Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

7004721, ISSN 2822-4353

Research Article

Kinship Care: A Lived Experience of Young Adults

Leo C. Abe Abe*

For affiliations and correspondence, see the last page.

Abstract

The purpose of this phenomenological qualitative study was to describe the experiences of young
adults in kinship care. Research on kinship care reveals that parental death serves as one of the basis
for placing children in kinship or foster care. The theoretical perspectives used to guide this research
were Bowen’s (1978) family systems theory. The participants of the study included three young
adults who are living with kin due to parental death brought about by illness and car accident. The
data were gathered via face-to-face interview. During the analysis, three themes emerged describing
the living condition of young adults with the kin placement and environment namely: life
circumstances, forms of support and valuing of relationship. Children have encountered challenges
along with adjustment to the new environment. Due to strong support and acceptance received from
kin, all participants were able to cope with it. All participants deeply emphasized the acceptance,
sense of belongingness and motivation they felt from their kinship experience.

Keywords: Kinship Care, Young Adults, Lived Experience, Qualitative Research

Introduction
Parents are the primary caregivers in the lives of
children. From birth, the parents‟ interaction with the mutual assistance among extended family members
child plays a significant role in the child’s (Baza, 2015). It refers to the full-time nurturing and
development. (Parenting Matters: Supporting Parents protecting done by relatives to children who were
of Children Ages 0-8, 2016). Becoming a parent can separated from their parents. However, despite the
be one of the most interesting tasks, yet among the family support evident in various cultures, children
most challenging. However, due to various reasons, placed in kinship care-giving environments face many
children enter into non-parental care. These reasons
challenges. Children in kinship care are at risk for
can be divided into at least three broad categories: (1)
mental health and behavioral challenges. Along with
parenting incapacities or behaviors that present a real
the behavioral and mental health problems, issues arise
or potential danger to the child, such as child
with placement and instability in kinship homes (Baza,
maltreatment or parent mental illness, substance abuse,
2015).
or cognitive deficits, (2) temporary or permanent
absence of the parents due to military deployment,
This study looks into the lived experiences of
illness or injury, incarceration, or death; and (3) the
individuals who are placed in kinship care. The
parent‟s lack of resources to care for the child
participants of this study are young adults who were
(Vandivere, et. al., 2012). In 2015, UNICEF reported
that about 23 million children in South-East Asia have
reared in kinship care due to separation of parents – in
no parental care (Flagothier, 2016). When children are which case, the young adult does not receive any
subjected to unfavorable phenomena, in principle, the support from any of his/ her parents – or due to death
relatives are usually faced with the responsibility to of at least one parent. The purpose of this
become caregivers. Relatives are the preferred phenomenological study is to explore the questions:
resource for children removed from parents because it ‘What is their lived experience as a student living with
maintains the children’s connections with their their relatives?’, ‘How do student who live with their
families (‘Kinship Care’ n. d.). relatives describe their day-to-day experience?’,
‘What role does the kin play in the life of the
The different forms of care that children received from student?’, and ‘How does this experience shape their
their relatives are known as kinship care. Kinship care views of their student life?’ The results of this study
practices are rooted in deep cultural values and may enlighten the readers about the conditions
expectations (Topping, Ogo & Dungca (1975) in Baza, undergone by a young adult in kinship care.
2015). The kin system is described as a system of
shared rights and responsibilities; a social contract for

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Literature Review who are removed from home may inevitably

experience difficulties in adjustment and attachment
Kinship care
because of the disruption in their primary caregiving
Kinship care is defined by the Guidelines on environments. The process of separation of the child
Alternative Care (2010) as ‘family- based care within from the primary caregiver was found to affect the
the child‟s extended family or with close friends of child’s emotions, behaviors and cognition (Weaver,
the family known to the child’. It may be formal or 2014).
informal in nature. It is considered formal when it has
been ordered by a competent administrative body or Adjustment in children living in kinship care has an
judicial authority. It is informal when ‘the child is impact on their education (Nelson, Gibson & Bauer,
looked after on an ongoing or indefinite basis by 2010). Nelson et al. (2010) found out that children in
relatives or friends at the initiative of the child, his/her kinship care fared poorer educationally than their peers
parents or other persons without this arrangement who did not live in kinship care. These children were
having been ordered by an administrative or judicial more susceptible to expulsion or suspension from
authority or a duly accredited body’ (Flagothier, school. They were found to have low engagement in
2016). school activities, said to have poor concentration
Kinship care maintains the strength of connections in and study habits, and reported having difficulty
family networks, improves psychological well-being concentrating (Nelson et al., 2010).
of children, and contributes to greater placement
stability (Farmer, 2010; Kiraly & Humphrey). Kinship Despite the challenges faced by children placed in
care not only provides protection for children, it also kinship, these children reportedly experienced love
allows some form of family structure to exist. This and acceptance while in kinship caregiving
type of foster care lets the children live with people arrangements (Denby, (2012) in Baza, 2015).
they trust, facilitates ties with their siblings, and Denby‟s (2012) study indicated that the children felt a
preserves the family’s culture, dignity and identity sense of belongingness and retention of their identity
(Gennaro, York, and Dunphy, 1998). when living with their own kin. Moreover, Farmer
(2009), Gleeson and Seryak (2010) and O’Brien
Children are placed in kinship and alternative care- (2012) found out that kinship placement provided
giving arrangements because of negative life children with love and a sense of belonging. Kinship
circumstances brought about by their biological placement gave them an identity.
parents. Parental death is one of the basis for placing
children in kinship or foster care (Spuij, Reitz, Prinzie, Characteristics of Kinship Caregivers
Stikkelbroek, de Roos & Boelen (2012, in Baza,
2015). Similar to other grandparent caregiving Kinship caregivers have different attitudes about child
placements, mental illness, incarceration, parental rearing, the children in their care, and their roles as
death, child neglect, child abuse, domestic violence, caregivers. LeProhn (1994) found that kinship
divorce, unemployment, teen pregnancy, and caregivers placed more emphasis on maintaining
substance abuse are part causes for kinship placements contact with biological families, felt more responsible
(Cross, Day, & Byers, 2010). for helping with the child's emotional problems, and
Experiencing the death of a parent can bring about felt more accountable for tasks related to basic
various forms of psychopathology such as depression, parenting. Gebel (1996) reported that relative
anxiety, and complicated grief symptoms. A caregivers had more favorable attitudes toward
significant finding from the study of Spuij et al. (2012) physical punishment and higher expectations for the
was that adolescents and children may experience child than nonrelative foster parents, but were less
symptoms of prolonged grief disorder (PGD) that is likely to describe the child as ‘difficult to handle.’
different from Post- Traumatic Stress Disorder and Thornton (1991) (as cited by Chipman, Wells &
depression because of bereavement. Johnson, 2002) found relative caregivers more hesitant
to adopt children in their care, though other
The challenges faced by children placed in kinship or
investigators found no differences in kinship
foster caregiving environments are overwhelming
caregivers‟ willingness to adopt (Gebel, 1996). Fox,
(Shillingford & Edwards, 2008). The academic
Frasch & Barrick’s (2000) study, found out that
challenges confronted by these children involved
children in kin have high levels of caregiver support
decreased motivation to attend school, dropping out of
for overall physical well-being, future expectations,
school, or failing to graduate are predominant (Cho,
and school related well-being. In addition, children in
2011; Dillon & Walsh, 2012, Baza, 2015).
kinship placement received help with homework and
According to the study of Weaver (2014), children

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less likely to report that the ‘people in their home say experiences as a student living with kin, role of kin in
mean things to them’ (Fox et al., 2000). Research also their life as a student and current life stories.
suggests that children in kin placements tend to both
live with and have regular contact with biological Participants
siblings not living in the same home (Fox et al., 2000).
Participants of the study were three (3) purposively
Findings of Edwards and Ray (2008) identified selected senior high school students who were
establishing attachment in grandparent placements as a currently studying and are under the care of their kin /
framework for positive school outcomes. Grandparent relative. All of them and their kin are referred by
caregivers as the sole head of households and pseudonyms.
grandparent caregivers in multi-generational or single
parent households are prominent in kinship caregiving Data collection
environments (Attar-Schwartz et al., 2009; Barnett,
Mills-Koonce, Gustafsson, & Cox, 2012; Brandon, Data collection measures comprised of semi-
2012; Casper & Bryson, 1998, Baza, 2015). structured and open-ended interviews conducted face
to face using a pre-prepared interview guide. Before
Gleeson, Wesley, Ellis, Seryak, Talley, & Robinson’s the conduct of the interview, participants were sent a
(2009) study stated that caregiver motivations were letter to request participation as to whether or not they
identified. Motivation to provide the children with a would be willing to become a participant. The
sense of belonging and acceptance was pivotal. researcher then contacted the willing participants with
Caregiver motives include feeling obligated to the the date, time, and place for the interview. The place
child and loving the child. Spiritual influence as a of the interview was arranged to ensure confidentiality.
motivating factor was also identified. In addition, each participant was referred by
pseudonyms including their kin for confidentiality.
Theoretical Orientation for the Study Participants were then asked to complete informed
consent including consent for audio recording. The
The theory serving as a foundation for exploring the interviews were audio-recorded and transcribed
research topic is Bowen’s (1978) family systems verbatim. The researcher also used a pen and notebook
theory. Kinship care is grounded in this theory to give along with the audio digital recorder. The interviewing
attention to the impact of separation of children from process stopped when the saturation was attained.
their biological parents to another member of family or
relative. Family members are emotionally connected
and affect each other’s feelings and actions. They Results
tend to seek approval and support from each other
especially in times of problems and challenges. The
Theme one: Life circumstances. The first emerging
assumption of family systems theory is that whenever
theme stemmed from participants‟ life circumstances.
a change occurs in one part of the family system,
These circumstances denote sub-themes of tragedy,
changes in other parts of the system follow. This
challenges, and adjustments. Participants spoke of the
allowed members of the family to discuss and address
reasons of their biological parent’s death, challenges
the challenges of daily life encounter including family
encountered and adjustments done. In their kinship
expectations. In this study, the researcher investigated
experiences, all of them spoke of the adjustments they
the lived experiences of young adults living with kin
have encounter weeks after their stay. Participant’s
due to some life circumstances.
spoke of their kin’s important role in their adjustment
to changes and challenges encountered brought about
Methodology by the situation

Participant one
This study conducted qualitative research, using a I stay with my aunt (sister of my mother) when my
phenomenological approach. Phenomenology as a mother and father died due to illness. They both died
methodological approach to qualitative inquiry almost at the same time. My father died January 5 due
provides insight into the subjective shared experiences to cancer; and five days later, my mother died because
of a group or individual (Creswell, 2007). The purpose of ‘Lupus’. But before my mother died, she asked me
of this study seeks to describe the participants‟ lived to stay with my aunt when she’s gone already. My
experiences in kinship care. The gathered information first five days staying with them (aunt) was a bit of a
included participants‟ descriptions of their lived challenged on my part since I am the only child of my

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Research Article

parents (biological) then suddenly because of their loss they (my aunts‟ family) are very supportive in
I need to do some adjustments living with my aunt everything. They are supportive in my studies, like
together with her three children. But because of their they are doing their very best to provide everything
support shown to me I was able to deal with it. that I need in my studies, if ever I asked for something
like money for my school needs they always give. My
Participant two cousins are also very supportive financially and in my
I started living with my sister (second child out of studies, like the youngest paid for my tuition, the
nine) at the age of fourteen. I was in grade 8 at that second child supports for my school supplies and other
time when both my parents (mother and father) died school fees then the eldest gave me money for my
due to car accident. It was May 25, 2014. The first day clothing, shoes and other school needs. They would
that I stayed with my sister was right after the burial of also asked me about my school performance, how I am
our parents. My first week staying with them (my doing in school, and they asked me about my needs in
sister’s family) was a bit of ‘kakapanibago’ because I school as well as my grades that I should study well.
was used that my mother would wake me up every During the time when I am busy due to assignments
morning. But after a week I was able to adjust with. and outputs in school, they would always remind me
My everyday life living with my sister is okay since I not to help in the chores rather I should do my school
was already able to adjust with. I am comfortable requirements first. If there are activities in school they
staying with them. I am at home living together with also allowed me to attend however if they need me at
my niece and nephew. home especially in the shop (tailoring business) they
would ask me first if there is really a need for me to be
Participant three there in school. Just like in our PE class which is
I was thirteen years old when my parents died because swimming, they allowed me and supported me every
of illness. After the burial we transferred here in Iloilo Saturday during my swimming class even if they need
and we started living with our relatives. At first, it was me in the shop.
difficult. I had to adapt to their way of living
especially the people inside the house. I also didn’t They(cousins) bought my swimming attire and my
know that much about them, I just met the brothers aunt gives me allowance every Saturday and would
and sisters of my parents after Mama and Papa died. always remind me to take care and go home early. Just
But because of their (Uncle and Aunt) kindness and like my mother and father before, they are all very
support; I was able to adjust with the challenges in my supportive. There are also times when I helped in the
life brought about by the death of my parents. shop, my aunt would always give me money for the
services I rendered and I usually saved it.
Theme two: Forms of support. The second emerging
theme from the data were the different forms of Participant two
support received by the participants from their kin’s My kin parent (sister) is very supportive when it
family. Participants in this section clearly stated the comes to my studies. We are nine children in the
kind of support received such as financial, moral, family and they (siblings) are all working and some
personal needs and the concern and support to have their own family already. I am the youngest in
education from their kinship experience. Participant the family. My siblings are very supportive in my
one elucidated that her kin were very supportive in all studies. They provided me with my daily allowance as
her needs, however, not all that she asked were well as school fees and other needs. My sister (the one
granted. ‘Like if I wanted to go somewhere, and if I where I stay) would always ask me about my grades.
asked for a big amount of money, they always see to it She would always remind me to study well so that
that what I asked is really intended for my studies.’ someday I can have a better job. They (together with
Participant two inferred that the support with his her husband) would always remind me to do my
kinship parent, his sister was very evident especially assignment and to study during exams. I can say that
when it comes to his school needs since his sister was my stay with my kin (sister) helped me a lot especially
once a teacher. The remaining participant expressed in my studies because she is very supportive. At times
the unconditional support received from kin. The that I need to go back to school or do something
following shared experiences from participants related to school, my sister would always remind me to
underscore the theme of the different support received do it first.
by them form their kinship parents.
Participant three
Participant one I know living a life with no parents is difficult. But
My stay with my aunt’s house was okay, because because of the unconditional support of mommy (kin

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parent) and her family, I was able to cope and adjust. only financially but also morally. I enjoyed living
together with my sisters children. We are very
Mommy who gave us (me and my sister) shelter and comfortable with each other.
supported our studies and needs would encouraged us
to strive hard so that one day we can stand on our own. Participant three
I knew living a life with no parents is difficult. But
She would always told us that we need to study for our with the unconditional support of mommy and her
future and that we need it someday. family, I was able to cope and adjust. We (me and my
sister) were treated by our kin parents as their own
Theme three: Valuing of relationship. The third and child. We are very thankful in all the support and love
final emerging theme from the data was valuing of
they have shared especially that ‘Mommy’, (kin
relatio nship such as acceptance, sense of
mother) who gave us shelter and supported our studies
belongingness, and expressing of gratitude towards
and needs. Mommy would always encourage us to
kin. Participants in this section deeply emphasized the
strive hard for us so that one day we can stand on our
acceptance, sense of belongingness and motivation
own. She would always motivate us to study well for
they felt from their kinship experience. Participant two
our future. Because of those motivations and strong
inferred that the relationship with his kinship parent,
support of our kin parents, my sister and I concentrated
his sister was maternal. The remaining participants
on our studies. With the kindness and support received
expressed feeling acceptance and belongingness.
I am always grateful with mommy and her family.
Below are the shared experiences from participants
underscore the theme of valuing relationship.
Summary
Participant one
Children are placed in kinship caregiving
I am very thankful to my aunt, uncle and my cousins
environments for numerous reasons such as mental
for taking care of me. I am happy because even though
illness, incarceration, parental death, child neglect,
sometimes I have made mistakes, they are still there
child abuse, domestic violence, divorce,
willing to help and support me especially with my
unemployment, teenage pregnancy, and substance
studies. They’re not tired of motivating and pushing
me to do better especially in my studies. Since then, I abuse (Cross, Day, & Byers, 2010).In this study
feel at home like nothing changed at all since the day I participants were placed in kinship caregiving
stayed with them until now. My cousins treated me as environments due to parental death brought about by
their own younger sister. Now that I am about to car accident and illness. Three participants in this
finished my senior high school, I will forever be research study underwent face to face interviews. Data
grateful for the acceptance, support and motivation analysis of the transcripts revealed challenging due to
that I have received and continuously receiving from sudden changed because of the loss of parents yet
them. grateful experiences. Kinship experiences rooted in
deep family values were discovered.
Participant two
Growing up together with my sister and her family for The lived experiences of these children are stories of
almost 5 years, I can say that I am very thankful with gratefulness despite of the challenges and life
them. I was able to learn to be independent in some circumstances. All participants spoke of experiencing
ways say for example; I have to wake up early in order acceptance and belongingness. This finding indicates
not to be late in school because my mother is not that what participants identified as belongingness was
already there to wake me up. I am happy and at home more on the support received from kin. Participants
living with them, they (my sister’s family) treated me shared having their basic necessities such as food,
like their own child and in return I also consider them shelter and clothing were met. One participant spoke
as my parents. I also consider my niece and nephew as that although kin are very supportive, there were times
my younger brother and sister. How they treat their those limitations of support was evident due to the fact
own children is just the same with how they treat me. that kin wanted to made it sure that the support given
When I have personal needs, they would always was intended to schooling needs. All three participants
provide me. Sometimes, even if I do not asked expressed gratitude. Gratitude is identified in this
something say clothes, they would buy or gave me study as a form of participants way of paying back to
money to buy what I want to. Finally, I can say that the acceptance and support received with their kinship
my stay with my sister helped me a lot especially in environment.
my studies since they are very supportive. I am
motivated to do well since I can feel their support not The adjustment to their kinship parents and kinship

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living environment resulted a positive impact for related well-being. In addition, children in kinship
children living in kinship because of the strong support placement received help with homework, motivation
given by the kin. The overwhelming expression of and encouragement to do better in school as well as
gratitude was evident in each participant. Participants concern for education.
expressed feelings of gratitude towards their kinship
caregiver for accepting them and providing them Furthermore, results indicated that children in kinship
support most especially in education. Although care were determined to do better in school and have
participants encountered challenges due to the loss of high concentration towards studies. This is in conflict
their parents and home life, they were all grateful for with the findings of Nelson, Gibson, and Bauer (2010)
having a kinship home. who found out that children in kinship care fared
poorer educationally and have low engagement in
The research findings from this study described the school activities, said to have poor concentration and
lived experiences of young adults raised in kinship study habits.
caregiving environments. These conclusions have
significant implications for educators, counselors, Denbys (2012) study indicated that children placed
child welfare agencies and future research. Educators in kinship reportedly experienced love and acceptance.
are informed that children who experience loss of The same findings in this study were found out that
family member especially parents are likely to have children felt a sense of belongingness and acceptance
academic challenges. In the school environment these when living with their own kin. Moreover, Farmer
children need added help. They also need support (2009), Gleeson and Seryak (2010) and O‟Brien
services such as counseling. Child welfare agencies are (2012) found that kinship placement provided children
informed that finding an accepting and loving home with love and a sense of belonging.
for children are not just enough. They need the support
for basic needs as well as support for their studies. Finally, based on the findings of the study, all
participants have positive experiences towards kinship
care. Despite of the challenges encountered brought
Discussion about by some circumstances they were able to adjust
and deal with it by the unconditional support of the
kinship caregiver. Results indicated how support,
In this study, similar to the other studies (Spuij et al.,
acceptance and concern to education were showed by
in Baza, 2015), parental death is one of the basis for
the caregiver.
placing children in kinship care. All three (3)
participants were placed to kinship care due to death of
both parents brought about by illness and car accident. Conclusion
The findings of the present research are in line with the
findings of Spuij et. al., (2012), indicated that children In its broadest sense, kinship care is any living
experiencing death of parents encounter a lot of arrangement in which a relative or someone else
adjustments due to sudden changes in life. The emotionally close to a child takes primary
challenges faced by children placed in kinship responsibility for rearing that child. With the
caregiving environments are overwhelming continuing increase of children without parental care
(Shillingford & Edwards, 2009). According to the in the Philippines by DSWD Statistics and with so
study of Weaver (2014), children who are removed many programs of the government concerning child
from home may inevitably experience difficulties in welfare such as Philippine National Strategic
adjustment and attachment because of the disruption in Framework for Plan Development for Children,
their primary caregiving environments. The process of National Plan of Action for Children (NPAC)
separation of the child from the primary caregiver was (Medium Term Plan / 2005-2010), Alternative Family
found to affect the child‟s emotions, behaviors and Care, Residential Care, Foster / Kinship Care and
cognition (Weaver, 2014). However, in this study, Adoption Strategies to name a few, government
because of the strong support and acceptance of the agencies must continue to ensure that these program
kin shown to the participants they were able to adjust are properly implemented to address the needs of these
and cope with the changes. children. While the findings of this study showed
positive experiences with kinship care, it is highly
Consistent with the findings of Fox, Frasch, and recommended that policy makers should also give
Berrick (2000) children in kin have high levels of support to the caregivers more importantly with the
caregiver support, future expectations, and school financial support to education. ‘No Filipino Child Left

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Behind Act of 2008.’ which declared that state must doi:10.1080/19371918.2012.639639

protect and promote the right of the citizens to quality Dillon, M., & Walsh, C. A. (2012). Left behind: The experiences of
education and to take appropriate steps to make such children of the Caribbean whose parents have migrated. Journal of
education accessible to all must be implemented Comparative Family Studies, 43(6), 871-XI.
properly in support most especially to those children
Edwards, O., & Ray, S. (2008). An attachment and school
without parental care. satisfaction framework for helping children raised by grandparents.
School Psychology Quarterly, 23(1), 125-138. doi:10.1037/1045-
Programs and policies of the Department of Education 3830.23.1.125.
such as Child protection Policy, Education for All,
Farmer, E. (2009). How do placements in kinship care compare with
etc., must also be properly implemented. Findings in those in non-kin foster care: Placement patterns, progress and
this study showed that caregivers are very particular outcomes? Child and Family Social Work, 14, 331-342.
with the importance of education. It is for this reason doi:10.1111/j.1365-2206.2008.00600.x
that participants were motivated to study because of
Flagothier, C., (2016). Alternative Child Care and
the strong support and encouragement of the kin Deinstitutionalisation in Asia Findings of a desk review
parents. However, educators should also be aware of
the adjustments and difficulties encountered by these Fox, A., Frasch, k., &Berrick, J. D., (2000). Listening to children in
foster care: An empirically based curriculum. Berkeley, CA: Child
children. Schools must have active recording of the
Welfare Research Center
student‟s data for them to understand and guide
children who are suffering from depression due to a Gebel, T. (1996). Kinship care and non-relative family foster care. A
loss of parents. Teachers as well as guidance comparison of caregiver attributes and attitudes. Child welfare, 75,
5-18.
counselors must be properly oriented for them to
understand better and guide these children. Gleeson, J. P., Wesley, J. M., Ellis, R., Seryak, C., Talley, G., &
Robinson, J. (2009). Becoming involved in raising a relative's child:
Recommendations for further research include reasons, caregiver motivations and pathways to informal kinship
care. Child and Family Social Work, 14, 300310.
children living with kin / grandparents whose parents
doi:10.1111/j.1365-2206.2008.00596.x
are working abroad and or in prison. This study added
to the body of literature by providing understanding Gleeson, J. P., &Seryak, C. M. (2010). „I made some mistakes . . .
into the experiences of kinship placement. More but I love them dearly‟ the views of parents of children in informal
kinship care. Child and Family Social Work, 15(1), 87-96.
importantly this study leaves much room for doi:10.1111/j.1365-2206.2009.00646.x
improvement in providing knowledge to kinship care.
Kiraly, M., & Humphreys, C. (2013b). Family Contact for Children
in Kinship Care: A Literature Review. Australian Social Work,
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Topping, D., Ogo, P. & Dungca, B. (1975). Chamorro-English Leo C. Abe Abe
dictionary. Honolulu, HI: University of Hawaii Press.
Iloilo National High School
Weaver, A. E. H. (2014). Lived experiences of adoptive parents of Department of Education – Iloilo City, Philippines
Chinese girls impacted by disrupted bonding: A phenomenological
study. (Doctoral dissertation). Retrieved from ProQuest
Dissertations and Theses. (Order No. 3610080)

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