Youth Leaving Foster Care: A Developmental, Relationship-Based Approach to Practice

320 Pages·2011·3.037 MB·English

by  Wendy B. Smith

Youth Leaving Foster Care
This page intentionally left blank
YOUTH LEAVING
FOSTER CARE
A Developmental,
Relationship-Based Approach
to Practice
Wendy B. Smith
1
1
Oxford University Press, Inc., publishes works that further
Oxford University’s objective of excellence
in research, scholarship, and education.
Oxford New York
Auckland Cape Town Dar es Salaam Hong Kong Karachi
Kuala Lumpur Madrid Melbourne Mexico City Nairobi
New Delhi Shanghai Taipei Toronto
With offi ces in
Argentina Austria Brazil Chile Czech Republic France Greece
Guatemala Hungary Italy Japan Poland Portugal Singapore
South Korea Switzerland Thailand Turkey Ukraine Vietnam
Copyright © 2011 by Oxford University Press, Inc.
Published by Oxford University Press, Inc.
198 Madison Avenue, New York, New York 10016
www.oup.com
Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of Oxford University Press.
____________________________________________
Smith, Wendy Benjamin, 1946- Youth leaving foster care : a developmental,
relationship-based approach to practice / Wendy B. Smith.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-19-537559-6 (hardcover : alk. paper)
1. Foster children–Services for–United States. 2. Foster children—Psychology.
3. Foster children–Counseling of. 4. Foster children–Family relationships—United States.
5. Foster children—Deinstitutionalization—United States. 6. Ex-foster children—Social
conditions--United States . 7. Ex-foster children—Education—United States. 8. Foster
children—Government policy—United States. I. Title.
HV881.S66 2011
362.73’3—dc22
2010049034
____________________________________________
1 3 5 7 9 8 6 4 2
Printed in the United States of America
on acid-free paper
For all children who have been in foster care
This page intentionally left blank
ACKNOWLEDGMENTS
T he idea for this book took shape some years ago, when I developed a
course on youth leaving foster care, and could not fi nd a text on the sub-
ject. I had treated alumni of foster care in my psychotherapy practice, had
helped to design a transitional living program informed by attachment
theory, and had long been active in a nonprofi t organization that assistsy-
outh who have been in care. Most of what I had read focused on a single
perspective—policy, program, outcomes, or youth narratives—and theo-
retical frameworks were largely absent. My goal in writing this book was
to integrate these interpenetrating, overlapping elements and to ground
them in theory. I was fortunate to have my idea met with enthusiasm by
many individuals, including Maura Roessner of Oxford University
Press.
There are many people to thank for their contributions to this book.
First, the young people who generously shared their time and their stories
with me—many youth from California Youth Connection, and at greater
length, “Robert,” “Marie,” “Ericka,” “Summer,” and “Jessica”—who pro-
vide the living heart of this book.
I would like to thank the students and faculty at the University of
Southern California School of Social Work, whose questions and interest
spurred me on. Faculty members who deserve special thanks for their
encouragement are Michalle MorBarak, Ron Astor, Dorian Traube, Devon
Brooks, Jacquelyn McCroskey, Dean Marilyn Flynn, and Vice Dean Paul
Maiden. I am grateful to Catherine Portuges, whose insight and keen edi-
torial eye greatly improved the book proposal, as did the responses of
reviewers. Thanks to Elizabeth Calvin and Carol Biondi, who provided
invaluable comments on the juvenile justice system; to Adam Boltuch,
vii
viii ACKNOWLEDGMENTS
for the design and creation of the Foster Care Timeline; and to Karl
Calhoun for his interest and questions. Thanks also to Priscilla Roth,
Judith Schore, Laura Parsons, and Elizabeth Forer, who offered helpful
comments on early chapters. Jacqueline Mondros’s wholehearted support
has been a sustaining presence. The insight and challenging questions of
fellow members of the Center for the Study of Intersubjectivity contrib-
uted to the fi nal version of the book.
M any dear friends, my sister Roberta, and our parents, Alfred and
Selma Benjamin, cheered me on throughout.
A very special thank you is due to Catherine Conner, whose assistance
has been a critical factor, fi rst in putting the original course together, and
then with research and manuscript preparation for the book. I am so
grateful for her effi cient, knowledgeable management of the logistics of
this project, and for her serene intelligence.
I want to thank my extraordinarily patient children and grandchildren:
Rebecca, Alex, Jake, Matt, Erica, Elizabeth, Jesse, Aniela, Henry, Nate, and
Marlowe. The time taken from them has been substantial and their sup-
port unwavering. My deepest gratitude goes to my husband, Barry.
Without his complete and unstinting belief in me, I’m not sure I could
have written this book.
—Wendy Smith
CONTENTS
Introduction xi
Part I Setting the Stage
Introduction to Part I 3
1. The Child Welfare System as Context 5
2. Theoretical Perspectives 20
Part II Development
Introduction to Part II 35
3. Neurobiology and Development 37
4. The Importance of Early Attachments 52
5. Adolescent Development in Foster Care 68
Part III Mental Health
Introduction to Part III 85
6. Anxiety, Trauma, and Post-Traumatic
Stress Disorders 93
7. Mood Disorders and Self-Harm 108
8. Substance Abuse 125
9. Mental Health Dimensions of Delinquency 146
Part IV Program Considerations
Introduction to Part IV 169
10. Populations Needing Special Attention 171
ix