Leaving Care in Quebec: The EDJEP Longitudinal Study

Leaving Care in Quebec: The EDJEP Longitudinal Study

Leaving Care in Quebec: The EDJEP Longitudinal Study

Leaving Care in Quebec: The EDJEP Longitudinal Studys

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Référence bibliographique [22345]

Goyette, Martin et Blanchet, Alexandre. 2022. «Leaving Care in Quebec: The EDJEP Longitudinal Study ». Pedagogia Social, no 40, p. 21-33.

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Fiche synthèse

1. Objectifs

Intentions :
«The need to know more about what happens to young people who have been placed in out-of-home care and the importance of better support-ing them during their transition to adult life have been emphasized in numerous government re-ports and expert opinions, including the Cloutier report (2000), those of the Conseil permanent de la jeunesse (CPJ, 2004 a and b) and several other documents (ACJQ, 2002; Courtney et al., 2019; Goyette & Turcotte, 2004; Mann Feder, 1999).»(p. 22) «Our project aims to fill this knowledge gap on the post-care period, which is rarely addressed by studies that most often examine specific services or sub-groups of youth.» (p. 24)

2. Méthode

Échantillon/Matériau :
«We use panel data consisting of two waves of interviews with a cohort of youth exiting placement in Québec, as well as data from their administrative records. All youth between 16 and 18 years of age during the first wave of data collection, who had cumulated at least one year in out-of-home placement at the time of data extraction […] were identified. After cleaning the administrative data, the final cohort consisted of a population of 2,573 adolescents.» (p. 24)

Instruments :
- Questionnaire
- Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

Results of this study «show that youth who perceive that they are supported are more successful. This finding underlines the importance of supports within social and other networks; certain types of placements seem better able to deploy them. While the issues experienced by youth in rehabilitation centres likely make these supports less available, not all responsibility should be placed on the shoulders of youth who have been removed from their families. Thus, tutoring for the youngest children, mentoring in various forms (peer, intergenerational, etc.) for the oldest and an increased effort to develop new partnerships and new links with the school environment are among the avenues most often cited in the literature.» (p. 28) In addition, results show that «youth centres do not teach youth as much autonomy as they would gain in a foster family. Indeed, youth in foster care are more successful and feel more encouraged.» (p. 28)