University of Zagreb, Faculty of LawDepartment of Social Workbranka.sladovic@pravo.hr

Students with in-care experiences:Have overcome the risks and used their

strength to get to higher education – is it enough to endure?

Have the greatest possibility to avoid social exclusion – will they make it?

Have good motivation in the beginning of the study – will it be lasting?

In the final years…Where have all the students gone?

If they study regularily they receive some practical support, but…still facing many financial and

accommodation difficulties have to study harder to overcome previous

educational shortcomings and have common adult life-starting

difficultiesmany students hide their in-care experiences

and relying on themselves alone

Qualitative research (2014.) aimed to explore identity and support issues of students with in-care experiences:

• 6 fokus group discussions • in 5 university towns • with 23 students with different family and

care experiences, age, studying programs and current life circumstances

• Data - framework analyses

Participants: • 18 female, 5 male• Age: 19 – 28 y/old, 23 in average• Studying from first to final year, 2 dropped out of

faculty, 2 are planning to change the faculty • Living accommodation: mainly renting a flat, some in

students dormitory or living independent unit (of Children’s homes)

• Mainly living with friends and roommates or partners• Care experiences: 12 children’s homes, 1 residential

treatment home, 6 SOS-children’s village, 4 foster families

• 15 students receive financial support/ scholarships• 8 have full time or part-time job

REASONS FOR HIGHER EDUCATIONPERSONAL WISH AND MOTIVATION

Long-last wish to studyTo get better life for their children To get gratification from others and better status in societyTo realize itself as a person

EMPLOYMENT To be able to have managers positions in work To be able to have career opportunities open

EXTERNAL MOTIVATION

Realizing difficulties of sibling and other care leavers who did not study Inspiration and support from care-takers, civil organizations, banks, adults friends at work

OTHER REASONS Studying as a way to go/not out of care/away from caretakersStudying as a way to change/or not the place of livingStudying as making caretakers proud and fulfill their wishStudying as revenge/in spite/way of proving to care takers

DEFINING THE STUDENT WITH IN-CARE EXPERIENCEPREASSURE Studying is a job which needs to be

finished/done?Disappointment if study not finishedFeel no right to make mistake (in order to keep financial support)

PRIVILEGE Without care experiences they would not study at allGetting concrete help only if they study well and are informed about all the options

ADJUSTEMENT DIFFICULTIES

Differ according to type of care and change/not place of livingDifferent level of independenceEasier with brothers and sisters

DEFINING THE STUDENT WITH IN-CARE EXPERIENCESTIGMATIZATION Preparation of peers and others for

admitting care experiences through giving information on in-care childrenStudying as a way of diminishing stigma – not be underestimated in the future, possibility to rise up in social class, making contacts and new life opportunities Underestimation of in-care children and surprising to their success, including studying

NOT CONNECTED TERMS

Previous life in-care have nothing with present life

Many of students experienced stigmatization and prejudice People think in-care children are dirty, stinky,

stealing and lyingPeers didn’t want to be with them because they

are poor and can not benefit from themIndividuals have crime experiences so

everybody get’s stigmatizedExamples of vilifications by teachersDifferent reaction on prejudices (sadness,

anger, cool) Prejudice and negative experiences from

previous education - not willing to risk again so they hide in-care past?

HIDING OR NOT CARE PASTTALKING IS NOT A PROBLEM

Being fostered is part of identityNothing to be ashamed of

TALKING WITH PURPOSE

It is positive thing, it is quality to be able to manage everything out of careLooking for acknowledgement and proof (I made it in spite of life circumstances)Good marketing-present yourself well, use the situation for good, aiming to achieve something

CONDITIONAL TALKING

Only when askedBoring to talk about it (having a short version in pocket)Calculating when and to whom, sometimes after getting trust, in year or twoIf there will be a deeper friendship, to those who deserve it Preparation general talk and activities, deciding to tell or not after seeing reaction

HIDING OR NOT CARE PASTNOT TALKING AT ALL

To acquaintances, professors, employersVery bad experiences (can be hurt by others, reactions either two cold or pitying them or surprised, fear that some can misuse them)Talking doesn’t make sense Don’t want to be valued only by this experienceMaking up stories about childhood and previous life

CHANGE WITH TIME

There is no need to talk any more, now it is time to talk about presentTalking more while in care, now less after learning to appreciate yourselfTalking now, when reactions can not hurt them any moreFirst prove in some area, then saying (to be valued as they are)

ENDING CARE-CAREER, BECOME „JUST” YOUNG PERSON/ADULTNEVER Stigmatized for life time, everything is connected to that

and colored by that - part of identity and previous life can not be erasedWill raise the children as their care takers raised them, experience will be passed onThere is a difference „in them” which come out sooner or laterLiving in care leaves a permanent markPart of identity always but not primaryAlways will need help and support, there is a part which needs encouragement and affirmation

CHANGE WITH TIME

Accepting past, trying to make something else more important part of identityBecome unimportant (when accept yourself, when start loving yourself, when finds a life partner, when stop looking back)Previously part of identity, not any moreWill never forget but it is now behind

ENDING CARE-CAREER, BECOME „JUST” YOUNG PERSON/ADULTFUTURE CLOSURE

When they will not talk about it When higher education finished and get a job When become a parent and make one’s own familyWhen priorities will be different and present more important When biological parents stop bothering them, asking for help, leave them alonePersonal factors-when someone mature as a personDepends on a type of care-fostered don’t need a closure if staying connectedDepends on length of stay in care – if shorter and came in older, then easierDepends on further life course - easier to forget if successful

SUPPORT SEEKING BASED ON IN-CARE PASTNOT A PROBLEM

Characteristics of people who ask for help and support: opportunist, normal person, one who accepted that shouldn’t be a super person

PROBLEM Issue of self-determination, not independent if weak & in needSelf-pityHumiliationIssue of trustIt is not a right way if you are healthy, should prove alone

OBSTACLES IN RECEIVING HELP AND SUPPORT

Lack of resources, now have to fight for itHelp should be offered and picked up when neededPressure to be very good student to keep state or bank supportLack of care-takers support and relationship continuity (loosing touch with important people from care)Not having all informationPrevious negative experiences in seeking help

Some support is needed to all…• Concept of independence carries expectations of autonomy, self-

reliance and obligation… but this set of beliefs and expectations may not be helpful in term of assisting care leavers (Horrocks, 2002.)

- particularily for those who are still focused on education rather then adult life in general?

• Ending care-career for some is not possible but for others will come with time or with some life-changes…

- but is it ending or integration needed?

• IDENTITY OF STUDENTS IS „ATTACHED” TO IN-CARE EXPERIENCES in three ways:

I AM HERCULES, PROUD TO BECOME THIS

NOW I AM STUDENT, USED TO BE IN CARE

IT WILL ALLWAYS BE A STRONG PART OF ME

THEORY Resilience Self-determination

Life-course

SUPPORT Not asking for help

No need for help Deserve/want help

ISSUES Less ready to ask for help and therefore in danger not to get it on time or at all

Resilience is in the same time main force and obstacle in asking for help

Getting tired with time, exhousting resources

Denial of their past and identity, hiding it...trying to go as far from it as possible, showing that it has nothing to do with them any more

Determination by will and interests of individual –creating a new self? („I decide what kind of person I will be…” )

Bigger chance to stay in care system

Learned helplessness

Apresciation seeking from others