A Qualitative Study of Early Family Histories and Transitions of Homeless Youth

Autor/in	Tyler, Kimberly A.
Titel	A Qualitative Study of Early Family Histories and Transitions of Homeless Youth
Quelle	In: Journal of Interpersonal Violence, 21 (2006) 10, S.1385-1393 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0886-2605
DOI	10.1177/0886260506291650
Schlagwörter	Genealogy; Homeless People; Interviews; Qualitative Research; Youth; Family Problems; Drug Use; Drinking; Child Abuse; Foster Care; Family Violence; Runaways; Self Supporting Students; Child Safety; Migrants + Suchen Sie Ihr Suchwort? Ahnenforschung; Genealogie; Homeless person; Homeless persons; Obdachloser; Interviewing; Interviewtechnik; Qualitative Forschung; Jugend; Jugendlicher; Jugendalter; Familienkrise; Drug consumption; Substance abuse; Drogenkonsum; Trinken; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Pflegehilfe; Ausreißer; Migrantin
Abstract	Using intensive qualitative interviews with 40 homeless youth, this study examined their early family histories for abuse, neglect, and other family problems and the number and types of transitions that youth experienced. Multiple forms of child maltreatment, family alcoholism, drug use, and criminal activity characterized early family histories of many youth. Leaving home because of either running away or being removed by child protective services often resulted in multiple transitions, which regularly included moving from foster care homes to a group home, back to their parents, and then again returning to the streets. Although having experienced family disorganization set youth on trajectories for early independence, there were many unique paths that youth traveled prior to ending up on the streets. (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10