The CPS Paradox: Life Course Criminology, Juvenile Justice, and Growing Up in Child Protective Services

In the United States, approximately 400,000 youth are in out-of-home care in the custody of child protection systems (CPS). They are incarcerated, but not as punishment for a crime. States place youth in CPS custody for many different reasons, centered around legal determinations of families’ failure to provide adequate care. Such youth are forcibly separated from their biological (“bio”) families and required to live in shelters, group homes, and foster households at the threat of arrest. Through the socio-legal concept of parens patriae, the government assumes responsibility for their safety and development. In other words, the state assumes the role of parents to children it places in CPS. Still, despite years of social work research, three fundamental questions remain about CPS for criminology. First, criminologists are beginning to recognize the overlap between criminology and CPS but lack a theoretical framework for analyzing that intersection. Second, the proper role of the state in youth development and the measurement of its relative success are of central importance to criminal justice, but at best loosely defined. Finally, this dissertation asks: how do entering CPS custody, growing up in state care, and (someday) exiting CPS shape the experiences and perceptions of CPS youth? Given the attenuated social processes associated with CPS, criminologists might expect youth to experience significant barriers to transitioning successfully to adulthood. At the same time, therapeutic assessment and treatment in CPS should ameliorate those barriers. This dissertation addresses that theoretical paradox in eight chapters. After an introductory overview, Chapter Two posits social control, social support, and agency over the life course as a theoretical framework for understanding the implications of growing up in CPS. Chapter Three details the phronetic and ethnographic approach of the study, designed to encounter the perspectives of youth themselves in their “natural” setting. Chapters Four through Seven present findings from interviews with participants in an arts-based therapy program for youth in CPS (n=33). Chapter Eight concludes the study with a discussion of the implications of this work for criminological research, juvenile justice policy, and youth who grow up in CPS.