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One of the most exciting programmes I have had the opportunity to work on within residential care is the formation and implementation of an ‘independent living’ programme. It remains important that practitioners within the child and youth care field continue to advocate for such programmes as they remain vital for our young people in care, especially post-18 in the key transitional phase towards young adulthood.
It should make common sense to invest in this age group – realistically speaking, the successful outcomes for care-leavers are intrinsically linked to them receiving support at this crucial junction in their lives. However, there is still an international challenge that presents itself with young people in care over-16 and again over-18 not getting the assistance they need to flourish as self-sufficient adults.
Challenges of Care-Leavers
This challenge extends equally to care-leavers. The reality is that on leaving residential care young people are expected to successfully live independently, even though many decisions in their life were made for them and they may not be sufficiently prepared for adulthood. The outcome we want to avoid is young people leaving the care system insufficiently equipped with the skills, resources and capacities to face the challenges of independent living. Therefore, at a younger age we need to be able to introduce programmes aligned with preparing children for future independence. My own mentor Dr Trudi Basson, the General Manager of Maranatha-Siyakatala CYCC, has been a great proponent of this within the child and youth care centre. It can also be suggested here that such programmes extend to community projects and Isibindi models of working, in addition to residential care environments.
Theory and Policy
From a policy standpoint in South Africa, the Children’s Act 38 of 2005 – as highlighted by academics in the field (Malatji and Dube, 2017) - provides guidelines to Child and Youth Care Centre’s (CYCCs):
Research in regard to independent living highlights key components to be considered. This includes providing the space to acquire skills and competencies, access to developmental and therapeutic support, positive adult relationships, resource networks and on-going after-care support when transitioning into communities (Mamelani Projects, 2015). The overarching ideology is that the youth of today become the adults of tomorrow. Services need to be designed to help a young person’s transition from alternative care to living independently as productive citizens through structured life skills and educational programmes. The life skills that form part of this programme assist young people as they progress into further education and work opportunities.
It is also important that the principles of the Circle of Courage should still be applied for young people benefitting from this programme. For context, this is an Indigenous model of raising courageous children which ‘embodies four core values for nurturing all children in a climate of respect and dignity’ (Brokenleg & Van Bockern, 2003). These universal growth needs - belonging, mastery, independence, and generosity – should still be utilized in the Individual Development Plans that we formulate for young people entrusted to us. I would often give the example for our child and youth care workers that whilst our younger children may be mastering the skill of telling the time, our older young people could be mastering the skills for formulating a CV and preparing for interviews. The values are adaptable throughout the developmental phases.
One of the most applicable theoretical models I have come across on this topic is the ‘Journey towards Independent Living’ (van Breda, 2018):
Here we see the notion of our young people striving for authentic belonging which is linked to them establishing meaningful and enduring relationships. They should be assisted in being able to form their own network that can help with goal attainment. A resource-rich social environment is an important platform for youth in transition towards adulthood; residential youth centres can help to provide a basis for young people to become self-confident, high functioning and attaining adults. It is essential that opportunities are provided which work towards young people achieving self-sufficiency and positive outcomes.
Programme Components
This leads me to highlight aspects that a residential Independent Living Programme can incorporate based on experiences in this area:
At times, organizations can also look at external facilitators and guest speakers who can be experts in these topics and have a positive developmental engagement with our young people. In our experience the emergency services have also assisted in relation to this, through presenting workshops such as crime prevention, self-defense and fire safety. We were also able to have specific young people attend the local police imbizo and crime prevention forum meetings.
The above programmes should certainly be complimented with suitable recreational services and opportunities for relaxation alongside therapeutic support and counselling, without subscribing to a belief that older youth may need less therapeutic services than younger children – often it is this age group who require more assistance in this area. There can also be uncertainty and strong emotions, particularly when it comes to ultimately transitioning out of alternative care – practitioners need to be attuned to working through such issues in additional to the practical skills provided (Mann-Feder and White, 2006). Young people should be given opportunity to develop their interpersonal skills whilst being offered holistic support as part of the programme. I also have very positive memories of arranging and facilitating camps for our older youth that incorporated aspects of these programmes.
Practical Considerations
I am aware that there are various practical considerations for those looking to implement independent living programmes. Social service practitioners, inclusive of child & youth care professionals working with children in care, need to create opportunities for young people to implement interactional processes in the real world and not merely in the counseling room, office or the safety of the youth centre.
There is also a need to allow young people to take developmentally age-appropriate risks in the world outside the centre - an interactional approach to resilience. Practitioners can assist in providing support for young people to navigate their broader communities, develop resource networks and become secure in their identity outside of an alternative care setting.
Of course, we also need to look at the legal framework and associated legislation around this programme. It is here that I also want to mention how we remain explicitly aware that reunification is of course the overarching aim of residential care. Yet, there are also longer-term cases of children and young people that do not have visible support networks that can provide for their needs within their communities of origin. I want to emphasize this as I have encountered queries about the reason for older youth remaining in care, which at times presents as an unhelpful apathy towards this age group who more often need a heightened amount of support.
Section 176 of the South African Children’s Act 2005 makes provision for a youth centre to apply for a young person to be a beneficiary until the year in which turn 21. For clarity, this actually refers to the end of that year rather than their 21st birthday. Both the young person and alternative care provider should be in agreement for this annual extension, with the first application submitted in advance of their 18th birthday as part of a process with the Department of Social Development. The young person must also be in education and training. The youth centre is encouraged to provide income-generating opportunities, job skills and work options as part of the residential programme. However, the young person can only be a beneficiary whilst not in full-time employment – a weekend job or learnership are still acceptable. Also, a residential youth centre may need to look at adaptations to assist young people as non-funded beneficiaries including those post-21 depending on the specifics of the case. Whilst perhaps stating the obvious, our duty of care should make it apparent that a young person may only be discharged from care if they have a suitable accommodation option. Each organization should also look at formulating rules and contracts for the young people that best aligns with their own policies and procedures. It also remains important to have a functional youth forum in this place and mechanisms for our older youth to have their voices heard.
Practitioners must also keep culture in mind when planning their service delivery. Child and youth care centre’s in South Africa for example are characterized by diversity. The children appear at the centres with different belief systems, cultures, heritage, and languages (Smith et al, 2013). Young people can encounter problems in adjusting back into communities if programmes preclude their culture (Robinson, 2000). Cultural sensitivities, expectations and necessary adaptations must be considered in planning for young people and staff must also be empowered and equipped accordingly.
From my own experience, the assertion that young people are ready by 18, or even ready by 21, to suddenly leave alternative care in totality takes away from the work that can be done to ensure young people become the best possible version of themselves. Whilst the traditional understanding of adulthood starting at 18 can be said to be flawed, attention must be given to making positive changes that can help our young people when leaving care (Whitley-Gronborg et al, 2025). If given sufficient time and opportunity they can indeed go on to help their own families and communities when given an extension of assistance in a supportive, less restrictive residential environment. This again must be considered on a case-by-case basis.
In fact, there needs to be a mind shift in the reality of what it means to be independent, because there is an intrinsic human need for support networks that can help you to thrive and achieve your goals. This links to recognizing the concept of interdependence, as supported by the philosophy of Ubuntu, and reflected by the IASSW in the Global Social Work Statement of Ethical Principles (2018) which asserts that ‘Far from being autonomous and independent beings as constructed by liberal theory, as human beings we are all embedded in societies and dependent on their socio-political, economic and cultural structures and conventions.’
Providing support to our young people after leaving care helps to combat negative outcomes, with guidance also given in the ‘National Guidelines on Independent Living for Children in Alternative Care’ (Department of Social Development, 2020). One study in South Africa found that 27% of care-leavers were involved in criminal activity during their first five years after aging out of care, but that 18% were involved in regular criminal activities (van Breda, 2020). These are statistics that serve as a stark reminder of the importance of service delivery for this age group. There is also a wider need to look at accommodation options which do not end up in a cycle of going back to non-conducive or unsafe living environments. Positive community-based mentors can also be of great use to our young people (Shaw et al, 2020).
A personal reflection of mine has always been the acknowledgement that for those young people who grow up within residential care, often as staff we fulfil a role that should have been taken up by family. So whilst formal training in social care will direct you towards not having personal contact with young people you work with, if you are engaged in the space you will realize that as the years go by those social media messages from the young people you worked with sharing news of getting a new job, moving into their own place, getting engaged or having their own child are messages to be cherished. After all, who is better for them to share good news with than those who have played such an intrinsic role in their upbringing?
Two young men who went through our independent living programme in Gqeberha and went onto higher education post-matric gave the following insights into the programme:
The individuality of each young person is also crucial in helping them map out future pathways. In addition to arranging psychometric evaluations for children in care, it is important to look at additional aptitude/careers assessments for our older teens in high school that can assist with subject choices and future planning for them. Often young people need to be educated on the vast array of career options that are available for them.
In our own experience we saw young people go into higher education in a range of fields including business and logistics, film and television production, hospitality and catering and sports management, as well as vocational pathways such as maintenance in sustainable building and butchery training. Many of these interests were sparked by opportunities arranged for them in younger years that helped fuel their future ambitions.
Case Study
One case study I can share is that of a young girl who was part of our residential program for 12 years. At school she was able to choose a vocational specialisation of hospitality and had been part of various extra-curricular activities we arranged for her, inclusive of scouts and canoeing. Of the various life skills programmes, she took part in at the centre she especially developed a love of baking and cookery.
Post-school she took up a training opportunity in Professional Cooking, before being supported to apply for TVET college (Technical and Vocational Education and Training) and accessing NSFAS funding to enrol in their Hospitality & Catering Course, eventually graduating in her Level 5 studies and progressing to their Diploma level.
She was also one of the first South Africans to take part in the #GirlRise programme of the Digilearning Foundation in the UK, being empowered with real-life in demand career skills and virtual mentorship. Through her college she also competed twice in the CoSACSA national student athletic finals, receiving both silver and bronze medals. She was also an entrepreneurship inter-college competition finalist with her business idea presentation
As a survivor of chronic neglect who was regularly sent to the streets by her parents as a young child and having grown up in areas rife with gangsterism, we also assisted her through the years by tracing her wider family leading to a supportive and stable relationship with an Aunt in the community. Then 2 years ago through our assistance and her own ambition and determination she found work as a Commis Chef at a 5-Star Hotel which ultimately allowed her to move into her own apartment after exiting our residential centre. She still has ambitions to work overseas and with her success so far on her journey, you could believe this to come to fruition in her bright future.
Conclusion
The benefits of independent living programmes have potential internationally. We see a definite need for comprehensive support to develop these essential skills and help youth cope in early adulthood (Starr et al, 2024). Ultimately however, there is still a reality – the self-determination of the young person will play a significant role in shaping the trajectory of their life. This is similarly reflected in a motto of this young lady in her home language of Afrikaans that starts with: ‘Die grootheid van jou sukses word gemert deur die sterkte van jour begeerte’ (your success can be measured by the strength of your desire).
Often though the seeds we sow may not even be seen in our own time working with the young people, yet at one point come to bloom even when least expected. To conclude, our own role as practitioners remains clear; give our youth all the tools they need in order to achieve what they want to accomplish in their lives.
References
Brokenleg, M., Van Bockern, S. (2003). The science of raising courageous kids. In Reclaiming children and youth. 12(1), 22-26.
Department of Social Development (2020) National Guidelines on Independent Living for Children in Alternative Care. Available at: https://www.childprotectioninaction.co.za/wp-content/uploads/2024/09/NATIONAL-GUIDELINES-ON-INDEPENDENT-LIVING-FOR-CHILDREN-IN-ALTERNATIVE-CARE.pdf
Digilearning Foundation - https://digilearning.co.uk/
IASSW (2018) [Online] Global Social Work Statement of Ethical Principles. Available at: https://www.iassw-aiets.org/wp-content/uploads/2018/04/Global-Social-Work-Statement-of-Ethical-Principles-IASSW-27-April-2018.pdf
Malathim, H., Dube, N. (2017) Experience and challenges related to residential care and the expression of cultural identity of adolescent boys at a child and youth care centre (CYCC). In Social Work / Maatskaplike Werk. 53(1), 109-126.
Mamelani Projects. (2015) Transitional support programmes for the child and youth care sector. Cape Town: Mamelani Projects.
Mann-Feder, V., White, T. (2006). Investing in termination: intervening with youth in the transition to independent living. In Journal of Child and Youth Care. 13(1), 87-93.
Robinson, L. (2000) Racial identity attitudes and self-esteem of Black adolescents in residential care: an exploratory study. In British Journal of Social Work. 30(1), 3-24.
Shaw, M., Steyn, M., Simeon, E. (2020). The need for preparing youth ageing out of foster care for independent living in South Africa. In Children and Youth Services Review. 109.
Smith, M., Fulcher, L., Doran, P. (2013) Residential child care in practice: making a difference. Bristol: The Policy Press.
South African Children’s Act, Act No. 38 of 2005. Available at: https://www.saflii.org/za/legis/consol_act/ca2005104.pdf
Starr, M., Cordier, R., Pakpahan, E., Chung, D., Parsons, L. (2024) Understanding factors that impact the acquisition of Independent Living Skills among young people transitioning from Out-of-Home Care. In Children and Youth Services Review. 166.
van Breda, Prof A, D. (2018) ‘We are who we are through other people’: The interactional foundation of the resilience of youth leaving care in South Africa. Professorial inaugural lecture. Department of Social Work. University of Johannesburg
van Breda, Prof A, D. (2020). Patterns of criminal activity among residential care-leavers in South Africa. In Children and Youth Services Review. 109.
Whitley-Gronborg, M., Fenton, S. J., Anne Woodcock, K., & Montgomery, P. (2025). Identifying Key Independent Living Skills for Care Experienced Children to Transition to Independence: A Scoping Review. Child & Youth Services, 1–24. https://doi.org/10.1080/0145935X.2025.2469681
