Youth Transition Methods Section
The literature and research sections above adequately demonstrate how challenging it can be for young people in foster care to transition into adulthood and independence and why certain assessment tactics will likely best capture objective and subjective reviews of the experience. This methodology section reiterates the specific study elements that will be used to look directly at the experience that the targeted young people (those who left within the last two years) had as they moved through their transitional stages toward aging out of the foster care system.
To reiterate, the study has three focal areas. The first two offer a degree of quantitative assessment as well as qualitative sections. The latter is mostly qualitative in that it seeks to elicit the recollections of the young people in regards to their experiences and where they see their future going. Together, the results will provide a multidimensional view of what prepares young people for aging out of the foster care system and moving into adult readiness for life, something that most researchers believe best reflects the experience of these young people (Gardner, 2008).
The three components of the study focus on:
The time spent in the system, number of changes of residence during their final years in the system, the types of support they received (counseling, work training, etc.), all in relation to their age and related demographics.
The types of hands-on, preparatory skills they developed or were exposed to with a specific look at financial knowledge and awareness (e.g., vocational assistance or experience).
Their perspective for the future based on what they recall in looking back on what they learned and what they expect to do in the future (e.g., either through continued education, on-the-job training, etc.).
Taken together, the study will be using a model multiple person case study format. As indicated previously, Baxter (2008) verifies that this format has many ways for affirming the reliability and validity of the information that is obtained. First, it helps to demonstrate the specific contextual experience from where the information arises; and second, it helps to ensure a sense of common data gathering to improve the confidence that each person's response can be compared with what others say -- something that SEDI (2008) likewise affirms in regard to case studies about financial information knowledge and retention.
VARIABLES
The variables to be measured will be collected from the official records of the young people and from survey instruments and written, open-ended questionnaires. As noted above, each of the three elements has different intentions. In regard to their experience in the foster care network, system data will be collected. The primary information in this section will be the core demographics of them as individuals (age, race, length of time in the system, etc.) as well as the experiences with foster family and support (how many families, length of time there, types of counseling and assistance received, etc.). This data will be gathered, with permission, from the young people's official files. In addition, each young person will be interviewed. These sessions will elicit verification of what is remembered and provide a baseline for developing a set of common variables in regard to their experience in the system.
In regards to the financial and life-skills assessment, other information will be pulled from the file and checked against the recollections of the young people. A review will be done in regards to the types of vocational skills training opportunities and actual work experience the young people had across their involvement. Following this, the Likert-scale questions (10-15) in regards to banking, use of credit, bill paying and such will be used to demonstrate the baseline for financial knowledge that the young people have. In using online resources for the general public, it will be possible to determine whether the targeted group is on par with what is thought to be needed for young people in general.
And the third element will be composed of...
D., further discusses the social implications of foster care on the overall financial education and life-skill ability of aged out foster care children. According to his research, the average income of an aging-out youth is less than $6,000, which is drastically less than the federal poverty amount of $7,890. This author proposes that the only means of ending the cycle and allowing foster care children the opportunity to gain the
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