young people’s pathways: delays and decisions ferran casas carme montserrat university of girona...

Young people’s Young people’s pathways: delays and pathways: delays and

decisionsdecisions

Ferran CasasFerran Casas

Carme MontserratCarme MontserratUniversity of GironaUniversity of Girona

London ConferenceLondon Conference

29 November 201029 November 2010

Ferran Casas - Carme Montserrat 2Ferran Casas - Carme Montserrat 2010010

ContentsContents

1.1. Spanish contextSpanish context

2.2. Recent quantitative dataRecent quantitative data

3.3. Qualitative results from the YIPPEE Qualitative results from the YIPPEE project in Spainproject in Spain

4.4. Some recommendationsSome recommendations


1. Spanish context1. Spanish context

Autonomous regionsAutonomous regions LegislationLegislation EducationEducation Protection systemProtection system Transition to adulthoodTransition to adulthood


2. Recent quantitative 2. Recent quantitative datadata


Catalonia (2009-Catalonia (2009-2010)2010)

Residential Residential carecare

Non-kinship Non-kinship Foster careFoster care

Kinship Kinship Foster careFoster care

TotalTotal

4 ESO4 ESO 3737 23.423.4%%

1212 40.040.0%%

3535 45.545.5%%

8484 31.731.7%%

3 ESO3 ESO 6767 42.442.4%%

1515 50.050.0%%

2828 36.436.4%%

111100

41.541.5%%

2 ESO2 ESO 3333 20.920.9%%

22 6.7%6.7% 66 7.7%7.7% 4141 15.415.4%%

1 ESO1 ESO 22 1.3%1.3% 00 -- 00 -- 22 0.8%0.8%Sp EdSp Ed 1919 12.012.0

%%11 3.3%3.3% 88 10.410.4

%%2828 10.610.6

%%TotalTotal 1515

88100%100% 3030 100%100% 7777 100%100% 2626

55100%100%


Catalonia (2009-Catalonia (2009-2010)2010)

Overall Overall populationpopulation

In careIn care

Expected level at age15Expected level at age15 69.4%69.4% 31.7%31.7%

Repeat year during Repeat year during Compulsory Secondary Compulsory Secondary Education (ESO)Education (ESO)

9.1%9.1% 64.5%64.5%

Graduated at age 16Graduated at age 16 60%60% 20.6%20.6%

Graduated when in Year Graduated when in Year 4 of ESO4 of ESO

81.9%81.9% 59.6%59.6%

Special Education SchoolSpecial Education School 1.1%1.1% 10.6%10.6%


Catalonia (2009-2010)Catalonia (2009-2010)

30.9% of children in care from the cohort born 30.9% of children in care from the cohort born in 1994 in 1994 left compulsory educationleft compulsory education at 15 without at 15 without the certificatethe certificate

12.9% displayed 12.9% displayed absenteeism absenteeism during the 2009-during the 2009-10 school year10 school year

29.4% had 29.4% had serious behavioural problems and serious behavioural problems and disciplinary measure were adopted at school.disciplinary measure were adopted at school.

Half of them are Half of them are guided towards PCPI (non guided towards PCPI (non qualified professional courses),qualified professional courses), while in the while in the overall population only 4.4% are in such studiesoverall population only 4.4% are in such studies

The longer they have been at the same school, The longer they have been at the same school, the fewer attainment and behavioural problems the fewer attainment and behavioural problems are observedare observed..


Catalonia (2009-2010)Catalonia (2009-2010)

Results are Results are very concerning in relation to very concerning in relation to young people in residential careyoung people in residential care..

Although they show slightly higher levels of Although they show slightly higher levels of achievement, achievement, those in kinship and non-those in kinship and non-kinship foster care still show the need kinship foster care still show the need for better support in relation to their for better support in relation to their educational pathways.educational pathways.


Some aspects worth highlightingSome aspects worth highlighting

Positive Positive collaboration has begun between collaboration has begun between the two relevant Departments of the regional the two relevant Departments of the regional Government: Government: a first step has been taken a first step has been taken regarding data collectionregarding data collection They are prepared to work with the YIPPEE They are prepared to work with the YIPPEE

projectproject Results award more Results award more visibility to the visibility to the

situationsituation of educational pathways of of educational pathways of children in carechildren in care

There is a lot of work still to be done at There is a lot of work still to be done at political and practical levels, including for political and practical levels, including for researchersresearchers


3. Qualitative results from the 3. Qualitative results from the YIPPEE project in SpainYIPPEE project in Spain


Different perspectives regarding the Different perspectives regarding the educational pathways of YPLC in educational pathways of YPLC in

CataloniaCataloniaFour perspectives:Four perspectives:

Young people (35)Young people (35) Managers of social Managers of social

welfare services (13)welfare services (13) Carers (social Carers (social

educators) (20) educators) (20) Secondary Education Secondary Education

Teachers (56)Teachers (56)

Total of 68 interviewed Total of 68 interviewed + 56 open-ended + 56 open-ended answers answers

In depth interviews or In depth interviews or open-ended answers open-ended answers categorisation (categorisation (N*VIVO)N*VIVO)


Characteristics of the young people Characteristics of the young people interviewed interviewed

68% women68% women 66% born in Spain66% born in Spain 14% unaccompanied foreign minor14% unaccompanied foreign minor All them living in CataloniaAll them living in Catalonia More in residential care than in family foster careMore in residential care than in family foster care

Living accommodation at the first Living accommodation at the first interview interview (age18 -21)(age18 -21)

No.No.

Residential facility with support (post care Residential facility with support (post care service)service)

1616

Apartment (own tenancy, shared with friends,Apartment (own tenancy, shared with friends,……))

1313

Foster carersFoster carers 55

Older sisterOlder sister 11


Studying at first interview?Studying at first interview?Intermediate Vocational Training (post-Intermediate Vocational Training (post-compulsory secondary)compulsory secondary)

44 11.411.4%%

1st year Upper Secondary Education (post-1st year Upper Secondary Education (post-compulsory secondary)compulsory secondary)

11 3%3%

2nd year Upper Secondary Education (post-2nd year Upper Secondary Education (post-compulsory secondary)compulsory secondary)

44 11.411.4%%

Access Course to Advanced Specific Vocational Access Course to Advanced Specific Vocational Training (Higher education)Training (Higher education)

55 14.314.3%%

Advanced Specific Vocational Training (HE)Advanced Specific Vocational Training (HE) 44 11.411.4%%

UniversityUniversity 44 11.411.4%%

OthersOthers 66 17.117.1%%

They were not studyingThey were not studying 77 20%20%


Certificate of Compulsory Secondary Education

1st Upper Secondary Education

Intermediate Specific Vocational Training

2nd Upper Secondary Education

Course and exam for entrance to advanced training

Access exam

Advanced Specific Vocational Training

UNIVERSITY

A B

Pathways in post Pathways in post compulsory compulsory educationeducation


Type of education and qualification at expected Type of education and qualification at expected age or olderage or older

Academic levelAcademic level At expected age or olderAt expected age or older N = 35N = 35 DelayeDelayedd

Certificate of school Certificate of school attendanceattendance

Expected qualification at Expected qualification at 1616

22

Compulsory Compulsory Secondary Secondary Education Education CertificateCertificate

3030

Acquired at older ageAcquired at older age 33 10.0%10.0%

Upper secondary Upper secondary educationeducation


6 (certificate)6 (certificate)

Acquired at older ageAcquired at older age 4 + 4 4 + 4 (ongoing)(ongoing)

57.1%57.1%

Intermediate Intermediate vocational vocational educationeducation


6 (certificate)6 (certificate)


62.5%62.5%

Advanced Advanced professional professional trainingtraining

Expected qualification at Expected qualification at 20-2120-21

2 + 1 2 + 1 (ongoing)(ongoing)


78.6%78.6%

UniversityUniversity Access at usual ageAccess at usual age 22

Access at older ageAccess at older age 33 60.0%60.0%


While in the protection systemWhile in the protection systemFacilitating factors to continue in Facilitating factors to continue in

education (1)education (1) PermanencyPermanency of placement of placement Having a Having a stable key adultstable key adult in their lives in their lives Staying at the Staying at the same schoolsame school The The prioritising of educationprioritising of education in their foster care in their foster care The The carer’s high level of involvementcarer’s high level of involvement in the in the

issue of educationissue of education The The carer’s high expectations with regard to carer’s high expectations with regard to

educationeducation Carers and teachers transmittingCarers and teachers transmitting the value of the value of

educationeducation: education is the key to leaving their : education is the key to leaving their situation of great social difficulty behind them.situation of great social difficulty behind them.


(2)(2) Inclusion in a group of friends outside the Inclusion in a group of friends outside the protection system and very much integrated in protection system and very much integrated in the education systemthe education system; acts as a reference group but ; acts as a reference group but also as a group to which the young person belongs, also as a group to which the young person belongs, fostering a positive social identity and therefore to fostering a positive social identity and therefore to some extent neutralising their being labelled.some extent neutralising their being labelled.

The involvement of the schoolThe involvement of the school, a friendly attitude , a friendly attitude which is adapted to children in care.which is adapted to children in care.

Participation in “normal” leisure-time activitiesParticipation in “normal” leisure-time activities.. Maintaining Maintaining relationships with siblingsrelationships with siblings if desired. if desired. The importance of listening to the opinion of The importance of listening to the opinion of

these young people these young people and taking it into account, and taking it into account, Better in a foster family or residential home with only Better in a foster family or residential home with only

few places, although the type of placement in itself is few places, although the type of placement in itself is not sufficient condition for achieving these objectives.not sufficient condition for achieving these objectives.


When they leave careWhen they leave care Facilitating factors to continue in Facilitating factors to continue in

educationeducation Having a Having a stable key adult to turn to.stable key adult to turn to. Receiving educational guidance that promotes Receiving educational guidance that promotes

post-compulsory education post-compulsory education in accordance with in accordance with their future preferences and aspirationstheir future preferences and aspirations. . Not Not focusing only on immediacy.focusing only on immediacy.

The involvement of the school in preventing the The involvement of the school in preventing the young person from abandoning education, young person from abandoning education, taking taking into consideration their difficult into consideration their difficult circumstancescircumstances..

The existence of housing The existence of housing support servicessupport services, , grants for continuing studying and personalised grants for continuing studying and personalised ongoing support for those who require it, in order ongoing support for those who require it, in order to reduce the fear and insecurity they feel when to reduce the fear and insecurity they feel when they reach adult age without family support.they reach adult age without family support.


Factors emphasised by each of the Factors emphasised by each of the groupsgroups

Young Young peoplepeople

DemonstratiDemonstrating that even ng that even though they though they have been in have been in care they care they can study can study and get and get ahead like ahead like the others. the others. Fighting Fighting against the against the labellabel they they are givenare given

Local Social Local Social Services Services

Lack of Lack of global global planningplanning with regard with regard to child to child policies to policies to include include resources, resources, training, training, assessment, assessment, research, research, etc.etc.

Social Social educatorseducators

Economic Economic factor; factor; they they suffer a suffer a great great deal deal thinking thinking about the about the children’s children’s future.future.

Teachers Teachers

The The response of response of the school: the school: the the programmprogrammes they es they have and have and their their limitationlimitations.s.


““...I have never showed any signs that I lived ...I have never showed any signs that I lived with my grandparents, I was a normal person. with my grandparents, I was a normal person. No one ever noticed… (…). Until… my sister’s No one ever noticed… (…). Until… my sister’s teacher found out and asked me if it was true teacher found out and asked me if it was true that we lived with my grandparents and I told that we lived with my grandparents and I told her it was. And… well, she said she would her it was. And… well, she said she would never have imagined that we lived with my never have imagined that we lived with my grandparents. Because we weren’t conflictive grandparents. Because we weren’t conflictive people, … we didn’t have any problems, … it people, … we didn’t have any problems, … it wasn’t noticeable. It was as if we lived with our wasn’t noticeable. It was as if we lived with our parents, (…) we led a normal life.” (Maria, 20).parents, (…) we led a normal life.” (Maria, 20).

““Value yourselves, do everything for yourselves Value yourselves, do everything for yourselves because nobody in this life is going to love you because nobody in this life is going to love you or help you. That’s the idea we go out onto the or help you. That’s the idea we go out onto the streets with” (Álvaro, 20)streets with” (Álvaro, 20)


““Because I want to study, and… I Because I want to study, and… I want to be someone, I want to better want to be someone, I want to better myself, I want to work, I want to make myself, I want to work, I want to make money, … not just for the sake of it… money, … not just for the sake of it… but, make the effort to climb the rungs but, make the effort to climb the rungs of the ladder, (…) but I have a lot of of the ladder, (…) but I have a lot of fear, because I get very stressed and… fear, because I get very stressed and… sometimes… I don’t know… sometimes… I don’t know… I don’t I don’t think I will be able to handle it think I will be able to handle it allall.” (Zoe, 19)..” (Zoe, 19).


4. Some recommendations4. Some recommendations


Key areas for improvementKey areas for improvement

Making their education the main priority.Making their education the main priority. Accepting their identification as a group Accepting their identification as a group

with specific educational needs.with specific educational needs. Avoiding changes in residential homes and Avoiding changes in residential homes and

schools, working towards permanency.schools, working towards permanency. Increasing collaboration between Increasing collaboration between

departments and their respective services.departments and their respective services. Improving expectations with regard to the Improving expectations with regard to the

group.group. Innovating to meet the current challenges Innovating to meet the current challenges

posed by the child protection population.posed by the child protection population.


Final considerationsFinal considerations A high number of young people in care are delayed at A high number of young people in care are delayed at

school after entering the protection system. Most of school after entering the protection system. Most of them leave the protection system suffering even them leave the protection system suffering even greater delay or not having finished compulsory greater delay or not having finished compulsory studies. studies.

Our sample, those showing educational promise, are Our sample, those showing educational promise, are exceptions, even in some way “exceptions, even in some way “heroesheroes”. ”.

How can the welfare system (the child protection How can the welfare system (the child protection system) and the post-care support system system) and the post-care support system compensate for deficits and delays? How can we compensate for deficits and delays? How can we promote promote equality of educational opportunitiesequality of educational opportunities for these children? for these children? Without first establishing Without first establishing education as a major priority such challenges education as a major priority such challenges would seem to be insurmountable. would seem to be insurmountable.


All reports are available at All reports are available at http://tcru.ioe.ac.uk/yippeehttp://tcru.ioe.ac.uk/yippee

Casas, F. & Montserrat, C. (2010). Casas, F. & Montserrat, C. (2010). Young People from a Public Care Background: establishing a Baseline of Attainment and Progression beyond Compulsory Schooling in Five EU countries. Sonia Jackson Sonia Jackson and Claire Cameron (Editors). and Claire Cameron (Editors). Casas, F., Montserrat, C. & Malo, S. (2010) Young people from a Casas, F., Montserrat, C. & Malo, S. (2010) Young people from a public care background: pathways to education in Spain. The case public care background: pathways to education in Spain. The case study reportstudy report. . Casas, F., Montserrat, C. & Malo, S. (2010) Spanish national report Casas, F., Montserrat, C. & Malo, S. (2010) Spanish national report summary: Education and young people from a public care summary: Education and young people from a public care background. background.

Other references:Other references:Casas, F. & Montserrat, C. (2009). Sistema educativo e igualdad de Casas, F. & Montserrat, C. (2009). Sistema educativo e igualdad de oportunidades entre los jóvenes tutelados: estudios recientes en el oportunidades entre los jóvenes tutelados: estudios recientes en el Reino UnidoReino Unido. Psicothema, 21,4. Psicothema, 21,4, 543-547, 543-547Montserrat, C. & Casas, F. (2010). Educación y jóvenes ex-tutelados: Montserrat, C. & Casas, F. (2010). Educación y jóvenes ex-tutelados: revisión de la literatura científica española. revisión de la literatura científica española. Educación XX1,Educación XX1, 13,213,2

Contact:Contact:[email protected]@[email protected]@udg.edu

young people’s pathways: delays and decisions ferran casas carme montserrat university of girona...

Documents

residential care

young peoples pathways

educational pathways

nonkinship foster care

type of education

left compulsory education

secondary education

residential facility