelsea Arsenault, BA, is currently completing her Masters of Education degree with a specialization in Counselling Psychology at the University of New Brunswick. Her research interests include at-risk youth with a specific focus on youth in care and the career development of this population. She has had previous experience working as a residential counsellor for youth with complex needs.
References
Biehal, N., & Wade, J. (1996). Looking back, looking forward: Care leavers, families and change. Children and Youth Services Review, 18(4-5), 425-445.
Creed, P., Tilbury, C., Buys, N., & Crawford, M. (2011). The career aspirations and action behaviours of Australian adolescents in out-of-home-care. Children and Youth Services Review, 33(9), 1720-1729.
Davidson, S., & Cappelli, M. (2011). We’ve got growing up to do: Transitioning youth from child and adolescent mental health services to adult mental health services. Ontario Centre of Excellence for Child and Youth Mental Health.
Davis, M. (2003). Addressing the needs of youth in transition to adulthood. Administration and Policy in Mental Health, 30, 495-509.
Dixon, J. (2008). Young people leaving care: Health, well-being and outcomes. Child & Family Social Work, 13(2), 207-217.
Mulcahy, M., & Trocmé, N. (2010). Children and youth in out-of-home care in Canada. CECW Information Sheet, 78.
Office of the Child and Youth Advocate (Alberta). (2013). Where do we go from here? Youth aging out of care special report. Retrieved from http://advocate.gov.ab.ca/home / documents/Special_Rpt_2013Apr10_Youth_Aging_out_of_Care.pdf
Osgood, D. W., Foster, E. M., Flanagan, C., & Ruth, G. R. (2005). On your own without a net: The transition to adulthood for vulnerable populations. USA: University of Chicago Press.
Stein, M. (2008). Resilience and young people leaving care. Child Care in Practice, 14(1), 35-44.
Young, R. A., Marshall, S. K., Valach, L., Domene, J. F., Graham, M. D., & Zaidman-Zait, A. (2011). Transition to adulthood: Action, projects, and counselling. USA: Springer.
