Why Am I Displaced 1

Running head: LITERATURE REVIEW: WHY AM I DISPLACED

Why Am I Displaced?: Aged Out Of The Foster Care System

Rhonda K. Mc Knuckles-Thomas
University Of The Pacific

Why Am I Displaced 2
Why Am I Displaced?:
Aged Out of The Foster Care System

Rhonda K. Mc Knuckles-Thomas
Bernard School of Education
University of The Pacific
3601 Pacific Avenue
Stockton CA95206
r_mcknucklesthomas@u.pacific.edu

Author Bio:
Rhonda K. Mc Knuckles-Thomas focuses on improving the bridge from teenager to adulthood
for foster care youth who "age out" of the system with emphasis on Emotionally Disturbed (ED)
youth. She would like to research a bridge system that would support youths from age 18 to 22
years of age. The support system she advocates would give educational, independent living skills
and mental health supports to youths that age out of the foster care system.
Key Words:
Aged Out, Bridge, Displaced, Emotionally Disturbed, Transitioning Youth, Homeless

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Abstract
Foster care youth age out of the system prior to reaching their potential of succeeding into
adulthood. Many foster care youth are emotionally disturbed and by the time they are teenagers
are placed in group homes instead of family homes. Group homes play a key role in the care of
foster care youth. The level 4 group homes are where emotionally disturbed foster care youth
end up when the biological and foster family members no longer are able to support the needs of
the youths financially or emotionally. The risk for foster care youth who leave the system prior
to learning to live independently are increasingly great. The themes that emerge in the foster care
system that struggles with a bridge for the youth in the program are, (1) youth that age out of a
system that was designed to support and protect them; (2) disabled youth that are at a greater risk
for homelessness; (3) youth with no independent living skills; (4) to few mentoring programs
that attempt to solve the issue; and, (5) a way to support these youth during their transition out of
the foster care system.

Why Am I Displaced 4
Why am I displaced is a question many Emotional and Behavior Disorder Foster Youth
have. Every year 25,000 youth age out of the country's foster care system; without the support of
a family. The average youth does not reach financial independence until the age of 26. Therefore
why is it presumed that foster youth can achieve this same bench mark by the age of eighteen?
Instead, these adolescents are woefully unprepared for independent adult life, and after they
falter no one is there to support or guide them (Krinsky, 2010).
Research indicates a high proportion of children and youth in foster care ranging from
30-80% have some kind of disability diagnosis (Lightfoot, Hill, & LaLiberte, in press; Sullivan
& Knutson, 2000; United Cerebral Palsy and Childrens Rights, 2006; U.S. Government
Accountability Oce [USGAO], 2004; Hill, Lightfoot, & Kimball, 2010). With the number of
disabled foster youth so high, it is likely a large portion of youth aging out of the system is
disabled. Youths with disabilities are not always represented in studies of transitioning youth
although they are a major percentage in the population of transitioning foster care youth.
Youths transitioning to adulthood face numerous challenges. One of the major
challenges disabled foster youth face once they age out of the system, is the loss of foster care
benefits. Some will be eligible to receive Supplemental Security Income (SSI) payments when
they no longer have the support of foster care benefits. The problem that arises is, the time it
will take to process the SSI application could leave them with gaps in receiving benefits as they
transition between foster care and SSI (King, Kamaa, 2013).
Youths displaced from their homes have a high prevalence of mental health issues.
During their placement time in the foster care system their mental health continues to decline.

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The protective and risk factors possibly influence the mental health outcomes. However the
mental health distress of this population is not well known. ( Harpin, Kenyon, Kools, Bearinger,
& Ireland, 2013).
The rate of homelessness among emotional and behavior disorder foster youth after
aging out of the system is what drives the research to find a secure support system that career
mentors, and independent living skills training as well as housing. Many of these transitioning
youth will also need mental health supports in place to be successful What research has been
done to investigate the needs of these youths aging out of the foster care system? What career
mentoring programs are being put in place? What independent housing and training is in place to
support stabilization foster youth from becoming homeless? What supports are in place for their
mental health after foster care? Adolescents who emerge from the foster care system are more
likely to suffer mental illness, homelessness, become parents at a young age, or have trouble with
law enforcement. These transitioning youth will also less likely attain a higher education such as
vocational training or college (Hudson, 2013). Independent living skills and mentoring supports
can bridge this transition in the lives of foster youths.
Research on Foster Care Youth Aging Out of The System
In 1986 the United States Congress brought into law the Independent Living Initiative.
This gave states a roadmap to develop a bridge program to support foster youth who would be
exiting the foster care system (Reilly, 2003; Stoner, 1999). Fifteen years has gone into
implementing different independent living programs throughout the United States for
transitioning foster care youth; the programs have not been utilized by the youth in America as
expected (U.S. General Accounting Office [GAO], 1999; Reilly, 2003). The research has shown
that once the youth exit the system, many of them face serious challenges, such as, employment

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instability, poverty, pregnancy, homelessness and mental illness (Barth, 1990; Cook, 1991;
Courtney & Barth, 1996; Courtney & Piliavin, 1995,1998; McDonald, Allen, Westerfelt &
Piliavin, 1996; Reilly, 2003).
Emotional and Behavior Disorder (ED) Foster Care Youth and Group Homes
Emotional and Behavior Disorder (ED) youth are typically who are housed in group
home care facilities. Typically in residential care facilities for foster youth, run on level and
point system. These systems are meant to have effectiveness in focusing on positive behavior
(Brockett, and Anderson-Nathe, 2013). Level and point systems are used in group homes on a
daily basis as a way of keeping behaviors under control, the system is deemed as a behavior
change program (Brockett, and Anderson-Nathe, 2013). One of the issues with level and point
systems is the focus on controlling behaviors within the group homes and not the opportunity to
build authentic relationships for the youth in their care (Brockett, and Anderson-Nathe, 2013).
Instead, the staff in the group homes is trained to focus on the structure of the programs level and
point system for behavior control and not real behavior change (Brockett, and Anderson-Nathe,
2013).
The idea of the staff supporting authentic, meaningful, trusting relationships with the
youth residents of a group home would give the youth a different perspective on life which could
create behavior change (Brockett, and Anderson-Nathe, 2013). The youth who struggle with
emotional and behavior disorder that are placed in the residential group facilities, come in broken
and feeling the need to protect themselves from trusting any adult figure in their lives. If
residential staff could be trained with compassion strategies and ways to engage with the youth
in their care in a way that would build relationships and trust between resident and staff, this

Why Am I Displaced 7
could change the course of their lives and allow them to move forward with a positive outlook on
life (Brockett, and Anderson-Nathe, 2013).
Studies were also done to look at associated indicators of risk and protective factors of
emotionally disturbed youth that lived out-of-home and those living in home. This was a school
based survey that was conducted (Harpin, S., Kenyon, D., B., Kools, S., Bearinger, L., H., &
Ireland, M., 2013). This study further went on to look at the risk factors associated with
emotional distress in out-of home youth (Harpin, S.,et al., 2013). The study found that consistent
with previous studies youths living out-of -home suffer increased mental health distress in
comparison to their peers who lived in-home (Harpin, et al., 2013). This mental distress is often
intensified by substance abuse. In the study of foster care transitioning youth completed by Tonia
Scott, found a significant protective factor of substance abuse or dependency disorder escalating
is to focus on supporting their success academically (Stott, T., 2012).
Hudson and Nandy (2012) conducted a study that look at a comparison of substance
abuse, sexual risk behaviors and mental illness between foster care youth and their peers who
live in-home. This study reveals the need for substance abuse prevention and treatment programs
are crucial to the survival of foster care youth before they become homeless.
The Foster Care System
Federal laws have required child welfare agencies to support transitioning youth with
developing a personal transition plan for housing and career stability since 2008. The importance
of supporting transitioning youth through mentoring programs was first addressed at the federal
level through the Foster Care Independence Act (FICA) in 1999 (Avery, R. J., 2011). The FICA
law clearly states mentoring is one of the usages of the funds (program support funds) allotted
for foster care youth. The language in the law is as follows:,(Section 477 [42 U.S.C. 677]) the

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law states that federal funds may be used "to provide personal and emotional support to children
aging out of foster care through mentors and the interactions with dedicated adults." (Avery, R.
J., 2011, Child Welfare, 90(3), 9-26)
Independent Living Services (ILS) is also one of the federally and state funded programs
as a support to transitioning youth. The goal and the mission of ILS is to support "increased
educational attainment, higher employment rates and stability, interpersonal and relationship
skills, reduced non-marital pregnancy and births, and reduce delinquency and crime rates"
(Office of Planning, Research, and Evaluation, n.d, n.p,) ; (Rosenwald, M., Mcghee, T., &
Noftall, R., 2013). The study of the ILS was conducted to find the effectiveness of the program.
According to the findings in the study the youth found the tangible supports that provide life
skills training and financial supports were useful in the support of their success (Rosenwald, M.,
Mcghee, T., & Noftall, R., 2013).
Career Mentoring
As youth transition out of the foster care system mentoring is a crucial factor in their
survival through this transition. Due to the loss of supports to foster youths once they transition
out of the foster care program; they are more likely to become homeless, suffer mental illness or
have trouble with law enforcement. This is a less likely outcome for youths who live in the home
with parents (Hudson, A., L., 2013).
To avoid this continued cycle for our foster care youth child welfare agencies should
develop concrete plans for housing with the youth prior to their transition dates (Dworsky, A.,
Napolitano, L., & Courtney, M., 2013). Over the past 10 years mentoring programs for at- risk
foster career youth have received the attention of the public to bring awareness of the
government initiatives. Although mentoring programs through the child welfare systems are not

Why Am I Displaced 9
a new area of focus it has created a greater interest in recent years for formal and informal
development and designs of programs (Avery, R. J., 2011). The popularity of mentoring
programs states a clear message of a potential strategy to support transitioning youth (Avery, R.
J., 2011).
Research Findings At This Time
It has been found that twenty-two percent of transitioning foster care youth were found
to be homeless a minimum of one night after leaving the foster care system (Hudson, A. L.,
2013). The number of youth are great that will teeter between precarious housing and literal
homelessness ( Richards, 2014). Richards looks at the new support systems implemented in May
of 2014 by the Housing of Urban Development ( HUD) and The U.S. Department of Health and
Human Services (HHS) releasing housing for youth aging out of the foster care system during
National Foster Care month ( Richards, 2014). These programs are only available in three states
at this time.
One study found that close relationships with family members may reduce homelessness
within this population of youths (Dworsky, A., Napolitano, L., & Courtney, M., 2013). It is clear
that extending foster care transitioning youths stay in the foster care system through the age of
twenty-one is also a reduction factor to ensure lower rates of homelessness among transitioning
youth. Furthermore the states that have adopted the extension policy for transitioning youth
should consider adding a wrap-around service of reentry that would allow these youth support if
they should face challenges (Dworsky, A., Napolitano, L., & Courtney, M., 2013). The intensity
for more research is imperative into the case management programs being utilized at this time.
This is an important step to properly support social, and mental health for transitioning foster

Why Am I Displaced 10
care youth which will support the prevention of homelessness, substance abuse and high risk
sexual behaviors (Hudson, A., L., & Nandy, K., 2012).
Implementing strong support systems is the bridge needed to encourage our transitioning
youth to explore higher education or vocational training that will give the financial support
needed as an independent adult. It is found though many foster youth are qualified to attend postsecondary education, only 20% of foster youth take advantage of the financial support
implemented by the Foster Care Independence Act of 1999 (Unrau, Y. A., 2011). It is also found
that less than 5% of foster youth go on to complete a degree. Unrau's study shows the
percentages for foster youth are far lower than the general population 60% enrollment with a
24% degree completion (Unrau, 2011; Pecora et. al., 2006; Wolanin, 2005).
Canadian youth are facing the same challenges as American youth with aging out of the
system. The Canadian government implemented Permanency goals for Aboriginal children and
foster youth. The United Nations Conventions on The Rights of a Child (1989) states every child
has a right to a family, identity and culture according to articles 8, 20, 21, and 30 (Stangeland, J.,
& Walsh, C., 2013). Canada like the United States has an alarming number of out- of -home
children and youth awaiting Permanency (30,000-40,000 ) placement but only 7% of the foster
children and youth find placement of adoption (Stangeland, J., & Walsh, C.,(2013).
Like the foster youth in America the Canadian youth are at a high risk for homelessness,
substance abuse, early parenthood and law enforcement issues. The problem of strategy
implementation for foster youth transitioning is not just in the United States. It is a wide spread
issue that needs research into a strategic program planning, supporting foster youth with mentors
guiding and supporting the creation and implementation of a successful plan for higher education

Why Am I Displaced 11
or vocational training that will support a successful future of independent living. The plan needs
to take form and implementation prior to the youth reaching the age of transition.

Conclusion
The foster youth aging out of the system are at great risk though there are programs in
several states to support a bridge from age eighteen to twenty-one. Housing of Urban
Development (HUD) and The U.S. Department of Health and Human Services (HHS) released
housing to support transitioning youth in May of 2014 (Richards, 2014). The case management
to support the youth being guided and encourage to take advantage of the available resources is
not strong with support strategies at this time. The government at the federal level implemented
the Foster Care Independence Act in 1999 yet there is still foster care youth leaving the system
annually by the thousands walking into homelessness (Avery, R. J., 2011). Independent Living
Services (ILS) is also one of the federally and state funded programs as a support to transitioning
youth. As stated earlier the goal and the mission of ILS is to support "increased educational
attainment, higher employment rates and stability, interpersonal and relationship skills, reduced
non-marital pregnancy and births, and reduce delinquency and crime rates" (Office of Planning,
Research, and Evaluation, n.d, n.p,) ; (Rosenwald, M., Mcghee, T., & Noftall, R., 2013).
Somewhere there is a disconnect in the effectiveness of the implementation of this program also.
Though there are federal and state level support systems in place throughout our nation,
foster youth are loss to homelessness, substance abuse and substance dependency annually. This
leads to incarceration and sexually risky behaviors. Implementing strong designed case
management strategies to guide foster youth prior to aging out of the system is imperative to

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implement. Research is needed to develop these strategic plan designs to encourage and guide
foster youth to a future of stability, financially and emotionally.
What is the next step in taking the plans in place to the next level of design? How can
the systems in place better serve foster youth? How can the key players implementing the
systems in place reach more foster youth prior to them aging out of a system design to support
their needs and success in their independency? The questions posed are ones of great importance
for the future of transitioning youth in America and Canada. The continual loss of transitioning
youth to homelessness, substance abuse and incarceration is unsettling.

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References
Avery, R. J. (2011). The potential contribution of mentor programs to relational permanency for
youth aging out of foster care. Child Welfare, 90(3), 9-26.

Brockett, S., & Anderson-Nathe, B. (2013). "If I'da thrown that chair at you, it woulda hit you":
Seeing difficult behaviors through the lens of meaning and resilience. Relational Child &
Youth Care Practice, 26(2), 6-11.

Dworsky, A., Napolitano, L., & Courtney, M. (2013). Homelessness during the transition from
foster care to adulthood. American Journal of Public Health, 103, S318-S323.

Harpin, S., Kenyon, D., B., Kools, S., Bearinger, L., H., & Ireland, M. (2013). Correlates of
emotional distress in out-of-home youth. Journal of Child & Adolescent Psychiatric
Nursing, 26(2), 110-118.

Hill, K., Lightfoot, E., & Kimball, E. (2010). Foster care transition services for youth with
disabilities: Findings from a survey of county service providers. Child Welfare, 89(6), 6381.

Hudson, A., L. (2013). Career mentoring needs of youths in foster care: Voices for change.
Journal of Child & Adolescent Psychiatric Nursing, 26(2), 131-137.

Hudson, A., L., & Nandy, K. (2012). Comparisons of substance abuse, high-risk sexual behavior
and depressive symptoms among homeless youth with and without a history of foster care
placement. Contemporary Nurse: A Journal for the Australian Nursing Profession, 42(2),
178-186.

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King, L., & Rukh-Kamaa, A. (2013). Youth transitioning out of foster care: An evaluation of a
supplemental security income policy change. Social Security Bulletin, 73(3), 53-57.

Krinsky, M. A. (2010). A not so happy birthday: The foster youth transition from adolescence
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Reilly, T. (2003). Transition from care: Status and outcomes of youth who age out of foster care.
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RICHARDS, G. (2014). "AGING OUT" GRACEFULLY: Housing and helping youth transition
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Rosenwald, M., Mcghee, T., & Noftall, R. (2013). Perspectives on independent living services
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Stangeland, J., & Walsh, C. (2013). Defining permanency for aboriginal youth in care. First
Peoples Child & Family Review, 8(2), 24-39.

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