Helping care leavers develop life skills

A scoping review

Bibliographic Data

ID14646010
AuthorsDiana Cruz (0000-0002-7566-0690, Universidad de Oviedo, corresponding author), Laura García‐Alba (0000-0003-3105-7272, Universidad de Oviedo), Jorge F Del Valle (0000-0003-1858-641X, Universidad de Oviedo)
Year2025
Volume173
Pages108298
Publication date2025-06-01
Open AccessYes
TypeARTICLE
VenueChildren and Youth Services Review (JOURNAL)
Journal identifiersISSN: 0190-7409 • E-ISSN: 1873-7765
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.childyouth.2025.108298
OpenAlexW4409846739
LanguageEN
Citations received6
References cited48

35 studies described 24 programs with independent living skills development. • Interventions could be categorized into four groups based on their defining component. • Programs developed independent living skills through classes or daily activities. • The importance of support and relations was present in most interventions. • There is a lack of evaluation for the skills development components. Supporting care leavers’ transition from care to adulthood is one of the main challenges faced by child welfare systems. For this reason, researchers have worked to identify how to help youth move on and develop interventions focused on preparing young people in care for their transition. However, there is still a clear need to focus interventions on the skills and knowledge necessary for adult life to give youth a greater sense of readiness. This paper presents a scoping review of the available evidence on life skills development interventions available to youth ageing out of care and the methodologies used for this goal. The PRISMA framework was followed for the review process. Thirteen online databases were searched, resulting in the retrieval of 1835 references. Of the studies retrieved, only 35 met the review’s criteria. Studies included were in English, published in the last 13 years, described an implemented intervention, with a focus on or a clear component of independent living skills training, and with a minimum description of the intervention. Interventions were categorised, depending on their defining component, into four categories: Casework, Personal Advisor or Holistic Interventions, Transitional Housing, Mentoring or Coaching and Skills Training. The interventions reviewed used different methodologies to help youth develop independent living skills, but classroom-based training or the development of skills through natural practice were the most present components. The importance of relationships and support were mentioned in most of the interventions, and even was considered the defining component of the mentoring or coaching category

Life skills · Medical education · Pedagogy · Child Welfare and Adoption · Family Support in Illness · Intergenerational Family Dynamics and Caregiving · Medicine · Nursing · Psychology · Gerontology

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