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Purpose: This paper aims to explore the outcomes experienced by young people leaving care in Ireland today through the theoretical lens of social capital. Design/methodology/approach: This paper presents selected qualitative data and its analysis that was gathered through a series of in-depth semi-structured interviews with three key informants (care leavers). In gathering interview data, the Biographic-Narrative Interpretive Method (BNIM) was selected, as it allowed the research participants a great deal of autonomy in recounting significant events from their own lives. Findings: In drawing upon the lived experience of these care leavers, this work will discuss how their in-care and post-care experiences shaped their exposure to and development of sources of social capital, which in turn proved to be a significant factor in shaping their in-care and post-care outcomes. Social implications: Care leavers remain systemically disadvantaged in comparison to young people who have not been in care. Research has shown that children in care and care leavers are often disadvantaged educationally and experience higher rates of homelessness, unemployment and social isolation. This paper discusses the role of "social capital", i.e. relationships that provide access to social and material resources and opportunities, in shaping care leavers exposure to and experience of these disadvantages. Originality/value: To the best of the author's knowledge, this work is the first in the Irish context to draw on the concept of social capital to explore its role in shaping the in-care and post-care experiences of care leavers in Ireland. [ABSTRACT FROM AUTHOR]

This paper focuses on qualitative findings on how young people in long-term foster care in Ireland interpret permanence and stability. We focus principally on subjective and relational permanence, emphasising the significance of these concepts for social work, while extending some conceptual approaches to permanence. Importantly, findings from this study highlight conceptual gaps in how permanence and stability are conceptualised in research and we outline an approach which more fully embraces the multi-dimensionality of young people's life experiences and emotions. Recent studies underline that permanence encompasses several elements (e.g. ecological, legal). However, this paper extends current research in illustrating how Irish young people in foster care experience permanence and stability every day, and how these experiences embrace discursive, emotional and temporal dimensions. [ABSTRACT FROM AUTHOR]

This paper explores practice examples relating to young people's transitions from care to adulthood. It discusses examples drawn from young people's pathways to adulthood, leaving care law and policy and participation. The paper concludes with a discussion of the research evidence on promoting the resilience of young people from care to adulthood, by proposing a framework for evaluating the impact of practice. It is suggested that practice should be interrogated in respect of the contribution made to stability and continuity, educational achievement, involving young people, preparation and support into adulthood, and health and well‐being. [ABSTRACT FROM AUTHOR]

Abstract This paper sets out to give a rounded view of the Irish foster care system as currently constituted. It will cover areas such as the law and policy framework, key data, key institutional actors, views of the system from the perspective of key stakeholders (care experienced adults and young people, foster carers and their children and the biological parents of children in foster care), and distinctive features of the Irish system. It will also offer a brief review of key influences that have helped shape the current system and Ireland's move from high use of institutional care to high rates of family placement. It will also consider challenges that still face policy and practice in the Irish foster care system. The paper takes a multi-disciplinary approach drawing on evidence from various perspectives including law, history and social policy. Offering the Irish case in this paper is not to claim or imply that the Irish system is fully developed or has resolved all its challenges. As will become clear, the argument here is that Ireland is an interesting case not because of any (erroneous) claim that it is the finished article as a foster care system. It is interesting because it is both a system that is still in development, and is also one that has already made the transition from a system dominated by residential care to one heavily reliant on family placement. Highlights • Ninety-two per cent of children in care in Ireland are placed in families (in both foster and kinship care) • This represents one of the highest family placement rates in care systems across the world • Previously the Irish care system relied heavily on institutional care like many Catholic countries • Ireland thus serves as an interesting case study of de-institutionalisation in a traditionally Catholic country • The paper offers a detailed overview of the current system of provisions for children in care in Ireland [ABSTRACT FROM AUTHOR]

This paper aims to promote thinking about care leave leaving from a historical perspective. It suggests that Bronfenbrenner's social ecological modelling of human development provides a promising conceptual framework for doing that. It not only provides a micro to macro layered systemic perspective but also draws attention to the 'chronosystem', covering both biographical and historical changes. The potential use of the historical dimension to Bronfenbrenner's modelling will be illustrated by considering the development of care leaving within Northern Ireland over a 50‐year period (1968–2018). Reflecting the historical trajectory of recent political conflict in this UK jurisdiction, the dynamics of the chronosystem of care leaving within two periods will be described and discussed: the 'Troubles' (1968–1998) and 'Post Conflict' (1998–2018). It will be concluded that there is a need for further work of this type because acknowledging history in this way as part of social ecology provides a deeper understanding of the systemic dynamics of care leaving. [ABSTRACT FROM AUTHOR]

The educational progress, experiences and attainment of children in out-of-home care and care leavers continue to be an issue of concern internationally. A growing body of research from countries such as the UK, USA, and Sweden indicates that care leavers tend to have lower levels of educational attainment than their majority population peers. Recent evidence suggests that low educational attainment of individuals with care experience may be the result of a "complex combination" of various individual characteristics as well as pre- and in-care experiences (O'Higgins et al., 2015: 13). White and Wu (2014) have highlighted the value of applying a life course perspective to child welfare research noting the potential of this approach given its emphasis on social context, individual development, and the effect of change over time. This paper embraces their case by advocating for use of the life course perspective as a guiding research paradigm when investigating the educational experiences of adult care leavers. Applying a life course perspective to research in this area has the capacity to add new dimensions to our understanding of the issue. This is due to the long-term perspective that this approach takes as well as its capacity to consider the interaction of individual and social factors and change over time. The paper begins with an outline of the key themes and concepts of the life course perspective followed by an overview of existing literature related to the educational experiences and attainment of children in care and care leavers. There follows a discussion of how using this perspective as a guiding research paradigm, with its accompanying themes and concepts, may facilitate a deeper understanding of the educational progress and experiences of adult care leavers. Throughout this discussion we will draw on a composite worked-case example from an ongoing PhD study of the educational experiences of adult care leavers in Ireland to highlight the value of applying a life course perspective to this issue. [ABSTRACT FROM AUTHOR]

Research highlights the role of key actors and relationships in supporting the educational attainment and progress of children in care and care leavers. We know less about how relationships influence the educational journeys of people with care experience over time and how to support the educational progress and engagement of adults with care experience. The principle of "linked lives" is central to the life course perspective referring to the interdependence of human lives throughout the life course. This paper explores how the principle of linked lives can illuminate our understanding of how relationships positively influence the educational journeys of adults with care experience over time. Educational life history interviews were conducted with 18 care‐experienced adults (aged 24–36) in Ireland. Findings suggest that the principle of linked lives is a valuable conceptual tool for providing new insights on this issue. Four key themes were identified: (a) opportunities for educational support are present across the life course; (b) "family" is a central source of educational support; (c) there is intergenerational capacity for educational support; and (d) relationships beyond the "family" are supportive of education. Implications for practice, policy, and research are explored. [ABSTRACT FROM AUTHOR]

The term "participation" is widely used to refer to the involvement of children and young people in decision-making on issues that affect their lives. The Health and Information Quality Authority (HIQA) is the national inspectorate for social care in Ireland. HIQA monitors Tusla, Ireland's child and family agency, for compliance with national children's standards, including standards on children and young people's participation rights. This paper outlines findings of a secondary analysis of data in relation to participation standards in HIQA foster care, residential care and special care inspection reports over a two-year period from 2013 to 2015 (n = 40). The thematic analysis explores the degree to which the reports found that children in care are provided with the opportunity to influence decisions in relation to their everyday lives, to participate in child in care reviews, receive information, avail of advocacy services and have access to a complaints mechanism. While there is much evidence of good practice across all sectors, some notable differences between the realisation of participation standards in residential care and foster care were found. This baseline analysis was undertaken prior to the implementation of a comprehensive participation strategy by Tusla across the organisation and highlights areas in which practice can be improved or mainstreamed in this work programme. [ABSTRACT FROM AUTHOR]

Developing quality relationships is recognised as an active ingredient for effective interventions with young people in care. Essentially, care staff has the opportunity and capacity to positively influence the young person's experiences in care, through the positive relationships they form. This paper presents selectively on the findings of two separate but related qualitative Irish studies exploring relationship-based approaches in residential child care practice, from the perspectives of both residential child care workers and young care leavers. Thirty-two professionals and four care leavers participated in either focus group or individual interviews. The findings are integrated in this paper with the wider literature on young people leaving care, with the aim of identifying core knowledge that is needed by service providers who are tasked with the support of young people making the transition out of care and towards independent living. In this paper we attempt to identify the knowledge base on relationship-building which is needed by care staff in order to carry out their role. It is argued that an explicit knowledge base is overdue now that the complex needs of young people in care are increasingly visible through advances in research and more recently the emerging literature concerning the personal testimonies of care graduates. [ABSTRACT FROM AUTHOR]

Previous research identifies the increased exposure of birth children of foster carers to experiences of separation, grief, and loss due to the transient nature of foster care, but little is known about how birth children manage this loss. This paper reports findings from a qualitative study that examined the retrospective experiences of 15 adult birth children of foster carers (aged between 18 and 28 years) in Ireland. Findings suggest that birth children experience grief and loss when foster children leave their families. They report experiencing a range of emotional responses such as guilt, blame, and sadness. A reluctance to discuss their emotional responses with either their parents or foster care professionals was also reported. Instead, birth children developed strategies to manage the loss, such as distancing themselves from the foster care process. The study highlights the importance of social workers and foster carers explaining to birth children why foster children are leaving and, where possible, maintaining contact between birth children and foster children. Additionally, findings indicate the need for birth children to have safe nonjudgmental spaces to discuss their emotional reactions to loss. [ABSTRACT FROM AUTHOR]

• Voluntary care is a valuable pathway to care, but it needs to mitigate risks to children's rights. • Some children in voluntary care receive inferior resources compared to children on care orders. • Voluntary care in Ireland has weak mechanisms for ascertaining the views of the child. • Children's assent should be sought for these agreements. • Independent oversight of voluntary care agreements should be introduced. Voluntary care agreements form a significant part of child protection systems in many jurisdictions. From a children's rights perspective, they enjoy numerous advantages over court-ordered removals of children. However, when loosely regulated, voluntary care agreements can give rise to significant concerns in respect of compliance with international children's rights law. This paper will present findings from the Voluntary Care in Ireland Study , one of the first in-depth empirical examinations internationally of voluntary care agreements. It will present qualitative data on the system in operation in Ireland that indicates that voluntary care agreements are less adversarial, time-consuming and costly than court proceedings. This frees up resources for early intervention and facilitates a more collaborative relationship between parents and social services, making it more likely that children will remain at home or eventually return home from care. At the same time, the findings suggest that the voluntary care system currently operated in Ireland suffer from numerous flaws, including absence of independent oversight; unlimited duration; potential instability (since parents can withdraw consent at any time); weak mechanisms for child participation; and inferior resource allocation compared to court-ordered care placements. The paper examines legislative provisions from a number of comparable jurisdictions and makes recommendations designed to ensure that the voluntary care system in Ireland complies more strongly with principles of international children's rights law. [ABSTRACT FROM AUTHOR]

A notable development in child welfare provision in recent decades has been growth in certain jurisdictions of formal kinship care as a type of placement for children needing 'out of home' care. This trend raises the question of why formal kinship care has emerged in such a marked way in this period in some contexts. This paper sets out to explore this issue by investigating the emergence and development of formal kinship care in two neighboring jurisdictions in Europe where it now accounts for a substantial proportion of all care placements in Scotland and Ireland. The paper sets out a conceptual framework that considers the emergence of formal kinship care against the backdrop of the overall care systems in both jurisdictions and the wider set of societal kinship care practices relating to children. It traces key policy developments in the evolution of formal kinship care in both systems. It reviews policy challenges and influences that may help to account for the emergence and current relative importance of formal kinship care. This comparative case study aims to contribute to international debates about the development of formal kinship care. • Formal kinship care (FKC) has emerged as a critical part of many care systems. • FKC is often 'first option' for children who can no longer live with parents. • One in four children in care in Ireland and one in three in Scotland lives in FKC. • Priority for FKC reflects a belief in the value of the child belonging to a wider family. • Policy and legal measures gradually consolidated FKC in Scotland and Ireland. [ABSTRACT FROM AUTHOR]