The Role of Carers and Caseworkers in the Transition from School-to-Work for Young People in Care
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Educational attainment and work outcomes for young people in state care are often poor, leaving them ill-prepared to live independently as adults (Biehal, Clayden, Stein, & Wade, 1994; Courtney, Dworsky, Lee, & Raap, 2010; Elze, Auslander, Stiffman, & McMillen, 2005; Jackson & Ajayi, 2007; Wade & Dixon, 2006). Most encounter obstacles to finding and sustaining employment in the early years after care (Cheung & Heath, 1994; Dworsky, 2005; Jackson & Cameron, 2012; Mendes, 2009) and have compromised employment pathways such as under-employment, low rates of pay and slow employment progress (Dixon, 2006; Goerge et al., 2002; Hook & Courtney, 2011). This thesis is concerned with the school-to-work transition for young people in care and how they develop ideas and plans about future work options. This process is also known as career development. Career development is a life-long process related to choosing an occupation and lifestyle (Brown & Brooks, 1990; Hartung, Porfeli, & Vondracek, 2005). It involves self-knowledge, knowledge of the world of work and true reasoning (Parsons, 1909; Patton & McMahon, 1999), and may be influenced by a range of individual and environmental factors (Lent, Brown, & Hackett, 1996). There is a general view of the centrality of career engagement to adult self-sufficiency and functioning (Astin, 1984), but little is known about the career development process for young people in care.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Services and Social Work
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In order to comply with copyright the commercially published articles in Appendices N and O have not been published here.
School to work, Children in care
Children in care
Carer's, Young people