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'I feel like sometimes it might be too late': An interpretative phenomenological analysis of Care Experienced Individuals' preparation for adulthood.

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Title: 'I feel like sometimes it might be too late': An interpretative phenomenological analysis of Care Experienced Individuals' preparation for adulthood.
Authors: Stone, Taylor (AUTHOR), Francis, Yvonne J. (AUTHOR)
Source: Educational & Child Psychology. Jul2026, Vol. 43 Issue 1, p5-23. 19p.
Subjects: Transition to adulthood, Educational psychology, Social networks, Phenomenology, Identity (Psychology), Foster children
Geographic Terms: United Kingdom
Abstract: Aim: Care Experienced Individuals (CEI) often face an abrupt transition to adulthood, termed the 'Care Cliff' (Become Charity, 2022). Limited research exists on CEIs' preparation for adulthood to inform Educational Psychology (EP) practice. This study aims to address this gap using the Lundy Model of Participation (2007) to explore how CEIs' voices can influence EP practice. Thus, seeking to contribute to social change and positive outcomes for CEI in adulthood, mitigating the impact of the Care Cliff. Method: Six semi-structured interviews were conducted with CEI aged 19 to 22 years, recruited from two Local Authorities in England. Interpretative Phenomenological Analysis (IPA) methodology was utilised to illuminate CEIs' voice and investigate shared meaning amongst experiences. Findings: Four Group Experiential Themes (GETs) were interpreted using IPA: The journey to adulthood; Agency and influence in decision-making processes; The role of supportive networks; and Developing skills for adulthood. These findings are supported by existing research, whilst providing original interpretations around CEIs' identity development during their journey to adulthood, readiness for adulthood, and the impact of chronosystem events like the cost-of-living crisis. Limitations: Recruitment challenges affected sample homogeneity, and variations in support across LAs may have influenced CEIs' experiences, limiting the transferability of findings. Conclusions: Findings highlight the value of person-centred frameworks, such as the Lundy Model of Participation, to explore CEI voice and inform tailored support for their preparation for adulthood. The influence of CEI voice upon EP practice is discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 'I feel like sometimes it might be too late': An interpretative phenomenological analysis of Care Experienced Individuals' preparation for adulthood.
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  Data: <searchLink fieldCode="AR" term="%22Stone%2C+Taylor%22">Stone, Taylor</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Francis%2C+Yvonne+J%2E%22">Francis, Yvonne J.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jul2026, Vol. 43 Issue 1, p5-23. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Transition+to+adulthood%22">Transition to adulthood</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foster+children%22">Foster children</searchLink>
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  Data: Aim: Care Experienced Individuals (CEI) often face an abrupt transition to adulthood, termed the 'Care Cliff' (Become Charity, 2022). Limited research exists on CEIs' preparation for adulthood to inform Educational Psychology (EP) practice. This study aims to address this gap using the Lundy Model of Participation (2007) to explore how CEIs' voices can influence EP practice. Thus, seeking to contribute to social change and positive outcomes for CEI in adulthood, mitigating the impact of the Care Cliff. Method: Six semi-structured interviews were conducted with CEI aged 19 to 22 years, recruited from two Local Authorities in England. Interpretative Phenomenological Analysis (IPA) methodology was utilised to illuminate CEIs' voice and investigate shared meaning amongst experiences. Findings: Four Group Experiential Themes (GETs) were interpreted using IPA: The journey to adulthood; Agency and influence in decision-making processes; The role of supportive networks; and Developing skills for adulthood. These findings are supported by existing research, whilst providing original interpretations around CEIs' identity development during their journey to adulthood, readiness for adulthood, and the impact of chronosystem events like the cost-of-living crisis. Limitations: Recruitment challenges affected sample homogeneity, and variations in support across LAs may have influenced CEIs' experiences, limiting the transferability of findings. Conclusions: Findings highlight the value of person-centred frameworks, such as the Lundy Model of Participation, to explore CEI voice and inform tailored support for their preparation for adulthood. The influence of CEI voice upon EP practice is discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.53841/bpsecp.2026.43.1.5
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              Text: Jul2026
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              Y: 2026
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