FAU Theatre Lab Performance and Dissemination

Another consideration is youth were all in group home settings where there may be a rotation of different caregivers. Staff in residential care may not get the same training that foster parents do so they may need to receive helpful support to promote healthy relationships and improve outcomes for youth.

Another consideration is frontline workers cannot bear the brunt or responsibility for making change when the system is not always set up to support or reinforce SDM, healthy attachments, relationships or connections to family or culture, and other important aspects of a healing environment. Given the continued challenges youth face while transitioning into adulthood and more negative outcomes as adults, enacting change is a priority.1,3 With the challenges voiced by those impacted by foster care services and growing reports supporting the inclusion of those with lived child welfare expertise to have a role in decision-making, there are a number of opportunities presented to address the needs identified in this report.52,61 Some specific examples of systems change derived from the youth in this study include finding ways to reinforce the importance of relationships as a foundation for self-determination and self-advocacy. For example, when youth are moved, how does the child welfare system support prior connections and new connections youth may need? Child welfare systems could consider programmatic and policy changes such as foster parent training to help understand youths’ cultures or how to build relationships, limiting the distance of placements from home (unless it is in the youth’s best interest to move further away), or develop and implement policies/procedures that demonstrate abundant respect for youths’ objects/belongings throughout removal and additional moves in foster care (e.g., some youth have lost meaningful personal items during placement moves/ disruptions or felt that their belongings were not respected). Similarly, relationships with other youth in and out of foster care were vital to those who participated in this study. These relationships are developmentally appropriate and can help youth prepare for and transition into adulthood. Finding ways for youth to experience normalcy and get support for maintaining these connections is important. In summary, it appears that youth both need and desire more than independent living services or programming in order to prepare for their future. Finding ways for the child welfare system to build and support the capacity for relationships may be a key aspect of supporting youths’ self-determination and self-advocacy.

FAU THEATRE LAB PERFORMANCE AND DISSEMINATION

Following approval of this final report, the findings of this research will be shared with child welfare administrators, professionals, and policymakers with the intent of translating youths’ voices in ways that will enhance future independent living services in the areas of self-advocacy, self-determination, and connectedness. In addition to the benefit of informing potential practice, legislation, and priorities for independent living services, primary implications of this study include (1) self-advocacy and empowerment for participating youth and (2) achieving community change through social action. Photovoice studies with youth allow for deep and meaningful explorations of young people’s lives,62 particularly those who may be underrepresented.63 Research has shown that photovoice has been an empowering process for participants in learning more about themselves, promoting self-reflection, making important social connections with various types of stakeholders in the community, educating others, and becoming more aware of their community overall.64 A core component of photovoice methodology is the communication of findings with practice and policy stakeholders to shift power and amplify the voice of study participants in community settings. Because of the social action piece that allows participants to share their work with decisionmakers or others with power, this type of methodology has been used to influence program development and policymaking efforts – particularly locally or regionally.65,66 Likewise, community engagement platforms to facilitate youths’ voice being heard is designated as a core deliverable of the research process. Example potential platforms include (1) invitation photography exhibits with community stakeholders identified by youth; (2) exhibits in policy venues; (3) exhibits with university student populations and learning communities; (4) panel discussions pairing youth with caseworkers/administrators; foster parents; and policy-makers; (5) agency-based, youthguided training; and (6) state and regional presentations.

Theatre Lab. A primary and unique platform option was also developed in collaboration with FAU’s Theatre Lab in the College of Arts & Letters. Theatre Lab @Center partners with organizations serving at-risk youth to put concerns of today’s youth in the most prominent position they have—theatre. This partnership provided an opportunity for the perspectives, photographs, and recommendations created by youth in the study to become the material for a devised piece of theatre developed and performed by a student theatre company in conjunction with professional artists to create a deeper community understanding of the lives and experiences of youth in care. Youth and community partners (e.g., judges, caseworkers, administrators, foster parents, teachers, service providers, etc.) were invited to attend to hear and receive youths’ stories through this medium and engage in dialogue about direct practice and policy implications; two youth, a couple of housemates, and their house parent were able to attend, as well as an audience of approximately 60 other community members. Using information from the youths’ social action statement, additional venues will continue to be identified in collaboration with youth and child welfare partner groups.