Students’, caretakers’ and decision-makers’ perception of support in higher education for students with in-care experience

ABSTRACT

Students with in-care experiences overcome different life challenges, risks factors and use their strengths to get into higher education. During the study period they face different difficulties, so the state as ‘institutional’ parent should provide support. This paper presents results of a qualitative study that aimed to explore support system to students with in-care experience in Croatia from three perspectives: care leavers with studying experiences, caretakers and professionals who are involved in decision-making and implementing activities on national and local levels. Focus groups and interviews were conducted with 23 students, 5 professionals and 11 caretakers in 5 Croatian cities. Three basic themes from all three perspectives are presented: currently available support, difficulties in the support system and guidelines for supporting in-care students. All groups of participants are informed about support that is currently available for students with in-care experiences and describe financial and accommodation support. Perceptions of difficulties in delivering support differ between professionals and students and caretakers. Students also explain reasons for seeking support. Resolving existential issues is the first step in support system building according to students’ and caretakers’ perceptions. Participants suggest different incentive activities, so finally recommendations for forming and delivering support system for in-care students are presented.

SAŽETAK

Da bi upisali studij, studenti iz skrbi trebaju savladati različite životne izazove i rizike te u tu svrhu upotrijebiti vlastite resurse. Za vrijeme studija suočavaju se s najraznovrsnijim poteškoćama stoga država kao ‘institucionalni’ roditelj treba osigurati podršku. U članku su predstavljeni rezultati kvalitativnog istraživanja čiji je cilj ispitati sustav podrške za studente s iskustvom odrastanja u skrbi u Hrvatskoj iz triju perspektiva: perspektive studenta koji je izašao iz skrbi, perspektive odgajatelja te iz perspektive stručnjaka koji je uključen u donošenje odluka i njihovo provođenje na lokalnoj i nacionalnoj razini. U fokusnim grupama i intervjuima bilo je uključeno ukupno 23 studenta, 5 stručnjaka, donositelja odluka te 11 odgajatelja u 5 hrvatskih gradova. U članku su predstavljene tri ključne teme koje su bile prisutne u sve tri navedene perspektive: aktualna dostupna podrška; poteškoće u sustavu podrške i smjernice za pružanje podrške studentima s iskustvom odrastanja u skrbi. Rezultati su pokazali da su sve tri skupine sudionika informirane o aktualnoj podršci studentima, mogućnostima financijske potpore te mogućnostima smještaja. Percepcija poteškoća vezanih uz ostvarenje podrške razlikovala se između donositelja odluka te studenata i odgajatelja. Pri tome su studenti argumentirali razloge traženja podrške: iz njihove perspektive i perspektive odgajatelja, rješavanje egzistencijalnih pitanja predstavlja prvi korak u izgradnji sustava podrške. U skladu s poticajnim prijedlozima sudionika, u članku su navedene preporuke za osmišljavanje i provođenje sustava podrške studentima s iskustvom odrastanja u skrbi.

KEYWORDS:

• In-care students
• support
• education
• perception of support system
• child welfare

KLJUČNE RIJEČI:

• Studenti s iskustvom odrastanja u skrbi
• podrška
• obrazovanje
• percepcija sustava podrške
• skrb za djecu

Notes on contributors

Professor Kristina Urbanc, PhD, Full Professor, Chair of the Methods and Theory of Social Work Unit at the Department of Social Work, Faculty of Law, University of Zagreb. Teaching: social work with individuals, users’ perspective in social work, creative methods in social work at undergraduate study; integrative social work, methods of supervision at graduate study and field placement; helping theories at postgraduate doctoral social work and social policy study. Author of more than 50 scientific and professional papers and a book. Licensed in systemic family therapy, integrative child therapy and supervision in psychosocial work which she is practising regularly.

Professor Branka Sladović Franz, PhD, Full Professor at the Department of Social Work, Faculty of Law, University of Zagreb. Teaching courses: interpersonal communication, conflict resolution and child welfare at undergraduate study and social work with children on graduate study. At postgraduate level she teaches mediation and social work, in-care children, family mediation, divorce mediation and children in mediation. She is the head of postgraduate studies on family mediation. Published over 45 papers in scientific and professional magazines and books and wrote three books. Licensed supervisor doing supervision mainly with child protection professionals and family mediators.

Vanja Branica, PhD, Assistant Professor at the Department of Social Work, Faculty of Law, University of Zagreb. Teaching courses: theory of social work, theory and methodology seminar and social work in health care on undergraduate and graduate study. On postgraduate doctoral social work and social policy study teaching contemporary theory for social work and on postgraduate study family mediation teaching family mediation practicum 1 and 2, power in family mediation and international family mediator. Research interests are theory of social work, family mediation, history of social work. Licensed supervisor in psychosocial work.