'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. |
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| 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] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2026.43.1.5 |
