Leaving Alternative Care and Reintegration

It is important to support children who are preparing to leave care. This includes helping young people as they ‘age out’ of the care system and transition to independent living, as well as children planning to return home and reintegrate with their families. In either case, leaving care should be a gradual and supervised process that involves careful preparation and follow-up support to children and families.

The transition from alternative care to independent living can be challenging for young people. While some departures from care may be well planned, others may be sudden or unexpected, leaving young people emotionally and financially ill-equipped to cope with change. Without adequate preparation for leaving care and support during the aftercare phase, young people may face risks such as long-term unemployment, substance abuse, involvement in criminal activities and homelessness. Studies indicate that the biggest barriers to transitioning children out of care includes the absence of supportive relationships, educational challenges, housing instability and economic challenges (unemployment).

Reducing these risks involves working with children to plan for life after care and adulthood– including helping them to determine the most appropriate living environment, develop necessary life, financial management and job skills, and ensure that they have a reliable support system in place. Once children leave care, they should be encouraged to maintain contact with their previous care givers and friends, have access to basic services and quality housing with financial assistance, and be supported to follow educational, vocational and employment opportunities. Above all, evidence indicates that young people who benefit from gradual, extended and supported transitions from care have better outcomes than those who leave early and abruptly.

Girls and boys who leave care to return home can also benefit from a gradual process of reintegration with their families – both before and after the event. Initially this should involve a comprehensive assessment of whether the problems that led to family separation (such as poverty or social problems) have been adequately resolved, and whether a return home is in a child’s best interests. If so, the child, family and alternative caregivers should be supported to prepare and plan for reintegration – which may involve increasing the frequency and duration of children’s family visits before the final return, helping to build parenting skills, assessing families’ financial, practical and emotional support needs and developing a care plan to address them.

Once children are reunited with their families, ongoing support and supervision can play a critical role in ensuring that reintegration is lasting. For example social or community workers can provide counselling support, facilitate families’ access to social protection benefits and make sure that children have the academic support required to catch up at a new school. In some cases, children’s extended family and the broader community can also be encouraged to provide emotional or practical support.

This section contains literature on children leaving alternative care in non-emergency settings. This includes lessons learned and best practices regarding family reintegration, as well as guidance for supporting young people as they leave the care system and transition to independent living.

Displaying 411 - 420 of 999

Browse Other Topics

Promoting learning on reintegration of children into family-based care: implications for monitoring approaches and tools. Experiences from the RISE learning network

Isabel De Bruin Cardoso, Lopa Bhattacharjee, Claire Cody, Joanna Wakia, Jade Tachie Menson & Maricruz Tabbia - Vulnerable Children and Youth Studies, 02 Oct 2019

This article from the Vulnerable Children and Youth Studies journal presents lessons learned from a RISE Learning Network learning project focused on monitoring (M&E Learning Project) and aimed to generate understanding of approaches and tools that could effectively monitor children and families’ reintegration outcomes. The mid- and end-term reviews of the M&E Learning Project have captured lessons learned on how practitioners can approach monitoring of reintegration to mainstream it into their programme cycle.

Webinar Recording: Lessons from LEAP

Annie E. Casey Foundation, 30 Sep 2019

On Sept. 19, the Casey Foundation hosted a webinar sharing data and lessons from the first phase of Learn and Earn to Achieve Potential (LEAP)™, an effort to boost employment and educational opportunities for young people ages 15 to 25 who’ve experienced homelessness or been involved with public systems.

View Webinar

Development of a Pre-college Program for Foster Youth: Opportunities and Challenges of Program Implementation

M. Sebrena Jackson, Alex D. Colvin, Angela N. Bullock - Child and Adolescent Social Work Journal, 20 Sep 2019

Using a case study approach, this article will review a pre-college summer program designed specifically for youth transitioning from foster care, the National Social Work Enrichment Program (NSEP).

View Article

Transnational links and family functioning in reunited Latin American families: Premigration variables' impact

Peñas S, Herrero-Fernández D, Merino L, Corral S, Martínez-Pampliega A - Cultural Diversity & Ethnic Minority Psychology, 19 Sep 2019

In the present study, focused on Latin American migrant women, transnational ties are considered a protective factor of family functioning, conditioned by premigratory variables. The working hypothesis is that increased frequency of reunited mothers' communication with and remittances to their children during the period of separation prior to the reunion will be linked to better communication, cohesion, flexibility, satisfaction, and family resources, according to the reunited mothers' perception.

View Article

The Impact of the Care Setting on Child Rehabilitation