Date of Conferral

9-22-2025

Degree

Ph.D.

School

Human Services

Advisor

Nathan Moran

Abstract

This generic qualitative study was focused on the lived experiences of former foster care youth and their ability to acquire and retain self-sufficiency skills during their transition to adulthood. Using Bandura’s social learning theory as a framework, the research was focused on how interpersonal relationships with caregivers, mentors, and professionals influenced the development of these skills. Semistructured interviews were used to collect data from 10 former foster care youth. Thematic analysis was used to analyze the data, and three key themes and 13 subthemes emerged highlighting both support and barriers that youth encountered. The analysis of the data revealed that stable, supportive adult relationships were crucial in helping participants build self-sufficiency. Caregivers who modeled responsible behavior and provided consistent guidance played a significant role in skill development. In contrast, youth without these supports often felt isolated and unprepared for adult life. Other barriers included inconsistent life skills training, cultural mismatches in placements, and insufficient transitional planning. The study contributes to the limited literature on foster youth by centering their perspectives and experiences. The findings offer potential implications for positive social change in child welfare policy and practice, emphasizing the need for early, trauma-informed, and relationship-based support systems. Recommendations that may help promote social change include enhancing caregiver training, improving transition planning, and prioritizing relational continuity throughout care.

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