D4 - Responses

RESEARCH PLAN OVERVIEW 1

Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care

Kathryn Parker

School of Behavioral Sciences Liberty University

EDCO 747

Dr. Fred Milacci

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Kathryn Parker.

Email: [email protected]

Research Plan Overview: A Phenomenological Study of Young Adults Aging Out of Foster Care

Name: Kathryn Parker

Stage of Completion: Stage 2

I. Introduction

A. Problem Statement

1. Youth aging out of the foster care system are facing numerous challenges that include periods of housing instability, employment volatility, and limited social connections. There are resources available but transitioning youth choose not to accept the support. This has resulted in an increase in foster care youth, between the ages of 18 -25, having higher rates of homelessness.

a. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history. Children and Youth Services Review., 141. https://doi.org/10.1016/j.childyouth.2022.106587

b. Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care. Child Abuse & Neglect, 169(Pt 1), 107638-107638. https://doi.org/10.1016/j.chiabu.2025.107638

2. This topic is important to study because education and the ability for stable employment is linked to reducing housing instability for foster care youth transitioning into adulthood. Successfully linking youth to housing stability and employment opportunities can improve physical and mental health problems and lead to lower reliance on government assistance in the future.

a. Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and incarceration among youth aging out of foster care, by type of disability. Child & Adolescent Social Work Journal, 40(6), 743-759. https://doi.org/10.1007/s10560-022-00817-9

b. Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me rise: An evaluation of wraparound with homeless youth with a child welfare history. Children and Youth Services Review., 141. https://doi.org/10.1016/j.childyouth.2022.106587

3. The problem is that youth aging out of foster care have had negative experiences in foster care and historically have not seen the value in choosing to enroll in extended foster care (Levinson, 2024). Affordable housing has had an impact on the availability of housing options for youth aging out of foster care, but the federal government has created federal housing vouchers for transitioning you up to age 25 (Levinson, 2025).

B. Purpose

1. The purpose of this phenomenological study is to describe young adults’ experiences transitioning out of foster care in Florida.

C. General research questions

1. How do young adults describe their experiences transitioning out of foster care?

2. How do young adults aging out of foster care describe the challenges they experience?

3. How do young adults aging out of foster care describe the resources available to them?

D. Research Plan

1. This study will use a qualitative approach.

2. By using the phenomenological approach, transitional youth will have the opportunity to provide their lived experience of aging out of foster care without the supports needed for housing stability. A phenomenological approach is recommended because it provides the opportunity to give personal narratives that allow for the research to have a depth of understanding (Creswell & Poth, 2025).

II. Review of Related Literature

A. Theoretical Framework

1. There are several philosophical assumptions that led to this choice of research. The first, ontological assumptions, is based on the thought that housing instability of youth aging out of foster care is experienced differently (Creswell & Poth, 2025). The methodological assumption will allow for themes and patterns to develop instead of testing predetermined hypothesis. Finally epistemological assumptions will provide the opportunity for the researcher to engage with the study participants to develop deeper insight to the experience (Creswell & Poth, 2025).

2. The theory that informs this study is Critical Theory. According to Cresswell and Poth, “critical theory can be defined by the configuration of methodological postures it embraces” (2025). In the context of this study, Critical Theory places an emphasis on understanding inequalities shaped by limited opportunities for youth aging out of foster care.

B. Important Thinkers/experts/theorists in this field of study

1. Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster care: Formative evaluation results of a coach-like engagement model.  Families in Society : The Journal of Contemporary Human Services.,  105(4), 703–715. https://doi.org/10.1177/10443894231193272

a. The completed study focuses on approaching the youth as a whole person rather than a problem to solve (Davis & Thibodeau, 2024).

b. This article highlights how the implementation of engagement with youth aging out of foster care provides a direct correlation to successful housing outcomes 12 months post engagement with the program (Davis & Thibodeau, 2024).

2. Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why transition-age youth enroll and remain in state-initiated extended foster care.  Child & Adolescent Social Work Journal.  https://doi.org/10.1007/s10560-025-01064-4

a. This journal article focuses on the reasons why youth choose to leave foster care and what professionals can do to engage youth to maximize extended foster care.

b. The findings of the article emphasized the importance of providing hope to youth gaining out of foster care (Montgomery & Reilly, 2025).

C. Related Research

1. Research article

Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills: Perspectives from caregivers, child welfare professionals, and agency representatives. Child & Youth Care Forum, 53(3), 667- 691. https://doi.org/10.1007/s10566-023-09766-5

a. The article focused on understanding the barriers and support of child welfare professionals to implementing life skills for extended foster care youth (Hensen et al., 2024).

b. Understanding the current climate of extended foster care helps child welfare professionals evaluate gaps in programs already available.

c. The findings suggest that specific training and resources are needed for child welfare professionals to be successful in helping youth develop life skills.

2. Research article

Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among youth transitioning to adulthood from foster care. Child Abuse & Neglect, 169(Pt 1), 107638-107638. https://doi.org/10.1016/j.chiabu.2025.107638

a. The study aimed to review polices that are currently in place to help extended foster care youth and determine if they help reduce homelessness in this population (Courtney, et al., 2025).

b. The impact on physical and mental health for foster youth transitioning to adulthood has been linked to housing instability (Courtney et al, 2025). To improve outcomes for foster youth, having access to extended foster care has improved the transition to adulthood (Courtney et al., 2025).

c. This article was able to capture a large sample size which provided valuable information to policy makers. This is important so there can be further funding allocated to this population (Courtney et al, 2025).

III. Methods

A. Design (approach) and Rationale

1. The phenomenological approach will be used for this study

2. A phenomenological approach is the most appropriate design study for understanding youth aging out of foster care because the approach prioritizes the focus of the study to understanding the young adult’s lived experience individually and helps look for common meaning between several individuals (Creswell & Poth, 2025).

B. Site

1. Family Partnerships of Central Florida (FPOCF) office, the Centralized Based Care Center in Florida

2. The location is centrally located in the middle of the county and houses visitation rooms.

3. The site will support in-person interviews at the convenience of the participants with office availability Monday – Sunday 0800 – 2000. Virtual interviews will be conducted on an as-needed basis and as a last resort.

4. The FPOCF office is known to most participants and is a secure facility.

C. Participants

1. A phenomenological research study should have between 12-15 participants (Creswell & Poth, 2025). This study will include 14 participants.

2. The participants will be identified from the Independent Living team at FPOCF. All young adults aging out of foster care must have an exit interview with this team.

3. Participants must be aging out of traditional foster care in Florida and are typically between the ages of 18- 25.

D. Role of Researcher or Personal Biography

1. Kathryn Parker

2. Licensed Mental Health Counselor

3. My role in this study would be as a researcher who has worked within child welfare for over 15 years. I have worked in various capacities including the Mobile Response Team (MRT) which is a 24-hour crisis response team. As a person who understands the legal challenges within child welfare, I will be able to help analyze various barriers identified by the young adult participants.

4. As a person working on the side of regulations and rules, sometimes it is hard to understand why young adults do not want to take additional financial support after they are no longer required to, typically when they turn 18. I will need to be conscientious of my bias as a mother and a person who did not have resources available to me such as options to pay for college and career support.

E. Data Collection

1. In-depth interviews

a. The initial interview will be a 60- 90 minute semi-structured interview held in person on an individual basis (Doucet et al., 2025). Follow-up interviews will be scheduled as needed for 30-60 minutes to clarify any of the researcher’s questions. The interviews will be recorded to capture nonverbal cues that might be missed during the interview by the researcher.

b. The interview questions will be designed to be open-ended so they can help gather information in a conversational way and serve to help build report with the participants (Creswell & Poth, 2025; Doucet et al., 2025).

c. During the first session, informed consent will be gathered. The participants will also be informed of their right to withdrawal consent at any time (Creswell & Poth, 2025).

d. The interviews will be video recorded for the ability to review later as well as capture any microaggressions throughout the interview (Doucet et al., 2025).

2. Focus Group

a. Four group focus sessions will be held to help the researcher gather collective experiences. This method will help the researcher bring forward concepts that may not have been captured on an individual basis (Creswell & Poth, 2025).

b. Group rules will be established by the participants with a goal of at least 8 of the total group participants in attendance (Creswell & Poth, 2025).

c. Each group will begin with a check-in session. This will allow for the participants to be grounded in the study as most will be transitioning from outside activities such as work or school (Doucet et al., 2025).

F. Data Analysis

1. 1st Technique (i.e., open coding)

a. information about it (i.e., organizing data into…)

b. specific information on how this process will be done

c. why important (i.e., this process allows the researcher to…)

2. 2nd Technique (i.e., constant comparison method of looking at data…)

G. Trustworthiness (the reliability, dependability, and transferability information goes here)

1. 1st Technique (i.e., member checks)

a. information about it (i.e., having participants review and respond to…)

b. why important (i.e., this process increases the reliability of the study because…)

2. 2nd Technique (i.e., audit trail)

a. information about it

b. why important

3. 3rd Technique (i.e., reflexivity or memoing)

a. information about it

b. why important

c. and so on…

H. Ethical Considerations

1. potential issue and how addressed (i.e., negative results could impact school/researcher, used pseudonyms for all participants and identifiable names)

2. potential issue and how addressed

3. protection of data

References

Courtney, M. E., Park, S., & Harty, J. S. (2025). Foster care policy and homelessness among

youth transitioning to adulthood from foster care. Child Abuse & Neglect, 169(Pt 1),

107638-107638. https://doi.org/10.1016/j.chiabu.2025.107638

Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry & research design: Choosing among five approaches (5th ed.). Sage Publications.

Davis L., & Thibodeau, H. (2024). Preventing homelessness among youth aging out of foster

care: Formative evaluation results of a coach-like engagement model.  Families in

Society : The Journal of Contemporary Human Services.,  105(4), 703–715.

https://doi.org/10.1177/10443894231193272

Doucet, M., Clark, E., & Ungar, M. (2025). Finding our way home: Exploring the experiences of

young people who have ‘aged out’ of care and experienced homelessness in canada .

Child Protection and Practice, 6, 100195-100195.

https://doi.org/10.1016/j.chipro.2025.100195

Henson, M., Schelbe, L., & Lee, H. (2024). Helping youth in foster care develop life skills:

Perspectives from caregivers, child welfare professionals, and agency representatives.

Child & Youth Care Forum, 53(3), 667- 691.

https://doi.org/10.1007/s10566-023-09766-5

Lee, J. S., Gimm, G., Mohindroo, M., & Lever, L. (2023). Assessing homelessness and

incarceration among youth aging out of foster care, by type of disability. Child &

Adolescent Social Work Journal, 40(6), 743-759.

https://doi.org/10.1007/s10560-022-00817-9

Levinson, K. (2024). From foster care to secure housing: How vouchers help young

adults build self-sufficiency.  Route Fifty,  https://www.proquest.com/magazines/foster-care-secure-housing-how-vouchers-help/docview/3055185937/se-2

Lindquist-Grantz, R., Downing, K., Hicks, M., Houchin, C., & Ackman, V. (2022). Watch me

rise: An evaluation of wraparound with homeless youth with a child welfare history.

Children and Youth Services Review., 141.

https://doi.org/10.1016/j.childyouth.2022.106587

Montgomery, D. M., & Reilly, T. (2025). “To be honest, it was just the hope”: Why

transition-age youth enroll and remain in state-initiated extended foster care.  Child & Adolescent Social Work Journal.  https://doi.org/10.1007/s10560-025-01064-4

Appendix A Interview Questions/Guide

To foster engagement at the beginning of the interview, participants will be asked to think about their life and share three moments or experiences that feel important to who they are today. This opening dialogue will help the researcher understand a more about the participant.

The following questions will be used to guide the in-person interviews.

1) What does transition out of foster care mean to you?

2) Can you describe your experience of aging out of foster care?

3) Can you walk me through what it felt like when the team started transition planning with you?

4) What does independence mean to you?

5) How do you define “home” while you were in foster care and now that you are out of foster care?

6) How did aging out of foster care have an impact on how you see yourself?

7) What were the emotions most present during this time in your life?

8) What helped you get through the most challenging moments?

9) What personal strengths did you discover in yourself as you transitioned out?

10) Can you describe a time when you felt strong during this transition?

Appendix B: Other Data Collection Procedures

As a part of the focus group, the meeting will begin with a grounding exercise and check-in about current daily life.

The flowing questions will prompt further discussion during the group:

1) What are some experiences you felt ready for and what are some things you felt were unexpected?

2) What situations made things harder than they needed to be?

3) What types of support were most helpful during your transition?

4) What support do you wish had been available but wasn’t?

5) Who or what made a positive difference in your life?

6) Can you think of a moment when things started to shift for you?

7) If you could change one thing about how the system prepares young people to age out, what would it be?

Appendix C Timeline and Budget

Be specific. Here is an example:

August 2025—Finish coursework ($ for these items)

September 2025—Get committee together and register for dissertation course EDCO 988 ($)

Spring 2026—Defend proposal ($)

Summer 2026—Submit research plan to the Institutional Review Board (IRB) for approval ($)

And so on…

Appendix D Consent Form

Include a robust, substantive consent form; check out Liberty’s IRB Website for example(s). Do you need one for various participants? If you need one for students/minors, it is called an ‘assent form.’

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