Identifying Aftercare Supports for Out-of-Home Transitions: A Descriptive Analysis of Youth Perceptions and Preparedness.

Youth served in residential care often demonstrate significant educational and behavioral gains during treatment; however, struggles evidenced during the reunification and reintegration process underscore the importance of continued aftercare services and supports. While these needs have been widely noted in the literature, little is known about youth perceptions regarding the importance of aftercare or preferences regarding specific supports. The purpose of this study was to assess the views of youth discharging from a residential program on perceptions of transition planning and aftercare, preparedness for the reintegration, and perceptions regarding specific services and supports. One-hundred and thirty-two youth served in a large residential care facility were asked to complete a Youth Aftercare Survey prior to departure to determine youth perceptions. Overall, results revealed high levels of youth optimism about their preparedness for the upcoming transition and identified supports in education, relationships, physical health, independent living, and family as most important to the reintegration process. Although promising findings were revealed regarding youth perceptions of the importance of continued supports across broad domains, youth were less concerned about mental health supports; a factor critical to long-term success. Implications, limitations, and future research are discussed. Residential care is one of the most restrictive out-of-home placements and annually serves approximately 200,000 youths (Butler & McPherson, 2007; Child Welfare League of America [CWLA], 2007; Whittaker, 2000). Although children enter these settings with a number of behavioral, educational, and mental health challenges (CWLA, 2007; Duppong Hurley et al., 2009; Warner & Pottick, 2003; Trout et al., 2008), upon departure, many leave demonstrating significant improvements (James, 2011; Trout et al., 2009; Trout et al., 2010). Unfortunately, for many of these youth, outcomes data suggest that the reintegration period following departure presents new challenges that may impact the youths’ ability to maintain the gains made while in care and successfully adapt to social, family, and educational expectations (Cuthbert et al., 2011; Frensch, Cameron, & Preyde, 2009; Preyde et al., 2011). These challenges may lead to additional placements, delinquent behavior, and school dropout or failure. Findings from previous research evaluating youth outcomes following placements in care demonstrate patterns of continued behavioral, educational, and family challenges. For example, Weis and Toolis (2009) conducted a follow-up study of youths placed in residential care and found that after discharge, a high percentage had been arrested (41.9%) or struggled with drug abuse (12.1%) and alcohol problems (21%). Educationally, findings from previous studies demonstrate that nearly three quarters of youth formerly served in care perform below grade level, and when compared to same age peers, fail more academic courses, pass minimum competency tests at lower rates, are twice as likely to drop out of school, and less frequently pursue postsecondary opportunities (Connor, Doerfler, Toscano, Volungis, & Steingard, 2004; Cook, 1994; Frensch, et al., 2009; Valdes, Williamson, & Wagner, 1990; Vincent, Kramer, Shriver, & Spies, 1995; Zetlin, Weinberg, & Kimm, 2004). Finally, studies evaluating the long-term family risks of youth served in care reveal that as many as 72% have experienced some type of family problem following reintegration such as domestic violence, abuse, neglect, and poor parenting (Administration for Children and Families, 2005; Warner & Pottick, 2003). Given these findings, one may anticipate that effective aftercare services for youth and families have been identified to help youth to maintain gains and prevent long-term failure. However, although it is widely recognized that planning for and providing supportive mechanisms in areas such as health, education, relationships, family, independent living, and community involvement may be critical for shortand long-term success (Asarnow, Aoki, & Elson, 1996; Farmer, Wagner, Burns, & Richards, 2003; Hodges, Guterman, Blythe, & Bronson, 1989; Leichtman & Leichtman, 2002; Nickerson, Colby, Brooks, Rickert, & Salamone, 2007), research on best practice for aftercare supports and services is limited (Daniel, Goldston, Harris, Kelley, & Palmes,