The Effectiveness of Psychosocial Services Offered at a Residential Care Home in the Philippines in Preparing Residents for Life After Care
Bibliographic record
Abstract
Leaving home is a major milestone in every young adult’s life, often a time of excitement and some apprehension. However, for individuals who grow up in residential care, this is a time of significant change as they are thrusted into what the literature describes as ‘instant adulthood’. Research indicates that young people who leave residential care services, or “care-leavers”, experience higher levels of unemployment, poverty, homelessness, and poor health compared to young people who leave familial homes. The majority of the literature that exists on the experience of care-leavers comes from high-income countries where kinship placements and foster care are more common than residential homes. Many developing countries, on the other hand, depend on residential homes to care for high numbers of orphaned or abandoned children. Little is known, however, about the services that are offered at these homes, especially from the perspective of residents themselves. This study aimed to qualitatively explore and evaluate the psychosocial services offered at a children’s care home in the Philippines and their role in preparing residents for life after care. Semi-structured interviews were used to investigate the experiences and opinions of care-leavers and staff members. Data was analyzed using thematic framework analysis using NVIVO 11. Overall, participants viewed the support they received as effective in preparing them for life after care, although they did face challenges including economic instability, lack of belonging, and challenges adapting to the ‘outside world. Several recommendations were suggested by participants to better support future care-leavers, including provision of counselling services and extended stays to allow for completion of mandatory schooling. More research is needed to strengthen the evidence base in order to champion policy and regulatory change.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".