Index

Citation

Glynn, N. (2023), "Index", Youth Transitions Out of State Care: Being Recognized as Worthy of Care, Respect, and Support, Emerald Publishing Limited, Leeds, pp. 175-179. https://doi.org/10.1108/978-1-80262-487-820231008

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Natalie Glynn

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INDEX

Note: Page numbers followed by “n” indicate notes.

Accelerated adults

, 16

“Accelerated and compressed” transition

, 15

Aftercare

designated housing

, 114

housing arrangements

, 113–114

placement

, 113

policy

, 109

private-rented accommodation

, 114

as scaffolding

, 103–104

support system

, 108

supported lodgings

, 113–114

system

, 102, 109

Alternative access schemes

, 148–149

Analytical eclecticism

, 120

Art

, 123–124

Authentic belonging

, 20, 22, 53, 100–101

Back-to-education allowance

, 115

Beneficence

, 126

Black swans

, 119n2

Bounded agency

, 25

Bowlby’s Attachment Theory

, 29n6

Care

placement

, 4, 76

system

, 8, 10

understanding transition from care as process in time

, 95–96

Care leavers

, 1, 21, 39, 45, 59, 67, 88, 100, 108, 110, 114, 116

in Ireland

, 12

narratives

, 99

types

, 16

Care transitions

, 4–5

housing vulnerability and early family formation

, 7–8

less education, unemployment, and public assistance

, 5–6

Care-leaving

, 14–15, 41, 95

current approaches in leaving care literature

, 21–24

in Irish context

, 21

literature

, 104

negotiating uncertainty

, 102–104

policy landscape

, 8

problem-focused account of

, 97–98

process

, 53

social investment vs. social inclusion

, 8–10

striving for normal

, 98–101

theorizing

, 104–107

theory

, 16

Case study methodology

, 117

Central Applications Office (CAO)

, 46, 98, 146–148

Child and Family Agency in Ireland

, 7

Child Care Act (1991)

, 10–12

Child Care Act (1996)

, 12

Child in care

, 36, 41, 84

Children Act (1908)

, 12

Citizenship

, 70–71

immigration

, 54n7, 151

Communicating care in working relationships

, 90–93

Community assessment process (CAP)

, 6, 129

Confidentiality

, 127

Criminal justice system

, 17, 88

Critical theory of human development and social change

, 28

Data analysis

, 141–143

Data collection

, 133–140

Deficit-focused narratives on young people

, 97

Denigration

, 29, 31–33, 86

Disability Access Route to Education scheme (DARE scheme)

, 148

Double-edged sword of freedom

, 51–52, 62–65

Education

, 54, 56, 75, 79, 102

background

, 60–61

being “normal”

, 67–70

communicating care in working relationships

, 90–93

concerns and recognizing precarity

, 54–56

contesting valued life

, 56–57

control and communication

, 65–67, 80–82

creating liminal space

, 50–51

double-edged sword of freedom

, 51–52, 62–65

educational exclusion

, 86

Ethan’s mental health

, 76

Ethan’s path through homelessness

, 75–77

housing

, 71–73

Isaac’s path through

, 46–48

Jennifer’s struggles in

, 59

life

, 82

liminal time

, 79–80

normal

, 52, 82

ongoing concerns and recognizing precarity

, 70

precarious existence

, 87–88

rationing support as institutional misrecognition

, 88–90

time to mature and learn adulthood

, 48–50, 61–62

transitions

, 3

value of meaningful activities

, 68

value of security

, 61

Educational opportunities

, 50

Educational participation

, 3

Emerging adults

, 16, 40

Emotional recognition

, 29–30

emotional loops

, 35

Employment transitions

, 3

Empowering People in Care (EPIC)

, 129n9

Ending relationships

, 139

Epistemology

, 117–118

Feeling (mis)recognition

, 33

Feeling adult

, 62

Field Entrée

, 128–129

Fieldwork

, 128

Foster kids

, 84

Further Education and Training (FET)

, 145, 147

Gatekeepers

, 130n12, 131

Gatekeeping

, 130–133

Generalized tendency

, 103

Genuine care

, 90–91

Grounded longitudinal analysis

, 141–143

Grounded theory study

, 120n3

Higher Education Access Route scheme (HEAR scheme)

, 148–149

Housing Assistance Payment (HAP)

, 14, 114–116

Immigration information

, 151

Independent living programs (ILPs)

, 9

In-depth longitudinal interviewing

, 122–123

Individual self-sufficiency

, 27

Innovative methodological approaches

, 110

Interviewing process

, 135–139

Intuitive rationality

, 25

Ireland

aftercare policy

, 55, 111

care leavers in

, 12

child welfare system

, 36

leaving care policies

, 10–14

Irish education system

, 145

alternative access schemes

, 148–149

CAO

, 147–148

FET

, 147

Junior Cycle and Certificate

, 145

Leaving Certificate

, 146

Leaving Certificate Applied

, 146–147

Leaving Certificate Vocational Programme

, 146

PLC courses

, 147

Senior Cycle

, 146

Irish Prison Service (IPS)

, 135

Irish welfare benefits

, 115

back-to-education allowance

, 115

HAP

, 116

job seeker’s allowance

, 115

medical card

, 116

SUSI

, 116

Job seeker’s allowance

, 115

Journaling

, 123–124

Junior Certificate qualification

, 86n1, 145

Junior Cycle and Certificate

, 145

Leaving care (see Care-leaving)

Leaving Cert (see Leaving Certificate)

Leaving Certificate

, 45n2, 46n3, 55, 60, 98, 146

Leaving Certificate Applied

, 146–147

Leaving Certificate Vocational Programme

, 146

Life course agency

, 25

Liminality

, 95, 104

in-between zone

, 23

instant adulthood

, 64

neutral zone

, 23

theory

, 23, 41, 105

time to mature and learn adulthood

, 48–50, 61–62

Local Areas

, 131n13

Longitudinal design

, 110–111

Material disadvantage

, 5

Material support

, 98

Meaning, co-construction of

, 143

Medical card

, 116

Mental health

, 98

Methodology

, 117

designing research

, 117–128

fieldwork

, 128–144

Negative experiences, turning narrative away from focus on

, 17–19

Negotiating uncertainty

, 98, 102–104

aftercare as scaffolding

, 103–104

Non-maleficence

, 126

Normal life

, 67–68, 102

Normative social achievements

, 21

Not engaged in education, employment, or training (NEET)

, 12, 98

Object-relations theory

, 29n6

Photography

, 123–124

PhotoVoice

, 124

Planful competence

, 24

Policy

benefit rules

, 71

National Aftercare Policy for Alternative Care

, 14

potential synergies of social investment and inclusion policies

, 107–109

and practice recommendations

, 107

punitive turn

, 4

social investment vs. social inclusion

, 8–10

Positive identity development

, 29

Post-Leaving Certificate (PLC)

, 45n2, 86n1, 145, 147

Power

, 125, 130–133

Precarity

, 37, 38, 95, 104

living with long-term uncertainty

, 87–88

ongoing concerns and recognizing

, 54–56

precariousness

, 105

precaritized mind

, 87

Primary education

, 5

Private-rented accommodation

, 114

Public assistance

, 5–6

Purposive sampling

, 130

Qualitative inquiry

, 110

Qualitative longitudinal multi-case study

, 118–122

Qualitative longitudinal research (QLR)

, 117

Qualitative longitudinal approach

, 96

Recognition theory

, 27–29, 42, 95, 100–105

critical theory of human development and social change

, 28

Honneth’s theory

, 27

insult

, 29, 32, 37

legal recognition

, 30–31

love recognition

, 29–30

misrecognition

, 29, 31

rationing support as institutional misrecognition

, 88–90

respect

, 31, 33–34

social death

, 31, 38

social denigration

, 88

social side of self

, 29

in society

, 37–40

Recruitment

, 129–133

Researcher impact

, 139–140

Residential aftercare

, 114

Retention

, 134–135

Rigor

, 143–144

Sampling

, 129–133

Science, technology, engineering, and mathematics (STEM)

, 147

Secondary completion rates

, 3, 5

Self conscious emotions

, 33–34

Self-sufficiency

, 14

Senior Cycle

, 146

Social change, critical theory of

, 28

Social death

, 31, 38

Social denigration

, 88

Social exclusion

, 5, 22

Social identity

, 35

Social inclusion

, 8–10

Social investment

, 8–10

case study in social investment oriented aftercare

, 10–14

potential synergies of social investment and inclusion policies

, 107–109

Social networks

, 1, 22–23

Social Recognition

, 31–35

Social shame

, 31

Social support functions

, 23

Social system

, 22, 101

Social theory

, 21

Social welfare systems

, 3

Social workers

, 54, 78

Stamps

, 151

Standard adulthood

, 67, 96

Stigma type

, 35

Striving for normal

, 98–101

good life

, 99–100

recognition, vulnerability, and authentic belonging

, 100–101

stigma and shame

, 99

Structure-agency debate

, 24

Struggling parents

, 16

Student Universal Support Ireland (SUSI)

, 14, 115–116

Supported communal housing

, 114

Supported lodgings

, 113–114

Tertiary education

, 3

participation rates

, 3

Tracking process

, 110

Transition out of care

, 22, 51, 100

critical view of structure and agency

, 26

current approaches in leaving care literature

, 21–24

deserving and undeserving poor

, 35–37

foundation

, 29–30

identifying gap(s) in current understandings

, 21

integrating theoretical framework

, 42–43

recognition, precarity, and liminality to analyze structure and agency in

, 27

recognition in society

, 37–40

recognition theory

, 27–29

respecting lifeways

, 31–35

respecting persons

, 30–31

structure and agency in youth studies

, 24–26

youth as liminal period

, 40–42

Transition support services (TSS)

, 10

Transitioning process

, 23

Transitions

, 2, 23–24, 39

out of state care

, 95

theory

, 23

Tribal stigma

, 35–36, 85, 99

Troubled and troubling

, 16

Trustworthiness

, 143–144

Uncertainty

, 102

Unemployment

, 5–6

United Kingdom (UK)

, 9

Value

of meaningful activities

, 53–54, 85–86

of relationships

, 52–53, 83–85

of security

, 48, 61–67, 77–79, 88

Vulnerability

, 37, 100–101, 125

Vulnerable populations

, 37, 39

Welfare

benefits

, 4

state retrenchment

, 3

Working relationships, communicating care in

, 90–93

Young adults

, 2, 48

Young men’s transitions

, 39

Young people

, 4, 59–60, 68–69, 75, 87, 90, 96, 98, 100

Young women

, 3, 66, 75

Youth

leaving care experience periods

, 7

as liminal period

, 40–42

social policy

, 4

in society

, 105

structure and agency in youth studies

, 24–26

transitions in transformation

, 1–4