Index
Natalie Glynn
(Eberhard Karls Universität Tübingen, Germany)
Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support
ISBN: 978-1-80262-488-5, eISBN: 978-1-80262-487-8
Publication date: 2 May 2023
This content is currently only available as a PDF
Citation
Glynn, N. (2023), "Index", Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support, Emerald Publishing Limited, Leeds, pp. 175-179. https://doi.org/10.1108/978-1-80262-487-820231008
Publisher
:Emerald Publishing Limited
Copyright © 2023 Natalie Glynn
INDEX
Note: Page numbers followed by “n” indicate notes.
Accelerated adults
, 16
“Accelerated and compressed” transition
, 15
Aftercare
designated housing
, 114
housing arrangements
, 113–114
placement
, 113
policy
, 109
private-rented accommodation
, 114
as scaffolding
, 103–104
support system
, 108
supported lodgings
, 113–114
system
, 102, 109
Alternative access schemes
, 148–149
Analytical eclecticism
, 120
Art
, 123–124
Authentic belonging
, 20, 22, 53, 100–101
Back-to-education allowance
, 115
Beneficence
, 126
Black swans
, 119n2
Bounded agency
, 25
Bowlby’s Attachment Theory
, 29n6
Care
placement
, 4, 76
system
, 8, 10
understanding transition from care as process in time
, 95–96
Care leavers
, 1, 21, 39, 45, 59, 67, 88, 100, 108, 110, 114, 116
in Ireland
, 12
narratives
, 99
types
, 16
Care transitions
, 4–5
housing vulnerability and early family formation
, 7–8
less education, unemployment, and public assistance
, 5–6
Care-leaving
, 14–15, 41, 95
current approaches in leaving care literature
, 21–24
in Irish context
, 21
literature
, 104
negotiating uncertainty
, 102–104
policy landscape
, 8
problem-focused account of
, 97–98
process
, 53
social investment vs. social inclusion
, 8–10
striving for normal
, 98–101
theorizing
, 104–107
theory
, 16
Case study methodology
, 117
Central Applications Office (CAO)
, 46, 98, 146–148
Child and Family Agency in Ireland
, 7
Child Care Act (1991)
, 10–12
Child Care Act (1996)
, 12
Child in care
, 36, 41, 84
Children Act (1908)
, 12
Citizenship
, 70–71
immigration
, 54n7, 151
Communicating care in working relationships
, 90–93
Community assessment process (CAP)
, 6, 129
Confidentiality
, 127
Criminal justice system
, 17, 88
Critical theory of human development and social change
, 28
Data analysis
, 141–143
Data collection
, 133–140
Deficit-focused narratives on young people
, 97
Denigration
, 29, 31–33, 86
Disability Access Route to Education scheme (DARE scheme)
, 148
Double-edged sword of freedom
, 51–52, 62–65
Education
, 54, 56, 75, 79, 102
background
, 60–61
being “normal”
, 67–70
communicating care in working relationships
, 90–93
concerns and recognizing precarity
, 54–56
contesting valued life
, 56–57
control and communication
, 65–67, 80–82
creating liminal space
, 50–51
double-edged sword of freedom
, 51–52, 62–65
educational exclusion
, 86
Ethan’s mental health
, 76
Ethan’s path through homelessness
, 75–77
housing
, 71–73
Isaac’s path through
, 46–48
Jennifer’s struggles in
, 59
life
, 82
liminal time
, 79–80
normal
, 52, 82
ongoing concerns and recognizing precarity
, 70
precarious existence
, 87–88
rationing support as institutional misrecognition
, 88–90
time to mature and learn adulthood
, 48–50, 61–62
transitions
, 3
value of meaningful activities
, 68
value of security
, 61
Educational opportunities
, 50
Educational participation
, 3
Emerging adults
, 16, 40
Emotional recognition
, 29–30
emotional loops
, 35
Employment transitions
, 3
Empowering People in Care (EPIC)
, 129n9
Ending relationships
, 139
Epistemology
, 117–118
Feeling (mis)recognition
, 33
Feeling adult
, 62
Field Entrée
, 128–129
Fieldwork
, 128
Foster kids
, 84
Further Education and Training (FET)
, 145, 147
Gatekeepers
, 130n12, 131
Gatekeeping
, 130–133
Generalized tendency
, 103
Genuine care
, 90–91
Grounded longitudinal analysis
, 141–143
Grounded theory study
, 120n3
Higher Education Access Route scheme (HEAR scheme)
, 148–149
Housing Assistance Payment (HAP)
, 14, 114–116
Immigration information
, 151
Independent living programs (ILPs)
, 9
In-depth longitudinal interviewing
, 122–123
Individual self-sufficiency
, 27
Innovative methodological approaches
, 110
Interviewing process
, 135–139
Intuitive rationality
, 25
Ireland
aftercare policy
, 55, 111
care leavers in
, 12
child welfare system
, 36
leaving care policies
, 10–14
Irish education system
, 145
alternative access schemes
, 148–149
CAO
, 147–148
FET
, 147
Junior Cycle and Certificate
, 145
Leaving Certificate
, 146
Leaving Certificate Applied
, 146–147
Leaving Certificate Vocational Programme
, 146
PLC courses
, 147
Senior Cycle
, 146
Irish Prison Service (IPS)
, 135
Irish welfare benefits
, 115
back-to-education allowance
, 115
HAP
, 116
job seeker’s allowance
, 115
medical card
, 116
SUSI
, 116
Job seeker’s allowance
, 115
Journaling
, 123–124
Junior Certificate qualification
, 86n1, 145
Junior Cycle and Certificate
, 145
Leaving care (see Care-leaving)
Leaving Cert (see Leaving Certificate)
Leaving Certificate
, 45n2, 46n3, 55, 60, 98, 146
Leaving Certificate Applied
, 146–147
Leaving Certificate Vocational Programme
, 146
Life course agency
, 25
Liminality
, 95, 104
in-between zone
, 23
instant adulthood
, 64
neutral zone
, 23
theory
, 23, 41, 105
time to mature and learn adulthood
, 48–50, 61–62
Local Areas
, 131n13
Longitudinal design
, 110–111
Material disadvantage
, 5
Material support
, 98
Meaning, co-construction of
, 143
Medical card
, 116
Mental health
, 98
Methodology
, 117
designing research
, 117–128
fieldwork
, 128–144
Negative experiences, turning narrative away from focus on
, 17–19
Negotiating uncertainty
, 98, 102–104
aftercare as scaffolding
, 103–104
Non-maleficence
, 126
Normal life
, 67–68, 102
Normative social achievements
, 21
Not engaged in education, employment, or training (NEET)
, 12, 98
Object-relations theory
, 29n6
Photography
, 123–124
PhotoVoice
, 124
Planful competence
, 24
Policy
benefit rules
, 71
National Aftercare Policy for Alternative Care
, 14
potential synergies of social investment and inclusion policies
, 107–109
and practice recommendations
, 107
punitive turn
, 4
social investment vs. social inclusion
, 8–10
Positive identity development
, 29
Post-Leaving Certificate (PLC)
, 45n2, 86n1, 145, 147
Power
, 125, 130–133
Precarity
, 37, 38, 95, 104
living with long-term uncertainty
, 87–88
ongoing concerns and recognizing
, 54–56
precariousness
, 105
precaritized mind
, 87
Primary education
, 5
Private-rented accommodation
, 114
Public assistance
, 5–6
Purposive sampling
, 130
Qualitative inquiry
, 110
Qualitative longitudinal multi-case study
, 118–122
Qualitative longitudinal research (QLR)
, 117
Qualitative longitudinal approach
, 96
Recognition theory
, 27–29, 42, 95, 100–105
critical theory of human development and social change
, 28
Honneth’s theory
, 27
insult
, 29, 32, 37
legal recognition
, 30–31
love recognition
, 29–30
misrecognition
, 29, 31
rationing support as institutional misrecognition
, 88–90
respect
, 31, 33–34
social death
, 31, 38
social denigration
, 88
social side of self
, 29
in society
, 37–40
Recruitment
, 129–133
Researcher impact
, 139–140
Residential aftercare
, 114
Retention
, 134–135
Rigor
, 143–144
Sampling
, 129–133
Science, technology, engineering, and mathematics (STEM)
, 147
Secondary completion rates
, 3, 5
Self conscious emotions
, 33–34
Self-sufficiency
, 14
Senior Cycle
, 146
Social change, critical theory of
, 28
Social death
, 31, 38
Social denigration
, 88
Social exclusion
, 5, 22
Social identity
, 35
Social inclusion
, 8–10
Social investment
, 8–10
case study in social investment oriented aftercare
, 10–14
potential synergies of social investment and inclusion policies
, 107–109
Social networks
, 1, 22–23
Social Recognition
, 31–35
Social shame
, 31
Social support functions
, 23
Social system
, 22, 101
Social theory
, 21
Social welfare systems
, 3
Social workers
, 54, 78
Stamps
, 151
Standard adulthood
, 67, 96
Stigma type
, 35
Striving for normal
, 98–101
good life
, 99–100
recognition, vulnerability, and authentic belonging
, 100–101
stigma and shame
, 99
Structure-agency debate
, 24
Struggling parents
, 16
Student Universal Support Ireland (SUSI)
, 14, 115–116
Supported communal housing
, 114
Supported lodgings
, 113–114
Tertiary education
, 3
participation rates
, 3
Tracking process
, 110
Transition out of care
, 22, 51, 100
critical view of structure and agency
, 26
current approaches in leaving care literature
, 21–24
deserving and undeserving poor
, 35–37
foundation
, 29–30
identifying gap(s) in current understandings
, 21
integrating theoretical framework
, 42–43
recognition, precarity, and liminality to analyze structure and agency in
, 27
recognition in society
, 37–40
recognition theory
, 27–29
respecting lifeways
, 31–35
respecting persons
, 30–31
structure and agency in youth studies
, 24–26
youth as liminal period
, 40–42
Transition support services (TSS)
, 10
Transitioning process
, 23
Transitions
, 2, 23–24, 39
out of state care
, 95
theory
, 23
Tribal stigma
, 35–36, 85, 99
Troubled and troubling
, 16
Trustworthiness
, 143–144
Uncertainty
, 102
Unemployment
, 5–6
United Kingdom (UK)
, 9
Value
of meaningful activities
, 53–54, 85–86
of relationships
, 52–53, 83–85
of security
, 48, 61–67, 77–79, 88
Vulnerability
, 37, 100–101, 125
Vulnerable populations
, 37, 39
Welfare
benefits
, 4
state retrenchment
, 3
Working relationships, communicating care in
, 90–93
Young adults
, 2, 48
Young men’s transitions
, 39
Young people
, 4, 59–60, 68–69, 75, 87, 90, 96, 98, 100
Young women
, 3, 66, 75
Youth
leaving care experience periods
, 7
as liminal period
, 40–42
social policy
, 4
in society
, 105
structure and agency in youth studies
, 24–26
transitions in transformation
, 1–4
- Prelims
- Chapter One: Introduction
- Chapter Two: A Theoretical Approach to Understanding the Transition Out of Care
- Chapter Three: Isaac's Path Through Education
- Chapter Four: Jennifer's Struggles in Education
- Chapter Five: Ethan's Path Through Homelessness
- Chapter Six: Conclusions – Desiring Liminality and Institutional Recognition
- Appendix 1: Types of Aftercare Housing Arrangements
- Appendix 2: Relevant Irish Welfare Benefits
- Appendix 3: Methodology
- Appendix 4: The Irish Education System
- Appendix 5: Immigration Information
- References
- Index