Assessing socio-educational actions for young people in care transitioning programes to adult life
DOI:
https://doi.org/10.7179/PSRI_2022.40.02Keywords:
Assessment, care system, intervention, life skills training, project, social education, youthAbstract
There is a sizeable corpus of research on the difficulties experienced by young people in care as they transition to adult life. This provides a robust scientific basis for the design and implementation of policies and programs supporting this process. Assessment capacities have increased significantly, with more detailed profiles of youths in care and better evaluations of the programs and projects being carried out. This study evaluates the training methods that are being developed by socio-educational action programs and projects. We adopted a participative and systematic approach using quantitative, exploratory, descriptive, and correlational methodology. The study included young people in residential facilities, young people living independently, and their reference educators. Three instruments were used: the EVAP test battery (Assessment of Personal Autonomy) to analyze basic sociodemographic data, dimensions having to do with the home life and situation of youths in state care, and their abilities and expectations; EDATVA (Transition to Adulthood Autonomy Scale for Young People); and the the Ryff Scale for Psychological Well-Being. The sample included 99 reference educators in addition to 384 young people aged 17 to 23 (100 with residential support and 284 living independently). Results show that projects focusing on the transition to adulthood, and on life and relationship skills, have been successful in helping young people enter the adult world feeling satisfied with their lives. At the same time, the dimensions involving family relationships and household management will require targeted attention if these projects are to be more effective.
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