The transition to adulthood for young people leaving care has become a significant subject of research over recent decades, especially given consistent findings that suggest that alumni of care are at high risk of adverse outcomes. However, there is no definitive consensus on how findings from research can best inform practice with youth in transition out of care. The aim of the present article is to provide principles that can support practice based on a project mounted by a group of international care leaving researchers. These principles include, among others, the importance of listening to the young people, to supporting their autonomy during and after care as well as their cultural identity and diversity, to ensuring their access to education after care, to ensure preparation for leaving care and ensure that care leavers rights are upheld so that they get the support they need. The discussion considers these principles in light of the micro-, meso- and macrosystem levels in Bronfenbrenner’s social ecological model (1994) and the United Nations Convention on the Rights of the Child (1989) and reviews the challenges of generating these principles. In addition, implications for policy are highlighted in relation to rights, entitlements and access to services.

Additional Metadata
Keywords transition into adulthood, care leavers, principles, good practice, knowledge transfer
Persistent URL dx.doi.org/10.1016/j.childyouth.2020.105260, hdl.handle.net/1765/128798
Journal Children and Youth Services Review
Citation
Harder, A.T, Mann-Feder, V, Oterholm, I, & Refaeli, T. (2020). Supporting Transitions to Adulthood for Youth Leaving Care. Children and Youth Services Review, 116. doi:10.1016/j.childyouth.2020.105260