PSY-FPX5002_DavisJared_Assessment2-1

doc

School

Capella University *

*We aren’t endorsed by this school

Course

5002

Subject

Health Science

Date

Jan 9, 2024

Type

doc

Pages

Uploaded by SuperQuetzal743

SCHOOLING FOR FOSTER CARE YOUTH Schooling for Foster Care Youth Jared C Davis Capella University 1

SCHOOLING FOR FOSTER CARE YOUTH Abstract Youth in the foster care system frequently experience challenges with shifting routines, the surroundings, sensory concerns, or attention problems. The subject of what behavioral concerns and obstacles youth within the foster care system counter due to the changes in learning environments comes as a result of the fact that many adolescents have to change family’s multiple times during their early childhood into their late teens. The majority of studies indicate that youth can adapt to their new learning environment, it also presents a number of behavioral hurdles that must be overcome in order to succeed. There are problems with foster youth in school, the authors research of the literature has revealed that for certain people, these changes can hinder their academic progress, lead to additional delays, and, if not discovered, the youths frequently need to repeat their grade. There is a need for resilience in foster youths life to change their whole life trajectory and the intervention can be simple. 2

SCHOOLING FOR FOSTER CARE YOUTH Introduction A lot of people may be interested in one of the numerous subfields of psychology, which is an immense area of study. An individual can improve their understanding of oneself in this sector, in addition to, improving their understanding of others. It is quite intriguing to learn about how other people think, why they act the way they do, and what drives an individual to do something. What is even more intriguing is learning all of this, especially when that person still has a lot to learn about themselves. To this author, learning more about child and adolescent development is beyond fascinating, it is more of a way to learn to heal those that need it most. This author has seen the struggles that children face when they are in foster care and move from one home to the next. The struggles of trying to fit in with the home, the struggle of meeting new people, and then there is the struggle of a new school. He has witnessed how the trauma of a child being removed from the home they knew, to a home they do not, as one that is unexplainable. This population deals with numerous mental diseases, societal disadvantages, health issues, and stress. With this literature review, the author focuses on how the foster youth deal with school. Schooling for Foster Youth The challenges of going to a new school is a challenge that could be very overwhelming at times, and at times impossible to overcome. According to the most recent statistics, 61 percent of youth in foster care were school-aged in 2018 (Farnsworth et al., 2022). Students who are placed in foster care frequently face extreme movement and instability at home, which leads to difficulties in school (Farnsworth et al., 2022). The difficulties that foster youth experience varies from youth to youth, but more often it comes down to the youth’s academic performance and the youth’s behavior (McGuire, Gabrielli, et al., 2021). According to research, adolescents in 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

SCHOOLING FOR FOSTER CARE YOUTH foster care are far more inclined than the youth who are not in foster care to have poor academic outcomes and low scores on standardized exams (McGuire, Gabrielli, et al., 2021). Almost half of the youth in placement report failing a grade, some more than just one, and about one-third must end up repeating a grade during their school years (McGuire, Gabrielli, et al., 2021). According to estimates, half of all foster adolescents are at risk for academic failure as well as a chance for school dropout as foster youth exhibit higher rates of violent and disobedient behaviors at school than their non-foster classmates, as well as internalizing worries, which leads to their academic performance (Farnsworth et al., 2022). Foster youth have a fewer likelihood to attend college, and with a higher poor academic performance, along with low educational achievement, they are less likely to obtain work opportunities, they have greater financial struggles, and more difficulties with both mental and physical health in when they become adults (Kothari et al., 2021). This author found one common theme throughout the articles, foster children struggle in school and preform poorly throughout their academic career, which leads to struggles in adulthood. The articles highlight the foster youth’s struggles, their behavior, and their actions in school, they even go on to explain that due to these struggles, their adult life does not get any better. This author finds the literature to be compelling and very truthful on foster care truly effects the youth and their academics. The unfortunate struggles that foster youth endure, are even more so at their schooling, as presented in these articles. Changes and Absenteeism in Foster Youth With 68% of students in out-of-home placements attending three or more elementary schools, students in foster care also frequently switch schools and are absent (Farnsworth et al., 2022). Students in foster care reported that switching from school to school made it more 4

SCHOOLING FOR FOSTER CARE YOUTH difficult to deal with issues, like severing relationships with stable adults, learning new routines in the home and school, along with the expectations at both, with the switches lead to falling behind in school, and having to part ways with friends who could provide security and encouragement (Farnsworth et al., 2022). Depending on the youth and environmental conditions, such as changing schools frequently and living in different homes with people they don't know, the severity of academic problems among foster adolescents appears to vary greatly (McGuire, Gabrielli, et al., 2021). Students must be present and have the chance to develop a link to their school and significant connections with teachers and fellow students in order to study, engage, and thrive academically (Farnsworth et al., 2022). Academic outcomes for children in foster care have been demonstrated to be influenced by external variables, some of which are school-related (Kothari et al., 2021). Foster care youth notably have almost twice the likelihood of repeating their grade, compared to their non- foster counterparts due to missing school, along with factors such as continuously changing schools and foster homes (Kothari et al., 2021). The changes lead to worsened performance in school, it has been demonstrated that adolescents in foster care who miss or are excluded from school perform poorly academically (Kothari et al., 2021). Throughout the second part of the literature review, the articles explain that being present and having a connection at their school will lead to foster youth preforming better academically. This author has seen many foster youths change families at the start of school year, in the middle of a school year and at the end of a school year, which leads to disruption in the youth’s home life and then disruption as school. Unfortunately, the disruption may be for the best in the youth, but looking at it academically, and according to the articles, it is not always best academically. Foster youth have many challenges and academics is a big challenge, and this author has seen the 5

SCHOOLING FOR FOSTER CARE YOUTH struggles that the foster youth go through to try and maintain a good grade to make something out of their life. Resilience and Intervention By providing secure and encouraging school services, school professionals like teachers, administrators, school psychologists, counselors, social workers, and paraprofessionals can lower the likelihood that foster children will drop out of school and encourage educational resilience (Farnsworth et al., 2022). Foster youth that are engaged show a fascination in, a dedication to, and dedication in academics and extracurricular endeavors as well as excellent connections with instructors, personnel, and classmates (Kothari et al., 2021). Psychologists view academic involvement as a crucial and adaptable component of a foster youth's adaptive system that can be developed to support resilience (Kothari et al., 2021). Resilience is not a process that can be trained, but rather is contingent upon a person's surroundings and relationships within it, therefore it is crucial to take into account the socioeconomic variables that appear to support resilience within an academic system and the outcomes among youth in foster care (Farnsworth et al., 2022). According to studies, interactions with loving professionals seem to be the most important thing for foster youth, and they value many parts of their ties with them (Kothari et al., 2021). The idea that the types of relationships that youth in foster care gain are important because when youth reported varying levels of support and kindness from the people that mean the most to them, their resilience to succeed academically flourished (McGuire, Gabrielli, et al., 2021). Teachers have a special chance to support the circumstances that improve the foster youth's life academically as they act as the one continual adult in their life, and this lessens risks for foster youth (Farnsworth et al., 2022). 6

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

SCHOOLING FOR FOSTER CARE YOUTH Foster youth need just that one caring adult in their life to provide the resilience and the intervention to help guide them through life. As Farnsworth et al.,2022, states, teachers have that special chance to do just that. This author has seen the importance of having a positive role model in a foster youth’s life, and with the youth having this person in their life, it has been the one steady connection to keep their academics going, and even helped the foster youth go on to a university. Conclusion Youth need academics, not only because it is the law, or because it is a way of life, but youth need academics to succeed in their life. As previously stated, and one important detail to focus on, why academics are important in foster youths’ life, is because when adolescents without an education move onto their adult life, they have greater economic troubles, less employability, and more concerns with their psychological and tangible health (Kothari et al., 2021). Resilience can be found at school for foster youth, teachers or other staff can provide this intervention to help foster youth be resilient when it comes to being successful at academics. Foster youth need that stability in their life, without it, they will fall behind. These articles emphasize the important of academics for foster youth, emphasize the hardships, but also how having that one individual in their life at school can change their whole life outcome. 7

SCHOOLING FOR FOSTER CARE YOUTH References Farnsworth, E. M., Cordle, M., Kromminga, K., Saker, E. L., Szydlo, T. M., & Frederick, J. (2022). Protecting the educational rights of students in foster care: Legal considerations for educational professionals. Children and Youth Services Review , 141 , 106585. https://doi.org/10.1016/j.childyouth.2022.106585 Kothari, B. H., Godlewski, B., Lipscomb, S. T., & Jaramillo, J. (2021). Educational resilience among youth in foster care. Psychology in the Schools , 58 (5), 913–934. https://doi.org/10.1002/pits.22478 McGuire, A., Gabrielli, J., Hambrick, E. P., Abel, M. R., Guler, J., & Jackson, Y. (2021). Academic functioning of youth in foster care: The influence of unique sources of social support. Children and Youth Services Review , 121 , 105867. https://doi.org/10.1016/j.childyouth.2020.105867 8

PSY-FPX5002_DavisJared_Assessment2-1

Related Documents