Mike Stein Research Professor Promoting the Resilience of Young People Leaving Care Messages from research Mike Stein Research Professor

Presentation outline What is resilience? Resilience and outcomes Quality of care, transitions and after care Making a difference: young people’s projects, mentoring, getting back into learning, FE and HE Promoting resilience

What is Resilience? “Care it’s given me great opportunities. Before I didn’t have a clue what I wanted to do, now I know what direction I’m going in. At home my parents didn’t care what I did.”

What is Resilience? Overcoming the odds, coping, recovery Response to adversity, disadvantage, problems Associated with individual qualities, parenting, social networks, schools, communities and cultures Ecological perspective Not celebrity but ‘ordinary magic’

Resilience and Outcomes Resilience recognises: The journey travelled by young people Their different starting points and pathways – not just standardised or normative outcome measures Young people’s whole lives and the connections between different dimensions – e.g. well-being and education

Quality of Care “I could talk about my problems, I was loved.” Quality parenting, ‘developmental’ role Stability, continuity, attachment Positive identity Health and well-being – CYPAct 2008, new duty Support in education

Supporting School Education Assessing skills and abilities - Personal Education Plans Identifying both ‘care’ and ‘educational’ needs Clear arrangements for early interventions Arrangements between schools, CAMHS and children’s social care for assisting young people with SEN, including BESD

Transitions from Care “I’m only 16 and still a bairn and get a bit weepy at times.” Journey - compressed and accelerated Psychological coping by dealing with issues over time Leaving care can be ‘instant adulthood’ Gradual transitions All round preparation

After Care “I’ve learnt to live out of care – with a back up team.” Continuing in placement, being settled in accommodation Being supported Formal, leaving care teams Mentoring schemes Informal, former carers, positive family links

Outcome Groups Moving on – ‘I think I am special because I tried and finished college’ stability, leave care later, satisfying career, ‘ordinary’ identity Survivors – ‘I’ve become more independent, more tough, I know more about the world’ movement, disrupted careers, support makes a big difference Strugglers – ‘I couldn’t handle it being on my own, being lonely, no family, no friends’ early difficulties, instability, complex problems, adult services, someone for them

Making a Difference – Young People’s Projects Leaving care, arts and community projects: Extra-curricula activities Opportunities and turning points Opportunities to re-frame adversities Challenging situations Participation Positive peer influences Specialist or ‘open’?

Mentoring Mentoring - a different kind of relationship? Different from family and friendship Different but complementary to professional relationships Purpose: instrumental---------expressive Process: service led----------- participatory Flexible and negotiated in terms of above

A Bridge to Learning Substantial educational deficits Individual support and small group work Core subjects plus creative opportunities Accreditation Getting back on the educational ladder

Further Education Increased participation since the Children (Leaving Care) Act 2000 Pathway in is own right, leading to a career Assessment and support, the right course? Pathway to higher education Higher profile in Care Matters?

Higher Education Specialist teacher offering advice on courses, interview preparation, help with the application process Importance of on-going personal support during the course Different sources, former carers, advisers Financial assistance for living and accommodation costs

Promoting Resilience C&YP Act 2008 and Care Matters provisions – quality of care matters The quality of the ‘carer’ gives meaning to ‘corporate parenting’ Makes a difference to progress and outcomes Quality parenting across the life-course Assessment, planning, intervention and review

Promoting Resilience Resilience promoting factors Ecological perspective - care, schools, community, social networks Leaving care, community projects Integrated working Children’s social care and other agencies Sharing best practice - regional working

Sources of information NCAS briefing Children and Young Persons Act 2008 and current policy information on young people leaving care go to: www.leavingcare.org For review of research, policy and practice (and references) see: Stein (2009) Young People Leaving Care, in Schofield and Simmonds (Eds), The Child Placement Handbook, BAAF For international work see: Stein and Munro (2008) (eds) Young People’s Transitions from Care to Adulthood, International research and practice, JKP For full list of publications: www.york.ac.uk/spru