permanency planning toolkit: a framework for serving older youth in care
Cover Design: The front and back covers of this toolkit reflect a word cloud that was created from the responses of older youth in care and former foster youth to the question “What do you dream about for yourself as an adult?” A word cloud is a graphic representation of text that provides more prominence to words most frequently used; the largest words appeared most often in youths' response to the question.
This toolkit was created by Copia Consulting LLC www.copiaconsulting.com © Texas CASA 2012
table of contents Letter from Texas CASA I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . 3 II. Permanence . . . . . . . . . . . . . . . . . . . . . . . . 9 III. Guiding Principles . . . . . . . . . . . . . . . . . . 13 IV. Understanding the Population . . . . . . . . . 19 V. Survey Results . . . . . . . . . . . . . . . . . . . . . 29 VI. Where to Start . . . . . . . . . . . . . . . . . . . . . 35 VII. 7 Domains . . . . . . . . . . . . . . . . . . . . . . . . 45 a. Cultural & Personal Identity Formation . . . . . . . . . . . . . . . 49 b. Supportive Relationships & Community Connections . . . . . . . . . . 61 c. Physical & Mental Health . . . . . . . . . 77 d. Life Skills . . . . . . . . . . . . . . . . . . . . . . 97 e. Education . . . . . . . . . . . . . . . . . . . . . 101 f. Employment. . . . . . . . . . . . . . . . . . . 113 g. Housing . . . . . . . . . . . . . . . . . . . . . . 129 VIII. Beyond the 7 Domains. . . . . . . . . . . . . . 145 a. Local Programs' Best Practices. . . . . 147 b. Additional Resources . . . . . . . . . . . . 159 c. Bibliography . . . . . . . . . . . . . . . . . . . 161
permanency planning toolkit: a framework for serving older youth in care texas casa
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Texas CASA is pleased to offer the Youth Permanency Toolkit as an important resource for working with older youth in the child welfare system. It is our hope that this Toolkit will provide you straightforward information about the needs of older youth in care, and effective strategies for meeting those needs. But more than anything else our greatest hope is that this Toolkit will in some way inspire and motivate you to take action now and make these youth and their future a priority. Older youth in care have often been in the system for a long time. Most are in the Permanent Managing Conservatorship of the Department and many have permanency plans that do not include adoption or permanent relative placement. Some become involved in the juvenile justice system. These “legal orphans” are not required to have an attorney or a guardian ad litem, and sometimes their cases are heard briefly only a few times a year. Their cases have lost a sense of urgency and yet time marches on. Sometimes this means higher levels of care and more restrictive placement settings. Sometimes this means many changes in placements and moves far away. Many losses and many lost connections - with family, siblings, friends, schools, personal belongings, pets, feelings of normalcy and belonging, culture, rituals and the list could go on – for a child to incur because they were “saved” from neglectful or abusive family situations. We all know that the system charged with saving children is not designed to be, and falls ruefully short of being, the parent and family every child needs. But there is good news! There are things that can be done - that you can do - that can and will make a difference for older youth in care and positively impact their outcomes and future. You can become informed - about what older youth in care need and want to have successful, productive adult lives. You can believe that all youth deserve and can have a family or lifelong connections to family. As a study conducted by Cornell University professor, Rosemary Avery discovered, it is more often than not the attitudes and beliefs of system workers that are the barriers to permanency, not individual characteristics, gender, ethnicity or age of a child. We are hopeful that this Toolkit will prepare you to act and advocate using the information, strategies, opportunities and best practices shared within.
Texas Casa Staff permanency planning toolkit: a framework for serving older youth in care texas casa
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introduction Texas CASA is pleased to release our newly created Permanency Planning Toolkit – A Framework for Serving Older Youth in Care. This Toolkit has been developed in response to the compelling and unique needs of older youth who are aging out of foster care at the age of 18. Although they may face this time with excitement about their independence, they often have no idea what faces them in the world, and when they encounter difficulties, these youth too frequently find that they have no one in their lives to turn to for help. Achieving the age of 18 has always been mythic for teenagers – the sudden conversion from teenager to adult, new rights and responsibilities, unrestricted freedoms. Unfortunately the key word there is “mythic”, because reality is far different. Most 18 year-olds still live with their families and continue to rely upon them for food, clothing, shelter and emotional support. Young people now live with their parents or remain dependent upon them for financial and familial supports far longer than in previous generations. Many typical families support their children through and after college, never considering that the age of 18 might have given them an exit strategy.
permanency planning toolkit: a framework for serving older youth in care texas casa
lisa kong
“State governments typically take custody of these boys and girls as children because they were being abused or neglected, with the implicit promise that they will be given safer and better lives. But too many wind up being moved from home to home, from school to school.Too many are never returned to their original families or adopted into new ones, are never connected with adults who stick with them and guide them, and are never provided with the developmental, emotional and social benefits that are best achieved through permanency. And then, when they reach the age of 18 or 21, they are granted their independence.” (Howard, 2011, p.5.)
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texas casa permanency planning toolkit: a framework for serving older youth in care
Unfortunately, as we all know too well, many children in our nation do not have this support. Far too often, youth aging out of the foster care system find themselves facing homelessness, incarceration, poverty, unplanned or unwanted pregnancies or mental illness, and with few skills or resources to help them avoid these situations. Within the child welfare field, permanence means that a child will exit foster care with, or be diverted from entry by, having a family that: is safe and meant to last a lifetime; offers the legal rights and social status of full family membership; provides for the child’s physical, emotional, social, cognitive, and spiritual needs; and
assures lifelong connections to extended family, siblings, other significant adults, family history and traditions, race and ethnic heritage, culture, religion, and language.
Planning for Permanency has emerged as a best practice in the field, replacing the previous concept of independent living. Given what we now know about adolescent and young adult development, the concept of permanency planning is much more compassionate and realistic than the independent living model, based on the understanding that we all need significant long-term relationships and
connections in order to thrive.
T H E R E A LI T Y More than 460,000 children are in the foster care system nationwide, most placed temporarily due to substantiated abuse or neglect. Although abuse and neglect occur at the same rate in all racial or ethnic groups, youth who enter foster care are disproportionately children and youth of color. Each year, an estimated 30,000 children in care exit the system after age 18 without a lasting family connection and at risk for considerable hardships. Youth living in foster care have suffered abuse and neglect in the homes of their birth families, and have been removed by the child welfare system and placed either with foster families or in group care facilities. The process and the experience is disruptive and painful and may cause long-term emotional scars. Despite many improvements in the system over the last three decades, foster care youth are still far more at-risk than their peers
to drop out of school, to experience homelessness, to be incarcerated, to deal with substance abuse issues and to live in situations not healthy for them emotionally or physically. We know that the longer a child remains in care, the greater the risk of multiple placements, the disruption of which only adds to the pain, loss and grief wrought by abuse.
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On average, just under 28,000 youth were emancipated from foster care in each of the
last six years, peaking at 29,730 in FY2007. The percentage of youth who leave care through emancipation has grown steadily, from 7% in FY1998 to 11% in FY 2010. Multiple studies show that a high percentage of these youth will face difficulties
in early adulthood as they struggle with poor educational attainment, insufficient employment and low income, inadequate housing, early parenthood, involvement with the criminal justice system, substance abuse, and physical and mental health problems. Research and experience teach us that permanent, emotionally sustaining and
committed relationships are imperative for youth to reach self-sufficiency and to thrive in early adulthood, yet many young people leave care without any such relationships. Current federal and state programs to assist older youth to independence are well-
intended, but have not proven as beneficial as anticipated. Providing services
without achieving ongoing, supportive relationships is insufficient to meet the long-term needs of youth emancipating from care. A range of creative methods exists to provide stable, dependable family support
– and they must be used to help older youth achieve permanency and long-term connections. (Howard, 2011, p. 6.)
O LD ER YO U T H N EED FA M I LI E S T O O Throughout the U.S., tremendous strides have been made in adoptions of children from foster care; indeed, the number has more than tripled since the late 1980's as a result of an increased emphasis on adoption as a primary choice. Standards for those adoptions have also been improved. In 1997, Congress passed the Adoption and Safe Families Act (ASFA), which marked a significant change in the child welfare system. ASFA created a shift in the law towards the safety and protection of children and away from the precedent of reuniting children with their birth families without regard for prior abusiveness. The passing of AFSA was considered a heralded improvement in the child welfare system and improved the lives of thousands of children across the U.S.
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texas casa permanency planning toolkit: a framework for serving older youth in care
There is one area in which real progress has not been made, however: reducing the number of youth who leave foster care each year without a permanent family. The 2008 Fostering Connections to Success and Increasing Adoptions Act (FCA), implemented in 2010, made several reforms in an effort to address this reality, including providing federal funding for a broader range of permanency options and for maintaining youth under state guardianship until age 21, as well as requiring transition plans for all youth who are exiting foster care. (Howard, 2011.)
This is the reason for the creation of this toolkit, which pulls together resources, ideas and practice tools to enable CASA volunteers and others to actively address this problem. Our hope is that this Permanency Planning Toolkit – A Framework for Serving Older Youth in Care, will be used by communities and CASA programs throughout Texas and the United States for the following purposes: To build a network of trained CASA volunteers dedicated to the support and
advocacy older youth in care need; To assess the range of services available for older foster care youth in local communities; To establish a comprehensive continuum of services designed to prepare youth in
foster care for successful adult lives that include life-long supportive relationships and the necessary skills; and To collaborate with community stakeholders to create needed services to fill identified
gaps.
In other words, we hope ALL children find permanence, and that older youth in care receive the attention and understanding they deserve, and that they are provided what they need to have the very best chance for healthy, happy successful lives in adulthood. Texas CASA would like to acknowledge the leadership of Child Advocates of Fort Bend in the development of their WINGS program to help older youth in care. Texas CASA would also like to thank the following for their collaboration and assistance in the development of this Toolkit: Casey Family Programs, The Texas Department of Family and Protective Services, and local CASA programs – Child Advocates of Fort Bend, CASA of Central Texas, Child Advocates San Antonio, CASA of Southeast Texas, and CASA of Travis County.
introduction texas casa
We have designed the Toolkit to be as user-friendly as possible, with both print and webbased editions. In this Toolkit, you will find information regarding best practices,
relevant research articles, assessment tools, volunteer training components, subject area information and resources for use in work with youth, foster families and community volunteers. Every youth in every community has different needs and different dreams. It is our fervent hope that you will utilize this Toolkit to successfully build your communities and launch youth into the lives they dream about.
aleksandra banic
There is no time to lose.
make
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permanence W H AT I S P ER M A N EN C E ? In the child welfare system, permanence means that a child will exit foster care (or be diverted from entry) by having a family that:
is safe and meant to last a lifetime;
offers the legal rights and social status of full family membership;
provides for physical, emotional, social, cognitive, and spiritual needs; and
assures lifelong connections to extended family, siblings, other significant adults, family history and traditions, race and ethnic heritage, culture, religion, and language.
In that context, what should be done for older youth in care? Can older youth be adopted? Reunified? Re-connected to family? Take some time to think about your own belief system related to older youth in foster care -- what do you believe about permanency and older youth? It is critical when
approaching this work to have a set of values or beliefs that provide common ground upon which to work and develop strategies and goals for these children. The Permanency Values outlined below were developed by Casey Family Programs: 1. Permanence is a right for all adolescents and young adults in foster care, regardless of age, mental health, or behavior challenges. 2. Permanency planning must be inclusive: a. Family engagement and family-centered practice are critical. b. Planning must include participation by the youth.
meaningful
c. Frequent visitation between youth and parents and engagement of siblings is essential in the planning process. d. Collaborative service delivery is important. permanency planning toolkit: a framework for serving older youth in care texas casa
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3. Permanency planning should start early. But, at the same time, it is never too late to engage birth parents, relatives, or fictive kin to help youth in foster care achieve permanency. 4. Family circumstances change. Even if previous engagements have not met with success, family connections should continuously be revisited to determine whether new permanency options exist. 5. Families need emotional and financial support as they prepare for and experience reunification. 6. Permanency planning and reintegration is a continuous process and takes a significant amount of time before, during, and after returning the child to the home. Without this time, reintegration is not as likely to be successful. 7. Cultural sensitivity and competency are essential. Agencies must consistently develop services that are responsive to the cultural, racial, ethnic, linguistic, sexual orientation, gender identity, and religious/spiritual backgrounds of young people and their families.
H OW T O P L A N F O R P ER M A N EN C Y The term “permanency planning” will be utilized throughout this Toolkit. Goals of permanency planning are: To develop an individualized plan for a child. To ensure that all children, including older youth, exit the child welfare system with
an enduring family relationship. To build relationships over time among children, families, and other important adults
and professionals. To link families with post-
permanency supports. More child welfare systems are now routinely involving youth and families in case planning and decision-making. Casey Family Services created and piloted the Permanency Teaming process, developed to help ensure all young people leave foster care with lasting family relationships.
permanence texas casa
Permanency Teaming
is based on a hypothesis: By building strong family relationships, young people will have the necessary foundation on which to build their lives. They won’t be “stuck” in foster care or institutions. They won’t face the devastating outcomes associated with running away from or “aging out” of foster care without family. They won’t reunify temporarily with family, only to re-enter foster care. As part of its practice with children involved in foster care, Casey Family Services involves young people and parents, family, and significant adults – a young person’s “natural network” – in a planning and decision-making process about a child’s future. A social worker helps to build a team around a particular youth, and works with the team to address the youth’s needs for safety, well-being, and family. Permanency Teaming is rooted in a belief that all families have strengths, are experts on their own lives, and can make well-informed decisions about keeping their children safe. Not only can outcomes for young people improve when families are involved on Permanency Teams, but collaboration can result in better solutions than when responsibility rests on one person or agency alone. Approaching permanency in this manner respects parents’ and relatives’ commitment to a young person; it lets a child know he or she is valued; it connects the child with his or her culture and history and it values every team member for what they can contribute, rather than excluding them for what they cannot. In Texas, the Department of Family and Protective Services (DFPS), also utilizes a similar process called Circles of Support. Circles of Support (COS) are conferences held to enable older youth, aged 16 or older, to: develop a transition plan for moving from foster care to adulthood; and connect with supportive and caring adults who can help the youth after he or she
leaves foster care. Circles of Support are led by the youth and focus on the youth. Participants represent a broad spectrum of the youth’s support network. The Circle of Support is DFPS’s preferred service planning model for developing or reviewing a transition plan for older youth in care; however, it may be used for other purposes as well.
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texas casa permanency planning toolkit: a framework for serving older youth in care
In the literature about transition planning for older youth in foster care there are other terms and types of meetings described. You may also hear the terms Family Group
Decision Making, Family Group Conferencing, Concurrent Planning, Team Decision-Making or Permanency Roundtables. With a few stylistic differences, all are aimed at similar goals, which focus on ensuring that every child and youth in the child welfare system establishes life-long supportive relationships that will ensure a successful transition to adulthood. All of these approaches involve families in a strengths-based, solution-focused team in which the family’s voice is central. All approaches focus on the child’s safety, well-being, and permanence. When aimed at permanency, these planning processes typically begin at age 16, although in many situations they are being effectively implemented earlier, sometimes beginning as young as 14.
Alone I have this fear A fear of being on my own The fear of growing up Living alone. ~ Maria, age 16, foster youth Texas Adoption Resource Exchange
guiding principles The guiding principles presented here represent an overarching set of beliefs that provide the foundation for support and advocacy for youth in the foster care and child welfare systems. The principles below were developed from brainstorming sessions with multiple participants and multiple agencies. The results of these sessions were then condensed into the categories outlined below and edited to ensure they reflect current best practices. It is our intention that these principles be considered in every decision made on behalf of older youth in care, and that they be part of the training for volunteers and staff.
P ER M A N EN C Y Every youth deserves a safe, stable permanent home and life-long connections. Preparation for adulthood and permanency planning are integrated efforts. A collaborative, individualized process valuing the worth and dignity of all participants
will allow youth to achieve permanency, connections, and youth goals. Permanency planning places the youth and family in the center of the process and
ensures participation in decisions. Long term placement in congregate care is not acceptable. Youth deserve the least
restrictive and most normative family or family-like setting where relationships are maintained and protected.
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texas casa permanency planning toolkit: a framework for serving older youth in care
Youth-Driven Process Youth should be involved in the planning process. They know themselves best. Permanency planning should begin with a youth’s hopes and dreams rather than the
ideas of the professionals and volunteers working with them. Youth who are a part of the decision-making process are more likely to actively participate
in their service plan. Timely responses to youth needs and wishes are paramount to maintaining a youth’s
investment in his/her plan.
Collaboration The community, including schools, neighborhood and faith-based organizations, plays a
significant role in supporting youth and families before and after permanency has been achieved, and collaboration between entities is essential.
Healthy Connections Children deserve positive relationships that persevere over time. Birth families should be valued and are a critical part of the child’s identity. Volunteers bring life experiences and motivation to the work that differ from other
adults involved.
Cultural And Linguistic Competence Racial, ethnic, sexual orientation, and gender identity support and connections are
essential components of permanency planning for youth. A youth’s understanding of his or her cultural heritage is important in enhancing feelings
of self-worth and pride. A volunteer’s understanding of racial and ethnic differences and how that impacts work
with youth is critical to success.
guiding principles texas casa
Advocacy Successful volunteers understand the importance of being “future-focused” when
working with teens, placing an emphasis on planning for a successful future even in the midst of current turmoil. Beliefs and attitudes of optimism, resilience and hope will result in support, empowerment,
connections and options for youth. Staff and volunteers must be persistent in their efforts to connect with youth despite the
challenges and barriers they encounter. Youth must be heard through the lens of youth development. Just because a youth is unwilling to participate or engage does not mean that he is not
actively aware of what is going on around him. Seek to understand the intent behind the “no”. While youth must make the final decision in the life they will lead, it is our responsibility
to guide them in the direction of success. Following this section you will find a survey designed to assess the extent to which volunteers and staff agree with these principles. The results could be used in a number of situations, including when staffing cases or when assigning a volunteer to a case. For example, if a potential volunteer did not agree with a significant number of the statements, that volunteer should not be assigned to an older youth.
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texas casa permanency planning toolkit: a framework for serving older youth in care
Please indicate the extent to which you agree with each statement: Every youth deserves a safe, stable permanent home and life-long connections. Preparation for adulthood and permanency planning are integrated efforts. A collaborative, individualized process valuing the worth and dignity of all participants will allow youth to achieve permanency, connections, and youth goals. Permanency planning places the youth and family in the center of the process and ensures participation in decisions. Long term placement in congregate care is not acceptable. Youth deserve the least restrictive and most normative family or family-like setting where relationships are maintained and protected. Youth should be involved in the planning process. They know themselves best. Permanency planning should begin with a youth’s hopes and dreams rather than the ideas of the professionals and volunteers working with them. Youth who are a part of the decision-making process are more likely to actively participate in their service plan. Timely responses to youth needs and wishes are paramount to maintaining a youth’s investment in his/her plan. The community, including schools, neighborhood and faith-based organizations, plays a significant role in supporting youth and families before and after permanency has been achieved, and collaboration between entities is essential. Children deserve positive relationships that persevere over time.
Strongly Agree
Agree Somewhat
I Don’t Agree
guiding principles texas casa
Please indicate the extent to which you agree with each statement: Birth families should be valued and are a critical part of the child’s identity. Volunteers bring life experiences and motivation to the work that differ from other adults involved. Racial, ethnic, sexual orientation, and gender identity support and connections are essential components of permanency planning for youth. A youth’s understanding of his or her cultural heritage is important in enhancing feelings of self-worth and pride. A volunteer’s understanding of racial and ethnic differences and how that impacts work with youth is critical to success. Successful volunteers understand the importance of being “future-focused” when working with teens, placing an emphasis on planning for a successful future even in the midst of current turmoil. Beliefs and attitudes of optimism, resilience, and hope will result in support, empowerment, connections and options for youth. Staff and volunteers must be persistent in their efforts to connect with youth despite the challenges and barriers they encounter. Youth must be heard through the lens of youth development. Just because a youth is unwilling to participate or engage does not mean that he is not actively aware of what is going on around him. While youth must make the final decision in the life they will lead, it is our responsibility to guide them in the direction of success.
Strongly Agree
Agree Somewhat
I Don’t Agree
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understanding the population The National Perspective: According to the Adoption and Foster Care Analysis and Reporting System’s (AFCARS) most recently updated data for FY 2010, on September 30, 2010 there were 408,425 children in foster care in the U.S. The median age of those children was 9.2 years. 48% (196,044 children) were placed in non-relative foster homes, 26% (106,191 children) were in relative foster homes, and 15% (61,264 children) were in group homes or institutions. 6,563 of the youth were classified as runaways. 59% were ethnic or racial minorities; 41% were Caucasian. In that same year 254,375 youth entered the foster care system; the median age of those youth was 6.7 years. The largest group of those youth, 16%, were under the age of 12 months when they entered the system. Also on September 30, 2010, 107,011 children in the foster care system awaited adoption. Those youth had been in continuous foster care while awaiting adoption for an average of 37.3 months, or more than three years. Again, more than 25% of those children were removed from their birth families when they were under the age of 12 months. Those unfamiliar with the system may tend to think of children in foster care as young children eagerly awaiting a happy young couple to sweep them into their arms and adopt them. But there is another side of the story: of the 408,425 children in foster care in the U.S. on September 30, 2010, 31% of those, or 129,148 were between the ages of 14 and 21. Statistically, the chances of adoption lessen as the child gets older; in fact, only 2% of youth adopted in the U.S. are between the ages of 16-18 (Evan B. Donaldson Adoption Institute, Overview of Adoption in the U.S.). If the child is African-American or Hispanic, the chances are even lower. The reality is that a large number of older youth in the system did not enter at a young age. Rather, they spent many years at home in abusive and tumultuous situations and entered the foster care system as older youth, making it even more difficult for the system to meet their needs. This may also explain why many of the older youth maintain or wish to maintain relationships with their families of origin despite the conditions that caused them to be removed (Courtney, 2009). While older youth may make up a relatively small percentage of system-involved youth, they have attracted a great deal of attention in
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the last 25 years from both policy makers and service providers. Historically, and until recently, the practice in most states has been to emancipate youth from the system at the age of 18, moving them into independent living. This is often referred to as “aging out” of the foster care system. In practice, few states allow youth to remain in care much past their eighteenth birthday since until now states have only been reimbursed for foster care maintenance and administration costs for children and youth 18 years old and younger. The 2008 Fostering Connections to Success and Increasing Adoptions Act (FCA), implemented in 2010, made several reforms in an effort to address this reality, including providing federal funding for a broader range of permanency options and for maintaining youth under state guardianship until age 21, as well as requiring transition plans for all youth who are exiting foster care (Howard, 2011). If you’re reading this now, you are most likely either a staff person or volunteer that has been or will be working with an older youth in the foster care system. Perhaps you can recall yourself at age 18, and whether you were fully competent to assume responsibility for your life. If nothing else, the thought should give you pause. If you have children or grandchildren of your own, then you probably also cringe at the thought of them being forced out into the world without a parent or any other support to turn to when they ran out of money or became ill or just needed someone with whom to share their success or their sadness. Youth emancipating, or aging out of the foster care system are expected to make it on their own long before the majority of their peers. Considering the many issues they may be dealing with – emotional or mental health disorders, incomplete or inadequate academic preparation, and a deficit of strong and supportive relationships – this is simply
not realistic. There are many other situations faced by youth in foster care that those unfamiliar would never imagine: Many sibling groups are unable to stay together and sometimes lose touch entirely. In many situations, foster care youth are not able to attend “sleepovers” unless the
host family has undergone a criminal background check. Many foster youth are not allowed to obtain a driver’s license at the usual age. On many occasions, when youth enter foster care they are only given a few minutes
to grab their belongings, and leave much that is important to them behind. They are forced to leave their pets behind. Foster families are not required to take foster youth on their family vacations, and
often cannot afford to, so they are left behind in the care of another family. Most colleges close their dorms during holiday breaks, so many former foster youth have
no place to go and often report sleeping in their cars or outside during these periods.
understanding the population texas casa
Regardless of the quality of care they receive, growing up in the foster care system is simply not a typical childhood. Youth that have aged out of foster care frequently are less
successful at the task of surviving on their own than their peers who grew up in more traditional settings. In a collaborative effort conducted at the University of Chicago, public child welfare agencies in Illinois, Iowa and Wisconsin undertook to study how former foster youth are faring as they transition to adulthood since the John Chafee Foster Care Independence Act of 1999 became law (Courtney, 2009.) This legislation doubled available funding for foster care youth to $140 million per year, expanded the age range deemed eligible for services, allowed states to use funds for a broader range of purposes (e.g. room and board), and granted states the option of extending Medicaid coverage for youth who age out of foster care until age 21. Vouchers for postsecondary education and training have now been added to the range of federally funded services and supports potentially available to current and former foster youth making the transition to adulthood. In order to be eligible for the study, youth were required to be in the care of the public child welfare agency at age 17, must have entered care prior to their 16th birthday, and must not have been placed primarily because of delinquency. The final sample of 763 youth included all of the Iowa and Wisconsin youth as well as two-thirds of the Illinois youth who fit the study. The youth were surveyed initially at age 17, then again at 19, 21 and 23. The final report describes how they fared across a variety of domains, including living arrangements, relationships with family of origin, social support, education, employment, sexual behaviors, pregnancy, marriage and cohabitation, parenting, and criminal justice system involvement. There is much to be learned from the results, which serve only to emphasize the importance of an integrated, collaborative approach to permanency planning for all youth in care. These results are consistent with other smaller scale studies conducted in Texas and other parts of the country.
Living Situations 2/3 of the participants had lived in three different places since exiting care, and 30%
had lived in 5 or more places. 25% of the participants were living with extended or foster family members. Although fewer than 1 percent of these young adults were currently homeless at the
time of their interview, 24 percent had been homeless and 28 percent had “couch surfed” since exiting care. Because there was some overlap between these two groups,
37 percent of the sample had been homeless or had couch surfed. One quarter of the youth that had experienced homelessness had experienced it more
than once. 1/3 of the youth that had been homeless had been homeless for a month or more. 36% of the youth that had couch surfed had done so for a month or more.
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Connections to Family 79% of the youth reported being “very close” to a biological family member. This was
most likely to be a sibling and least likely to be a father. 81% reported having contact with a biological family member at least once per week.
Education
At the age of 23 or 24, nearly one quarter of the study participants did not have a high school diploma or GED.
Although 1/3 of the youth surveyed had completed at least one year of college, only
6% had attained a 2- or 4-year degree. 37% of young women had completed at least one year of college, while only 26% of
young men had done the same. 38% of those not enrolled in school reported at least one barrier preventing them
from it. For young men, it was most commonly the need to work and for young women it was most often the need to care for their children.
Preparation for Independent Living Only one-quarter of these young people reported that they felt very prepared to be
self-sufficient when they exited foster care at age 18, and nearly one-third reported that they felt not very or not at all prepared. By contrast, at age 23 or 24, two-thirds reported that they felt very prepared to be self-sufficient and only 7 percent felt not very or not at all prepared. More than one-third of these young people reported that there was some training
or assistance they wished they had received, but did not receive, while they were in foster care. Most commonly, they expressed a general need for training
in independent living skills. Employment Only 10% of the youth surveyed were currently enrolled in a job training program. 25% reported having participated in a job training program since leaving foster care,
but only half of those obtained a certificate or license. Only 52% were currently employed, excluding the 45 young men that were incarcerated.
understanding the population texas casa
On average, employed young women worked significantly fewer hours at a significantly
lower wage than employed young men. Many of the participants were unaware and uncertain of their eligibility for employer-
provided benefits, especially family medical leave, maternity leave, childcare, and a retirement plan.
Average earnings among all participants were only $8000 annually.
Economic Hardships Fewer than ½ of the participants had something as basic as a checking or savings
account. 29% reported not having enough money for rent at least once during the past year;
9% reported being evicted.
29% reported very low food security, meaning they often worried about not having enough food and frequently did not have money to buy more when their supplies ran out.
Health/Mental Health 1/3 of the participants reported 2 or more emergency room visits over the past year,
and 22% had been hospitalized at least once.
50% of the hospital visits were for pregnancies.
19% reported receiving mental or behavioral health services in the past year, most
often to obtain psychotropic medication and least often for substance abuse treatment.
Sexual Behaviors Age of first reported sexual intercourse was 15 for males and 16 for females. Nearly all reported being sexually active.
Fewer than half reported using birth control.
Almost 10% of females and more than 12% of males reported having been paid by
someone to have sex.
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texas casa permanency planning toolkit: a framework for serving older youth in care
Criminal Justice System Involvement 7% of the total study participants, and 16% of the male study participants were
incarcerated. 42% of the young men reported that they had been arrested. 23% of young men reported that they had been convicted of a crime.
45% of young men reported that they had been incarcerated since their most recent interview.
Pregnancy and Parenting
More than ¾ of the young women had been pregnant.
2/3 of those that had been pregnant had been pregnant more than once. Only 35% wanted to become pregnant and only 17% were using birth control. 61% of the male youth reported ever having impregnated a female partner. Only ¼ of male youth reported using birth control. 2/3 of the young women and ½ of the young men reported having a child.
Affiliations/Civic Participation 18% reported unpaid volunteer work or community service. 74% were registered to vote, and 44% voted in the most recent presidential election. Only 57% had filed a tax return.
Life Satisfaction and Future Orientation 2/3 of the youth participants reported being satisfied or very satisfied with their lives
as a whole. More than half reported their lives as better or much better since leaving foster care. 89% reported having an optimistic or very optimistic outlook about the future.
Long-Term Relationships 66% reported having maintained a positive relationship with a caring adult since the
age of 14, although 25% reported no in-person contact at all.
understanding the population texas casa
It is readily apparent from some of this information that these youth are not faring as well as their typical peers in the general population. For example, although 79 percent of the young women and nearly three-quarters of the young men in the study had a high school diploma or a GED, only 7 percent of the young women and 5 percent of the young men had even an associate’s degree, and only 1.8% of foster alumni obtain a bachelors degree or higher. (Improving Family Foster Care, p. 36) This is considerably lower than the percentage of young people in the general population who are college graduates (Courtney, 2009). This is no doubt directly related to their economic well-being, or lack thereof: “Fewer than half of these 23- and 24-year olds currently had a job, and most of those who were working were not earning a living wage. In fact, more than one-quarter of these young people had had no income from employment during the past year, and half of those who had worked reported annual earnings of $8,000 or less. This probably explains why nearly half the sample had experienced at least one economic hardship during the past year and why nearly 30 percent experienced food insecurity. Their lack of self-sufficiency was also reflected in their receipt of means-tested benefits. Most notably, two-thirds of the females and more than one-quarter of the males had been recipients of food stamps during the past year.” (Courtney, 2009, p.95)
On the whole, far more of the young men are incarcerated or have been incarcerated than is true of the general population, and far more of the young women are raising multiple children without a partner. The rates of homelessness are much higher than in the general population, and instability in general plagues many of their lives. The Texas Perspective: Across most of the U.S., the national statistics are reflected at the state level. In Texas in particular, the story goes like this: Of the 27,304 children in foster care in Texas on August 31, 2010: 17,027 were in foster care, or 4.1% of the national foster care population. To put that
in perspective, Texas has 8.1% of the total U.S. population. Of those, 3273 were in some type of congregate care facility rather than a foster home.
This represents just under 12% of the population, compared with 15% nationally. Only 331 were pending adoption, or 1.2% of the total foster care population. 605, or 2.2% of the youth in foster care, were over 18, having “aged out” of the system
but choosing to remain in care, compared with 4% nationally. 4,707, or 27.7% of the youth in foster care are between the ages of 14 and 21; this
compares to 31% nationally. In FY 2006, the total cost of the child welfare system in Texas was $1,015,726,824;
64% of that was federal dollars and 36% state dollars. Based on the data, a higher percentage of Texas foster youth are placed in kinship
care or age out to relatives and legal guardians than occurs on a national basis.
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Research studies conducted in Texas validate most or all of the conditions reflected in the national data. For example, in a study conducted by the Center for Public Policy Priorities in which they attempted to locate 513 former foster youth in the Central Texas area, they were only able to locate 30. This provided their first finding, which is that youth who have aged out of foster care are a highly mobile and disconnected population. The study found that: Of the 513 youth in the initial sample, a search of state prison records revealed that
5% of them were or had been incarcerated. This did not include city or county jails. Of the youth interviewed, 40% had physical or mental health problems but 59% of
them had no health insurance. 40% of the youth interviewed had been homeless at least once. Although 75% of the youth interviewed had a high school diploma, 60% had a
history of unemployment and financial instability. One in five of the youth interviewed reported a history of substance abuse. (CPPP,
page 2.) Although Texas has adopted some best practices related to kinship care and various models of permanency planning in select locations, the data statewide and nationally paint a vivid portrait of the plight of older youth in foster care and the urgency with which we must address their needs. Consider this story from a young woman named Terry about her actual experience in the Texas foster care system: Terry went into foster care at age 16. At that point the foster care system provided her with housing, clothing, and money to live on. But on her 18th birthday, that all ended. She wound up on her own, with no Medicaid card, no money, and no place to live. She slept at the homes of various friends and teachers. Sometimes she slept in Metro stations, once in the emergency room of a hospital. She couldn’t find a shelter for teens. Terry believes that independent living should really be about interdependence. “No young person can survive without a network of support. If policymakers and community leaders want to make sure that the young people leaving care are better prepared to face the world, they need to provide supports like medical assistance and housing. Aging out of foster care shouldn’t mean being totally on your own,” said Terry. “The end of foster care cannot mean the end of a community’s caring.” (Center for Public Policy Priorities, Texas Foster Care Transitions Project)
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The purpose of this information is not to paint a depressing picture of youth with no hope of thriving; rather it offers a look through the lens of realism and is aimed at helping us all understand what happens when we fail to prepare youth involved in the child welfare system for the adulthood they will eventually face. Many youth go on from the foster care system to live happy and successful lives, and many more can if we begin to plan preemptively, beginning much earlier and from a more comprehensive perspective. Permanency planning, its guiding principles and its processes offers us the mechanism and the tools to ensure that youth leaving the foster care system leave it with the relationships and the skills and the knowledge they need to be the healthy and productive adults they’ve always dreamed they might be.
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youth survey As part of the process of creating this Toolkit, Copia Consulting conducted a survey of youth ages 14-25 that were either currently in the foster care system in Texas or foster care alumni. Of the 93 youth that participated in the survey, 63% were female and 37% were male. Hispanic youth were the largest group at 44%, with Caucasian and AfricanAmerican youth following at 28% and 23% respectively. Youth who participated in the survey ranged from 8th grade to those that had achieved a graduate level degree, with the largest number currently in the 11th grade. Of those youth, 32.6% were currently employed, 38.2% were not employed and looking for work, and 29.2% were not employed and not looking for work.
What is the highest level of school you have completed or the highest degree you have received?
Which of the following best describes your employment status?
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Participants were asked to identify the age range at which they entered the foster care system, with choices ranging from ages 0-5, 6-10, 11-14 and 15-18. Of the 84 youth that answered the question, 15.5% entered between the ages of 0-5, 25% between the ages of 6-10, 31% between the ages of 11-14 and 28.6% between the ages of 15-18.
At what age did you enter the foster care system?
Of those, almost 50% of the youth had been placed with 4 or more foster families during their time in care; just under 28% of the youth had only had once placement.
How many foster families have you lived with?
youth survey texas casa
Sadly, almost 58% of those youth had no further contact with any of their foster families once they moved to a different placement or aged out of the system. Those that did still have contact had largely positive comments about the relationships:
“She is one of the few people I can always trust. She has known me for almost 13 years, and currently, she is the person who knows me best.” “They are considered to be my real parents.” “I felt wonderful about this relationship. They have been the foundation of everything that I have achieved and have been a regular constant support in my life no matter what.” When asked whether they still had contact with their birth families, 75.6% answered yes. When asked how they felt about the relationship, those that provided responses were again largely positive; those that were not primarily referenced parental relationships as negative but sibling relationships as positive. Some of the comments included:
“I now have contact with my sister after not seeing her for 6 years and it’s the best thing that’s happened to me in a very long time.” “I do not keep contact with my birth parents because they are bad people. But my siblings are very important to me so we keep daily contact with each other.” “I have contact with my 5 siblings and while we are all very different and have our different views about our life circumstances we have remained close. I have regular contact with my birth mother even though we never met until I was 18 years old. I keep tabs on my biological father just to know his whereabouts but do not have contact with him.”
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One of the survey questions asked whether the youth had any supportive relationships with adults that were not part of either foster or birth families. Interestingly enough, of the 93 youth that took the survey, 33, or 36%, skipped this question, which may be an indication that those youth that did not respond did not have those connections. Of the
60 youth that actually answered the question, 49 of them, or almost 82%, said that they did have supportive relationships with other adults. When asked whether they intended to go to college, almost 85% said yes, with 10% not sure. Considering that only 10-13% of foster care youth actually matriculate from high school to college (depending on the study), the responses to this question are most likely indicative of the knowledge gap between dreams and the effort required to realize them. When asked what supports would be most important to their college success, academic support ranked lowest at 18.4%, and financial support ranked highest at 46.1%. Relationships with supportive adults landed in the middle at 35.5%. Considering that only 76 youth responded to this question, the variance is made less significant, probably indicating more what the youth worry about or care about the most rather than reality.
Do you plan to go to college?
youth survey texas casa
When asked whether they felt ready to be independent, 65% answered yes, but 17 of 93 youth skipped the question. Similarly, when asked what supports they would need to be successful in their independence, 19 youth skipped the question. The chart below indicates the areas of support most frequently identified as needs. Once again, money management rises to the top.
In what areas do you think you need additional supports to live independently? Check all that apply.
Nutrition and diet Managing money
Mental health
Physical health
Employment skills
Time management
Relationship
Housing assistance
Other (please specify)
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Youth were also asked to identify subject areas in which they felt they needed additional information. Not surprisingly, almost 83% chose the topic of healthy relationships as a significant need, with sexually transmitted diseases, birth control and pregnancy prevention adding up to a combined 53.8%.
Which of these subjects do you want to have more information about?
Pregnancy prevention
Birth control
Sexually-transmitted diseases
Healthy relationships
S U M M A RY The data resulting from this survey closely approximates other state and national surveys of youth in similar situations. In fact, most of us probably know youth of the same age, perhaps our own children, that would answer many of the questions in the same way. Our hope in presenting it here is to expand your opportunity to hear directly from youth that have experienced the child welfare system rather than from the professionals that operate it.
where to start with communities Although this Toolkit is primarily intended for use by individual volunteers and other caring adults, we anticipate that at some point communities may want to address the issue of older youth and permanence on a larger scale. This may include collaborative efforts between multiple organizations and the need for coordination of activities and resources across a community. This section provides suggestions for engaging stakeholders and assessing available community resources, two essential steps in the process of improving the continuum of services available for older youth.
EN G AG I N G CO M M U N I T Y S TA K EH O LD ER S Often working with youth in the foster care system involves working with multiple entities that may include schools, birth families, juvenile probation departments, mental health services, after-school care providers such as YMCA’s or the Boys and Girls Clubs, and many others in addition to foster parents and the child welfare system. As in any collaborative effort, a broad cross-section of community representation renders a more successful outcome. Effectively reaching out to key stakeholders, engaging them in the process, and securing their long-term commitment and involvement are critical steps in establishing a Permanency Planning process within a community and ensuring that the resources to accomplish the goals are available. The primary consideration in successfully engaging diverse sectors of the community towards executing a common goal is the understanding that each sector of the community has a different stake in the outcome and different motivators to participate. Knowing what those interests and motivating factors are is critical to success, both in terms of engaging the participants initially and sustaining their involvement over time. It is often very helpful to utilize a professional facilitator throughout the process, as this allows each team member to fully participate and ensures that a neutral person is monitoring the process. Also key to success is a formal communications process to relay information to members of the group; it need not be complicated, but simply establish a method and a schedule by which communication updates will be sent, as well as a key point of contact for questions and information.
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We have included a link to a community assessment tool, which is intended to help agencies assess both their policy and practice environments to ensure that the fundamentals of Permanency Planning are in place, to identify agency needs for professional development or technical assistance, and to help establish goals and plans to further develop the implementation of the Permanency Planning process. The planning guide can be found at http://www.nrcpfc.org/cpt.
Community Assessment Tool Instructions In order to facilitate the most effective use of this assessment tool, we recommend the following: 1. Assemble a group of participants that are both from within and outside the agency. We recommend representation from your strongest collaborators, parents, foster youth, foster parents, volunteers and agency staff to ensure a well-rounded discussion and multiple viewpoints. 2. Schedule an initial meeting of two-to-four hours depending on the number of people involved to explain the process and work through the assessment and the debriefing of the assessment. Depending on the group, it may be useful to break off into small groups to complete separate sections of the assessment based on the expertise and experience available in the room. If you choose to do this, ensure that the small groups report their work out to the larger group and allow comment from all. 3. After the assessment has been completed, ask the various departments or stakeholder groups to meet on their own and develop a list of goals related to the assessment. These could involve a range of possibilities, e.g., corrective actions that need to be taken, development of new policies or the acquisition of new resources. 4. Convene another meeting to develop a strategic plan related to Permanency Planning. Include all of the original members as well as others that were identified through the process as important. Utilizing the goals that have already been established, create a document to guide the process that includes goals, timelines and persons or entities responsible for completion of the work.
where to start with youth B E G I N N I N G W I T H T H E EN D I N M I N D : L AU N C H I N G T H E V I S I O N I N G P RO C E S S W I T H O LD ER YO U T H
Introduction The process of Permanency Planning has multiple components and is sometimes facilitated by several people fulfilling different roles. However, the youth is the central figure in the process, and should be included in all meetings; their voice should be given priority. That being said, it is very helpful for volunteers or foster parents or other caring adults working in various capacities to spend time with the youth helping them focus on goals, priorities, dreams and realities. The concept of “beginning with the end in mind”, sometimes called backwards planning, focuses first on the dreams or goals, builds the vision, and then involves working backwards, step-by-step, through the tasks that must be accomplished in order to achieve the goal. It also helps eliminate mis-steps because the process requires a thoughtful and deliberate walk through each of the stepping stones on the path. Beginning with the end in mind is perhaps best known as Habit 2 in Steven Covey’s 7 Habits of Highly Effective People. Described in his words: Habit 2 is based on imagination--the ability to envision in your mind what you cannot at present see with your eyes. It is based on the principle that all things are created twice. There is a mental (first) creation, and a physical (second) creation. The physical creation follows the mental, just as a building follows a blueprint. If you don’t make a conscious effort to visualize who you are and what you want in life, then you empower other people and circumstances to shape you and your life by default. One of the best ways to incorporate Habit 2 into your life is to develop a Personal Mission Statement. It focuses on what you want to be and do. It is your plan for success. It reaffirms who you are, puts your goals in focus, and moves your ideas into the real world. Your mission statement makes you the leader of your own life. You create your own destiny and secure the future you envision. https://www.stephencovey.com/7habits/7habits-habit2.php The personal mission statement is an excellent place to begin with youth. Many times youth in foster care have not been exposed to the myriad of possibilities that exist in the world for education, careers, travel, volunteer opportunities, etc., and helping them engage in the visioning process will open many of those doors for exploration.
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The following pages offer several activities and worksheets designed for volunteers to assist youth in the visioning process. Many of the other chapters of the Toolkit also have related information. For example, in the Employment section you’ll find references to several websites that offer detailed career explorations, including the education and experience required for those careers. These are excellent prompts to stimulate creative thinking and rich discussions with older youth. Begin with the Personal Mission Statement activity on the following page, and help the youth you’re working with think about and record their thoughts for each aspect of their lives.
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P ER S O N A L M I S S I O N S TAT EM EN T
What Do I Want To Be and Do? Take 5 minutes and just envision your life 20 years from now. Think about every aspect of your life...what is your career? Where did you go to college? Do you have a family? Kids? Where do you live? What do you do in your free time? What are the things you believe in the most? How would you like to be described as a person? Using this worksheet, record some of your thoughts and dreams for future reference.
My Career
My Education
My Family
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My Spiritual Life
My Personal Qualities
My Hobbies
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M I N D M A P P I N G EX ERC I S E Because many youth and adults have different skills and abilities related to communication, we have included a variety of activities and tools designed to meet the needs of multiple learning and communication styles. For example, some youth may be more inclined to write or draw than to speak or articulate their thoughts to another person, or some may be able to verbalize their thoughts perfectly but struggle to capture them in writing or graphically. This particular exercise centers around the concept of mind mapping, which is simply a diagram used to represent words, ideas, tasks or goals linked to and arranged around a central key word or idea. Because it is a graphic representation of our thoughts, it stimulates a creative, brainstorming approach to visioning or problem-solving. Mind mapping is another very helpful technique for visioning, particularly for youth that may be more comfortable using graphic or artistic tools, and is an excellent tool for staff and volunteers attempting to build relationships with older youth. The Child Advocates San Antonio program found this to be true as part of their experience with the Fostering Futures program piloted by the National CASA. Fostering Futures is based upon the research of Daphna Oyserman and Michael Hock, and a concept they developed called “possible selves”, in which youth are encouraged to envision their best selves as well as their potential negative selves. In the Fostering Futures curriculum, CASA volunteers and youth work together to examine the following: What is the youth good at? What do others say the youth is good at? What does the youth like to do? Where does he see himself in one year? In five years? What are some of the youth’s hopes, fears and expectations of herself? What are some short-, medium- and long-term goals the youth thinks can lead to a
brighter future? What does the youth need to do to get there? How will the youth know she is successful at these goals? How will she know a change
of course is necessary? Tiffany Denson, Transitioning Youth Director at Child Advocates San Antonio, Inc., had this to say about the curriculum: “When you look at these youth, traditionally every decision is made for them,” Denson said. “You will come into foster care. You will live in this home. You will go to this school. No one ever stops to say, ‘What are your thoughts?’ I believe that people don’t want to fail, and I’m a huge advocate of getting the youth to engage in their own lives.” (National CASA website)
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Mind mapping is one of the techniques included in Fostering Futures, and lends itself perfectly to the process of helping youth envision the life they want and lay out their path for achieving it. We have included some simple guidelines for helping youth create a mind map of their possible selves, as well as some examples.
Guidelines for Mind Mapping: 1. Start in the center with an image of the topic, using at least 3 colors. 2. Use images, symbols and words throughout your mind map. 3. Add key words to describe, and print using upper or lower case letters. 4. Each word/image is best alone and sitting on its own line. 5. The lines should be connected, starting from the central image. 6. Use multiple colors throughout the mind map. It may be useful to review several examples of mind maps on-line; we’ve attached another example of a mind map on the next page, and others can be found by searching for mind maps on Google Images. www.google.com/images
CREATIONS
CHOICES
OBJECTS, POSSESSIONS
VALUES
INTERESTS BELIEFS
IDENTITY FRIENDS, FAMILY
APPEARANCE
WORK, HOBBIES ETHNICITY PRACTICES, HABITS
The Hunger Games
Twilight Series
To Kill a Mockingbird
Cycling
Hiking
Build better relationships
Good books
Meeting people
Training
Tennis
Have many
Strong support
Need to meet more often
Sports
Like
Journaling
Hobbies
Friends & Family
!
My Mind Mapping
Me
Skills
Windows
Macintosh
Fluent English Fluent Spanish
Strong Sides
Computer skills
Languages
Theater Club
Going to College
Weak Sides
!
Good communication
School
Good grades
Hard-working
Motivated
Smart
Too talkative
Get bored soon
Lack of confidence
Absent-minded
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the 7 domains 1. Cultural & Personal Identity Formation . . . . . . . . . . . . . . . . . . 49 2. Supportive Relationships & Community Connections. . . . . . . . . . . . . 61 3. Physical & Mental Health . . . . . . . . . . . . 77 4. Life Skills . . . . . . . . . . . . . . . . . . . . . . . . . 97 5. Education. . . . . . . . . . . . . . . . . . . . . . . . 101 6. Employment. . . . . . . . . . . . . . . . . . . . . . 113 7. Housing . . . . . . . . . . . . . . . . . . . . . . . . . 129
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introduction to the seven domains In 2001, Casey Family Programs—working with young people in foster care, alumni of care, families, and other stakeholders—published It’s My Life, a framework to develop services for young people preparing to make the transition from foster care to successful adulthood. It’s My Life promotes a holistic approach to transition services, and is based on the belief that the domains of our lives are interconnected. The domains listed below were identified as the critical elements of a young person’s life. Casey created and published a guide in each of these domain areas that provides resources and activities to help youth develop the skills needed in each of these areas to ensure a successful transition from care.
Cultural & Personal Identity Formation
Supportive Relationships & Community Connections
Physical & Mental Health
Life Skills
Education
Employment
Housing
The It’s My Life guides were utilized frequently in the development of this toolkit, and can be found online at: http://www.casey.org/resources/publications/directory/subject/IML.htm The 7 Domains section of the Toolkit is organized into chapters devoted to the individual domains, and includes research, information about the relevance of the topic to the lives of youth, and a host of activities aimed at developing healthy and enduring relationships between caring adults and older youth as they approach their transitions from care or attempt to navigate the world of adults post-transition. The activities are also designed to build skills and ensure that necessary steps are completed in each of the identified domains to ensure that vital resources and supports are in place for each youth.
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7 domains: cultural & personal identity development In child welfare, the importance of positive cultural and personal identity development for youth in care is underscored by the circumstances in which they live – in many or most cases, youth have been moved away from their family, their friends, their churches, their schools, their communities, their traditions and any positive affirmations they may have experienced in those areas. They may be living with a foster family that is of a different race or ethnicity, has a different religious preference than the youth’s, or even one that maintains and expresses biases against religions, races, ethnicities, genders, sexual orientation, social economic status or lifestyles different from their own. Many times, when youth are removed from their families and communities, it occurs before they have made any real connections to their racial or ethnic identities, which is why it is so important to help them regain those connections and develop a healthy sense of themselves. Many older children may have a healthy racial and ethnic identity, and be placed either in congregate care settings where they are offered little or no connections to their race, ethnicity, culture or spiritual backgrounds, or they may be placed with a foster family for whom all of these things are different than the youth’s. Even those lucky enough to be placed in a family setting typically find dynamics in their foster family to be very, very different than those of the family and community they left behind. In Texas in particular, many children may be immigrants or children of immigrants, which further complicates the way in which the child welfare system responds to their needs. Federal law requires that states give preferential consideration to family members when making decisions to place children outside of the home, and yet for many immigrant children, relatives may not be available. In fact, nationwide, only 8% of immigrant children are placed with relatives, compared to 20-28% of U.S.-born children. (Vericker, et al, p. 1.) Also in Texas, research shows that African American and Native American children are disproportionately represented in the child welfare system, and more than 60% of child removals involved families with annual incomes of $10,000 or less. Once African American children enter the system, they are less likely to be reunited with family and wait longer to be adopted than children of other races.
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texas casa permanency planning toolkit: a framework for serving older youth in care
What does a healthy racial and ethnic identity look like? A healthy sense of racial and ethnic identity is exemplified by an individual who: Identifies as a member of a particular racial/ethnic group or groups; Has a generally positive attitude about being a member of that group, but also has a
balanced view of the strengths and challenges associated with it; Affiliates with members of his or her own group but is also generally accepting of people
from other groups; and Is able to cope successfully with perceived or real racism and discrimination and has
possibly developed some effective strategies for dealing with it. Teaching children and youth to deal with racial discrimination effectively is very important to their growth and development. For more information about how to help youth identify and manage racial discrimination, caregivers should review the Casey Foundations’s video publication, Knowing Who You Are, which can be found at the following link: http://www. casey.org/Resources/Initiatives/pdf/KnowingWhoYouAreViewerGuide.pdf
S P I R I T UA LI T Y There are many more components to personal and cultural identity than just racial and ethnic status; for example, spirituality is one of the most important elements related to personal identity. This is also a component that foster youth struggle with the most, for the same reasons they struggle with cultural identity – they have most often been removed from their birth families and the traditions they grew up with and transplanted to a completely different environment. In terms of spirituality, this can mean a significant loss. Foster families often expect youth to conform to their spiritual traditions, which may leave the youth feeling bereft and confused.
7 domains - cultural & personal identity formation texas casa
10 reasons why you should nurture a foster youth’s spiritual development: Builds identity and self-esteem. Supports a sense of belonging and connection. Links to a history and a past. Connects to the future. Legitimizes grief. Offers a sense of meaning and purpose in life. Provides a safe, structured opportunity to mark major life passages. Cultivates the capacity for self-advocacy and problem-solving. Provides opportunities for giving back. Cultivates resilience. (Dilorenzo & Early, p. 9-10)
Discovering and promoting ways to nurture the spirituality of youth in care could provide them with a means to cope with challenges in their lives. Youth should be supported by workers and foster families to continue, and perhaps increase, their participation in communities that share their spiritual and religious values and beliefs. Because some populations have been excluded from participation in religious or spiritual and social groups due to aspects of their identity (such as sexual orientation, race, ethnicity, or religious background), some youth may need additional help finding faith-based and social organizations where they feel welcome and strengthened.
“It is not the case that these young people reject spirituality. Rather, they are interested; some searching quietly and others more intensely for meaning and hope and yearning for relationships that are real.” (Dilorenzo & Early, p. 1)
S EX UA L I D EN T I T Y There are still other dimensions of personal identity to be considered, such as sexual identity. The child welfare system has generally not been a safe and supportive place for Lesbian, Gay, Bi-sexual, Transgendered and Questioning (LGBTQ) youth, leaving them to run away, turn to the streets, and age out of the system without permanency plans in place. Unlike other demographic characteristics such as race, age, or (in most cases) gender, LGBTQ youth may not be readily recognized by child welfare professionals, especially those ill-equipped
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to engender the trust necessary for a young person to disclose his or her sexual orientation or gender identity. LBGTQ youth in care experience the same vulnerabilities as other youth and their vulnerabilities are compounded by the high levels of abuse and rejection they often experience in their families, their placements, among their peers, in their schools and in their communities. (Waranoff, Estrada & Sommer, et. al) Youth who identify as gay or lesbian may feel even more lost kaĆ&#x; garner and unable to relate than youth struggling with race or ethnicity or spiritual conflicts, and yet have even fewer resources to help. Almost all LGBTQ youth feel the need to hide their sexuality, some on occasion and some all the time, which only reinforces the need to help all youth feel accepted and validated. While most youth become aware of their gender and sexuality at an early age, the exploration of alternative lifestyles typically begins during adolescence and young adulthood. This identity process is complicated, and made more so by societal pressures and discrimination. LGBTQ youth may often face torments such as bullying, ridicule and rejection from their friends and families, rendering it even more important that they have a person in their lives that is prepared and available, and with whom it is also safe to discuss this issue. Providing supports for LGBTQ youth is challenging, partially because many caregivers do not acknowledge the fact that the youth is struggling with their sexuality, and because youth have so many reasons not to disclose their identities. Organizations such as the Safe Schools Coalition (www.safeschoolscoalition.org) and Parents, Families and Friends of Lesbians and Gays (PFLAG; www.pflag.org) offer materials and resources that are helpful in educating all youth to be supportive of LGBTQ youth. Additionally, student organizations such as the Gay-Straight Alliance (GSA; www.gsanetwork.org) encourage acceptance of LGBTQ students by peers and staff and can advocate for school policies that are supportive of LGBTQ students.
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Reflection Activity The following pages provide CASA advocates and other caring adults with two important strategies for each of the components of racial and cultural identity, spirituality, and sexual identity. In each section you will first encounter reflective questions to ask yourself. These are intended to help you think through your own identity, with any resulting biases, stereotypes or wounds that you may carry, all in an effort to help prepare you for healthy and productive conversations with the foster youth with whom you are involved. The second component in each area is called “conversation starters”, and these are intended to be generative topics with which you can engage youth and help them think through these issues effectively. We encourage you to use the conversation starters in casual situations as opposed to formal sit-downs. Let the conversation arise naturally and help perpetuate it by asking some of these questions and listening closely to what the youth has to say. Their competence in these areas will only arise from their own exploration of the topics in a safe and friendly environment.
Jesse Therrien
Your job is much less to instruct than to cultivate and to affirm.
“You know, young people, social workers, foster families, everybody, we can’t be afraid of it because that’s what is going to make a difference [addressing this issue]. And that’s what is going to change things. We have to take it one step at a time, but I know there is strength in everybody. We’ve just got to find ways to bring it to the surface, and talk about it, and not be afraid.” - Pamela, Birth Parent
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The following paragraphs offer a series of questions related to religion and spirituality, culture and personal and sexual identity. The intent of these questions is to ensure that you are entering the conversation with an open mind and are the adult best suited to provide guidance to the youth in this particular area. Depending on the answers to the questions, your conversations could go in many different directions. The most important thing
to keep in mind is that your role is to prompt the youth’s exploration of these subjects for their own benefit, helping them to align their personal identity, their spirituality, and their cultural identity. This alignment is very important to their future happiness and success.
RELIGION AND SPIRITUALITY Personal Reflections: 1. Are you approaching the young adult with a personal religious/spiritual agenda? If the answer is yes, you will most likely be met with more resistance to the conversation starters. Think about ways in which you could present openness. 2. When talking to young adults about religion and spirituality, is there a right and wrong answer in your mind to the questions you are asking them? If the answer to this question is yes, you will probably have a more difficult time building trust with the young adult. Try to just listen and affirm rather than injecting your own beliefs. 3. Are you able to support someone’s spiritual journey regardless of the path they choose or do you believe that there is only one path? 4. Do you understand the connections between faith and culture? 5. Do you believe that things like yoga and meditation are valid activities for exploring spirituality? 6. Do you understand the difference between organized religion and spiritual development? If many of these ideas are unfamiliar to you, spend some time researching them on the internet or in the library.
7 domains - cultural & personal identity formation texas casa
Conversation Starters: 1. Do you practice any rituals that you consider a positive and important part of your life? 2. What helps you determine the difference between right and wrong? 3. What motivates or inspires you? 4. Do you have a specific religion that is important to you? 5. How do you express your faith? Art? Music? Poetry? Praying? 6. Where do you turn in a moment of crisis? 7. Do you want more opportunities to explore religion and spirituality? If so, do you have any ideas about where you would like to start? 8. What do you like to do when you are by yourself ? 9. What makes you feel good inside? 10. What are some things you have seen other people do that you think are spiritual? 11. What famous people do you think have a strong spiritual connection? What do they do that makes you think this about them? 12. What does religion or spirituality mean to you?
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texas casa permanency planning toolkit: a framework for serving older youth in care
RACE, ETHNICITY, CULTURE Personal Reflections: 1. Do you believe that one race, ethnicity or culture is or should be dominant in the world? 2. Do differences in political views, religious beliefs, alternative life styles, etc. make you uncomfortable? (If you answered yes to the first two questions, you may have difficulty working openly with the youth in this area.) 3. Do you believe that people of different cultures can develop close relationships? 4. Do you have a desire to learn more about other cultures? 5. Do you believe that other cultures have an equal place in society even if they aren’t the majority culture? 6. Do you understand the difference between race and ethnicity? (Race is the classification of people based on physical or biological characteristics such as the color of skin, hair and eyes, facial features, blood type, and bone structure. Ethnicity is the classification of people based on national origin and culture.)
Memphis CVB
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Conversation Starters: 1. What are some things that you remember about your family? 2. Do you have any stories that you can remember about your grandparents, or any other relatives? 3. How do you imagine yourself in the future? What do you think your family will be like? 4. What are you afraid you might become? 5. What are your favorite things about your culture? 6. Are there assumptions you don’t want people to make about you based on your race or culture? 7. What else would you like to learn about your culture? Language, rituals, celebrations, rites of passage, etc. 8. Whom do you admire that shares your culture? 9. Have you experienced discrimination as a result of your race or ethnicity? How did you handle it?
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SEXUAL IDENTITY AND LIFESTYLES Personal Reflections: 1. Do you believe that LGBTQ people are living a sinful life? If you answered yes, you may not be the right person to work with an LGBTQ youth. 2. Do you believe that LGBTQ people choose their lifestyles or are born as they are? 3. Do you have any friends that are LGBTQ? 4. If you go to church, do you know of any LGBTQ church members? Does your church welcome them? 5. Are any members of your family LGBTQ? How does your family deal with that – through acceptance or rejection? 6. Can you acknowledge and support a youth that has identified as LGBTQ or is questioning his/her sexual identity? Acceptance is very important for LGBTQ youth; they will not benefit from efforts to change them.
7 domains - cultural & personal identity formation texas casa
Alex Poldavo
The reality is that, with this topic in particular, if the youth senses bias or uncomfortable feelings on the part of the adult, they will shut down and not communicate. Unless you are very open to the discussion, you will serve everyone best to find someone else that is. Note: although the terms “LGBT” and “LGBTQ” are used in these documents, that is not typically the way people refer to themselves. So, if you’re having a conversation with a youth about this, you’ll typically just use the terms “gay” or “lesbian” or “transgendered”.
Conversation Starters: 1. Do any of your friends know that you’re gay/bi-/transgendered? Are you able to talk to them about it? 2. Do you know any gay adults that are role models or mentors for you? 3. How do you imagine your life as an adult? 4. Is there anything you worry about related to being gay? 5. Is there any health information you’d like to have related to sexual relationships? 6. What do you think are the biggest differences and similarities between gay and straight relationships? 7. Have you experienced discrimination? If yes, how did you handle it?
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7 domains: supportive relationships & community connections “I used to think it was all about being free of the system - free to be on my own. Had my own place, was partying with my friends, having a great old time, didn’t need nobody. Before I knew it, I was jobless, homeless and all those ‘friends’ just disappeared. I was independent but I was alone. Independence is over-rated!” Victor, graduate of foster care Casey Family Programs “Never Too Old” This section of the Toolkit focuses on the importance of finding the right type of permanency for each foster youth in care, with the primary options being reunification with birth families, adoption, or supportive relationships with other caring adults, in that order of preference. An
urgent priority of child welfare systems must be to move children safely out of foster care and into permanent homes with strong families that will stand beside them for all time. This can be accomplished through safe reunification with birth parents, adoption or guardianship. Federal and state policies are clear about the importance of family, as well as the need to achieve permanency for all children and youth in foster care. Reunification with birth parents or with other family members is the desired outcome in the significant majority of foster care cases (U.S. Children’s Bureau, 1997; Fostering Connections to Success and Increasing Adoptions Act, 2008; Shaw, 2006). The goal for another 4% is to live with other relatives. In fact, most children do exit care to go home or to live with relatives (a category not including adoption or guardianship by relatives). In 2010 this was the case for 59% of them (U.S. Children’s Bureau, 2011).
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What about those for whom neither of those options is possible? For most, permanency through adoption is seen as the next best alternative, but it is much less likely to occur for older youth than for younger children. In fact, for every year a youth spends in foster
care after their birth parents’ rights have been terminated, the likelihood of adoption declines by 80%. (Casey Family Programs, Never Too Old, p. 30.) Multiple studies have examined foster youths’ perspectives on the meaning of permanency, finding what most of us would have guessed - that most had experienced emotional pain as a result of repeatedly losing relationships that mattered to them. Indeed, the emotional trauma that children experience at separation from their parents is often compounded by separation from siblings, grandparents and other important figures. The trauma can be further compounded by the subsequent loss of relationships with foster parents, foster siblings, friends and even teachers, caseworkers or mentors. Further, these traumatic losses of emotional connection are typically in addition to the trauma children often experience due to the maltreatment that led them to be removed from their homes in the first place. Is it any wonder that they are less than eager to give another “permanent” relationship a try? Older youth in care often accept the idea, in principle, that a permanent family is a good thing to have; yet they are often skeptical about their own ability to achieve permanency through adoption. Doubt about their “adoptability,” as well as concerns about losing access or being disloyal to original family members often enter into their decision to say “no” when asked if they wish to be adopted (Casey Family Programs, Never Too Old, p. 32).
It is important that the idea of adoption and all that it means be explored carefully and often with youth. Even though a foster youth may be quick to denounce the idea, their discomfort or ambivalence at one point should not be regarded as a “no” forever.
Beyond adoption, the concept of permanent relationships for life should be explored. It is not at all unusual for youth to say they don’t want to be adopted. We need to examine what they understand permanency to be, and what they fear.
Exploring their feelings about permanency is a process, not a one-time question. The following pages provide several tools and prompts with which to launch those conversations and identify a clear path towards permanency for older youth.
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“Much of it is in how we ask youth about becoming adopted and how we make it a process of consideration rather than a one-time event. You often get a very different answer to the questions ‘do you want to be adopted?’ and ‘do you want to have a permanent connection to somebody who can be there for the rest of your life?’” Margaret Burke, Project Director Family Connections The graphic below illustrates the possible permanency outcomes, with the most desirable at the top of the pyramid.
The Permanency Pyramid; Top to Bottom
Birth Families Adoption Supportive Relationships Alone
Birth Families: Despite the trauma that youth may have experienced in the homes of their birth families, it is quite often the place they long to return. Some 59% of youth are actually returned to their birth families after being placed in foster care; those who are not able to experience reunification often mourn the loss of relationships with parents, siblings and other extended family. When and if healthy connections are possible with birth families, this is the option of first choice. Many youth seek contact or even return to their birth families after they are emancipated, which is often problematic. It is preferable to initiate contact while the youth is still in care and has a safety net in place.
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Adoption: One of the most important components of successful adoptions for older youth are staff members or volunteers who believe older youth can be adopted and are committed to that end. Other key components include: Approaches that empower youth in their own planning; Youth-centered recruitment focusing on the network of kin, fictive kin and other
caring adults; Beginning with an emphasis on permanent relationships, which then may merge into
legal relationships; Supporting families after adoptive placement.
Supportive Relationships: Community linkages need to extend beyond connecting with businesses and service-based organizations; they must also include personal connections. Each youth needs someone to contact for support and guidance. This person may be a biological family member, an adopted family member, a guardian, a former schoolteacher, a former counselor, or a mentor. Youth need people in their lives who
fill the roles that a healthy birth family typically provides. Alone: Not an option nor an outcome.
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H OW T O B E G I N S T EP 1 The bullets below list the most effective means of supporting youth in building community supports and healthy relationships: Provide opportunities for youth to create, maintain or strengthen
supportive and sustaining relationships with birth families, fictive kin, foster and adoptive families, and significant others. Connect youth with peer and adult mentors; provide opportunities
for youth in and out-of-home care to mentor others. Create opportunities for youth to play an active role in community life through
volunteerism, leadership, and community service. Facilitate young people’s knowledge of and access to community resources: ensure
opportunities for young people to be valued as community resources. Connect youth with culturally specific events and services in their communities.
The following pages identify 5 steps to help you assess a youth’s current situation in terms of supportive relationships and community connections, and to help facilitate planning that will promote and develop those connections where they do not exist. Identify the type of connection the youth is striving for. Where on the pyramid (page 63) does the youth want to be? Using the Youth Connectedness Quiz that follows, help youth answer the questions, thus identifying healthy relationships that currently exist as well as identifying relationships the youth desires but doesn’t currently possess. This activity will open up dialogue between the advocate and youth about what type of permanency structure on the pyramid is most desirable and most attainable, and will help identify caring adults in the youth’s life that may serve as a starting point for permanency planning activities.
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YOUTH CONNECTEDNESS QUIZ FOUR ELEMENTS OF YOUTH CONNECTEDNESS H E A RT C o n n e c t i o n s :
BODY Connections:
Who do you love?
Who shares your genes?
Who loves you?
Who provides you with food and shelter?
Who do you want to love you? MIND Connections:
SOUL Connections:
Who do you learn from?
What are your passions and who shares those with you?
What are you learning?
Who has similar values as yours?
Who do you teach?
What do you think about?
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S T EP 2 Using the relationship connection pyramid as a guide, explore the following resources to learn what must happen for an older youth to reconnect with their birth families, achieve adoption and/or develop supportive relationships that will help sustain them through life. CASA Advocates and other caring adults working with older youth in care should carefully explore the following frequently asked questions about older youth and connectedness. These questions and more can be found at http://nysccc.org/family-supports/recruitmentretention/family-finding/family-connectedness/.
Question: How do we determine the appropriate level of urgency?
Answer: The need for increased connectedness is urgent when the child or young person has no connections with family (i.e., parents, other family members or caring and consistent adults who provide appropriate levels of affection). Possible circumstances include: ď Ž The child or young person is removed from a parent
(or parents) and for a significant period of time has been isolated from other family members and caring adults. ď Ž The child or young person is in a non-permanent
foster family placement; the foster parents are not likely to be a guardianship or adoptive resource. ď Ž The child or young person will likely be leaving the
home on a planned or unplanned basis in the future.
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Question: What if a child is already stable in their home with their family members or in a stable placement? How do we start this process for families where a child is not in dire need of placement?
Answer: If the young person is living with their parents or a relative with an expectation of permanency, the family finding process would be utilized as a means of increasing natural team members and support to further protect their permanent belonging in the family. If the young person is in a stable placement but there is no expectation of permanency, then permanency planning activities must occur.
Question: How do we help parent(s) and relatives resolve past differences and troubled relationships within the family and with friends?
Answer: Begin with a belief that conflict in close relationships with family members and friends is a normal part of human relationships. Consider your own experiences -- what important relationship do you have that has not included strong disagreements or hurt feelings at times? With your support and that of others these relationships can be healed and strengthened. Start the process with the most likely situation for success and use your training and life experience to facilitate a resolution. The initial fears of those in conflict will be greater than the reality of the conflict in most situations. This is an area of practice well suited to the skills and training of therapists, counselors and social workers. There is no reason to avoid this important work; welcome the opportunity to help with something that can lead to quick results.
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L O C AT I N G FA M I LY M EM B ER S Family Finding is a practice that reconnects children with lost biological family members by utilizing Internet-based search technology, founded by Kevin Campbell in 2005. The highly successful model has been replicated across the U.S., and Campbell currently provides training and technical assistance to agencies that have elected to implement the model. In describing the impetus for the development of Family Finding, Campbell said:
“In the project sites where I worked with some of the loneliest and longestwaiting young people in foster care, I found a haunting similarity. The families of these youth had no idea what had become of them, and the young people knew nothing of their families. They had not forgotten one another and they were not healing. This discovery led me not only to family-tracing techniques, but to an effort to work for the restoration of dignity for the families and young people in foster care. To accomplish this, we do two things: tell the truth to families and young people about what has been happening and offer each family member a chance to help.�
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The Family Finding process includes six major steps:
Discovery, where a minimum of 40 family members of the child are identified;
Engagement, where family members who know the child best or who have an historical perspective of the family are contacted and engaged;
Preparation and Planning in which meetings are held with the parents, family members who have been identified, and others important to the child to discuss the future of the child;
Decision-Making takes place with the young person, the team, and the social worker to determine how the child can be integrated safely into a relationship with one or more family members, and what emotional and other supports need to be in place in order for that child to achieve a lifelong connection with the family;
Evaluation, in which a determination is made regarding a thoughtful and resourced plan to achieve legal and emotional permanence, with a timeline for completion and at least a Plan B and C; and
Follow-up Supports, which involves creation of an enduring plan of support – including support from family and the community – for the young person and adult family members. (Casey Family Programs, Voice Magazine, p. 13)
To learn more detailed information about Family Finding, visit: http://www.nysccc.org/family-supports/recruitment-retention/family-finding/sixsteps-for-family-finding/
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S T EP 3 Advocates can use the Community Capacity Inventory in this section of the toolkit to do a quick assessment of the youth’s community supports capacity. The purpose of the following checklist is to identify resources in the community that may offer assistance or connections in the process of building a youth’s network of supportive relationships. Because all communities are different and include a variety of organizations and resources, it is important to identify the most likely sources of support in advance.
Community Capacity Inventory Grassroots or citizens’ associations All local neighborhood organizations Community centers Seniors’ groups Local officials, politicians, and leaders
Institutions Local public schools, universities, and community colleges Public hospitals or clinics Any publicly funded or private educational institutions State and federal agencies Municipal libraries Police officers and other emergency personnel Parks and municipal pools or golf courses
Community-based organizations Housing organizations Food kitchens and emergency housing shelters Halfway houses, substance abuse homes, domestic violence shelters Churches Clinics and counseling centers Advocacy groups for environment, safety, drug abuse reduction, etc. Local officials, politicians, and leaders
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Private sector Banks Chamber of Commerce Businessmen’s/businesswomen’s associations Local businesses
Labeled populations Senior citizens Local musicians Local artists Immigrant populations Those receiving public assistance, food stamps, Medicaid or Medicare Youth College students
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S T EP 4 Once you have identified the youth’s preferences and goals, the available resources in the community, and the most effective strategies for creating connections, you are ready to move on to the next level of detail. The SLOT Analysis tool that follows is designed to identify the personal traits of the youth that will both enable and inhibit forward progress in the quest to establish permanent and sustaining relationships. The identification of limitations and external threats is simply a means of stimulating reflection and developing creative solutions to address those limitations. Using the SLOT Analysis template on the following page, take youth through a discussion to identify their STRENGTHS, LIMITATIONS, OPPORTUNITIES and THREATS (SLOT Analysis) specifically related to supportive relationships and community connections. Include the Community Capacity Inventory that you completed in Step 3 to guide the young adult through the SLOT analysis activity. The following page offers a full-size template of this diagram that can be printed out and utilized in the discussion.
SLOT ANALYSIS Helpful
Harmful
External origin Internal origin
to achieving the objective to achieving the objective
Strengths
Limitations
Opportunities
Threats
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Youth Community Supports SLOT ANALYSIS Helpful
Harmful
Strengths
Limitations
Opportunities
Threats
Internal Origin External Origin
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S T EP 5 Start helping older youth develop and build the connections they want and need to become successful adults. The community connections are only one part of the bigger goal of permanency. Advocates must simultaneously help youth navigate the legal systems that impact their re-connections with birth families, opportunities for adoption and their chance to form new healthy relationships with caring adults.
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7 domains: physical and mental health The topic of Physical and Mental Health is quite broad and encompasses a wide array of topics beyond those portrayed in the title, including: Preventive Medicine Mental Health Warning Signs Food and Nutrition Exercise Healthy Sexual Practices Medically Fragile Youth
Rayanne Alves
Important Hotline Information
There is a tremendous amount of information available in the area of physical and mental health, and both foster youth and CASA advocates, as well as other caring adults, should be encouraged to explore the additional information. Presented here is an overview of several of the most critical components. The goal is to help build a strong foundation for both physical and mental health for youth.
From pregnancy through early childhood, all of the environments in which children live and learn, and the quality of their relationships with adults and caregivers, have a significant impact on their cognitive, emotional, and social development. (InBrief, Harvard University) Research conducted at Harvard University’s Center on the Developing Child has revealed five essential points regarding child and adolescent development that are particularly relevant for youth in foster care: 1. Early experiences influence the developing brain. 2. Chronic stress can be toxic to developing brains. 3. Significant early adversity can lead to life-long problems. 4. Early intervention can prevent the consequences of early adversity. 5.
Stable, caring relationships are essential for healthy development.
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The research also shows that repeated adverse early childhood experiences also correlate with a range of life-long problems with physical and mental health, even heart-disease. When
dealing with older youth in foster care, the chance for early intervention may already have come and gone, but it is never too late to realize the benefits of stable and caring relationships. The information herein will provide multiple opportunities for warm and loving conversations and activities between foster youth and caring adults. As has been discussed, the often traumatic and disruptive lives of youth in foster care may have created a void of services and information, and it will be necessary to fill in the gaps.
P R EV EN TAT I V E M ED I C I N E : CO M M O N QUESTIONS ABOU T REGULAR CHECK-UPS Do teens need a regular doctor?
Yes, especially young adults in the foster care system that are approaching possible independence and becoming completely responsible for their own healthcare. Teens need to be seen by a doctor once a year for a full history and physical exam.
What should happen for teens during a yearly physical or wellness visit? Measure height, weight, and blood pressure. Order tests for things like anemia or cholesterol
to determine risk for certain health problems. Check young men for hernias and testicular
cancer and teach testicular self exams. Screen for sexually transmitted diseases with a
simple urine test (both females and males). Teach young girls ages 20 and up how to
perform a self breast exam, and educate about when to obtain a pelvic exam. (The American College of Obstetrics and Gynecologists recommends a pelvic exam at age 21 years, or 3 months after having started sexual intercourse. Girls no longer need a pelvic exam just because they have turned 18 years of age.) Check immunization records and catch up on any necessary booster shots to prevent
things like: chicken pox, measles, mumps, rubella, meningitis, hepatitis, etc.
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Check vision and hearing if not done elsewhere. Check teeth for signs of tooth decay, abnormal tooth
development and other oral health problems. Ask about potentially harmful behaviors and social
or emotional problems.
What are the most common health-related concerns of teens? Weight and body image Prevention and disease Puberty and sexual development Sports injuries
What health problems are teens most embarrassed to discuss? Sex Drugs Eating problems Weight concerns Depression Suicidal thoughts
CAN TEENS KEEP THEIR DOCTOR VISITS PRIVATE? Teens age 16 and over have the right to privacy with respect to concerns about sexually transmitted diseases and contraception. The doctor does have an obligation to discuss private information if a teen’s safety is at risk but the teen should be told prior to the disclosure, in most cases.
Top risks for young men:
Driving without seat belts, carrying weapons, physical fights, using smokeless tobacco or marijuana, drinking alcohol heavily and having multiple sexual partners.
Top risks for young women:
Suicide attempts and unhealthy weight loss methods.
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FOOD AND NU TRITION Beginning at about age 14, it is important that young adults develop a level of comfort in the grocery store and in the kitchen. Food has become a popular and interesting topic with the increase in farmers markets, the increase in organic food options and generally a greater awareness of how our food supply affects our health. Exploration of this topic lends itself well to relationship-building on a number of fronts: shopping, cooking, eating, trying new restaurants and types of food, prowling the different specialty or farmer’s markets, and having both lighthearted and serious conversations. The website KidsHealth.org is an excellent resource, particularly the section on food, nutrition and exercise: http://kidshealth.org/teen/nutrition_fitness_center/index.html ?tracking=80034_B#cat20754 If this topic is of interest to you and/or the youth you’re working with, take some time to sit down and explore the website, and make a list of topics and ideas that you want to pursue. A few suggestions follow:
Shopping and Cooking Activity Before a youth goes away to college or takes on more independence in his/her living situation, they should have a basic repertoire of healthy recipes that they feel competent and comfortable shopping for and making on their own. We have suggested several recipes here, three recipes each for breakfast, lunch and dinner. The website mentioned above also has a number of other simple and healthy recipes, and there are numerous cookbooks designed for simple, healthy meals. Cookbook shopping could be yet another fun and rewarding activity for you and the youth you’re working with. Below you will find a list of suggested meals with the recommended ingredients. The first step in the activity is to meet with your young person and go through the menu options. Together you might come up with additional meals or different meals that you and the youth would like to shop for and cook together. Keep in mind that the point of
this activity is to teach the young person how to shop and how to cook at least three healthy meals for breakfast, lunch and dinner. Intended outcomes: Youth will learn to navigate a grocery store. Youth will learn to shop on a budget. Youth will learn to read labels for nutritional information and make good decisions. Youth will explore new foods. Youth will learn to cook a minimum of nine healthy recipes.
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Breakfast Overnight Oatmeal This affordable, healthy breakfast provides protein, whole grains and fruit to help you start your morning right. It virtually prepares itself while you are sleeping -- simply serve in the morning straight from the fridge or warmed. Ingredients: 2 cups rolled oats (not instant or quick cooking) 2 cups low fat milk or milk substitute 1 teaspoon lemon zest ¼ cup chopped pecans, walnuts or almonds ¼ cup chopped dried or fresh fruit Agave nectar (optional) Could also use honey or sugar or syrup to sweeten. Combine oats, milk and zest in a bowl; then cover and refrigerate overnight. The next morning, scoop oatmeal into bowls and heat in microwave. Top with nuts, dried fruit and a drizzle of agave nectar or other sweetener, if desired. Makes 4 servings.
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Potato-Bacon Hash 10 minutes of preparation, 30 total minutes for cook time Ingredients: 6 slices of bacon, cooked crispy 1 ½ lbs. Red Bliss or Yukon Gold potatoes, washed and cut into small chunks 1 bunch scallions, green parts optional 2 garlic cloves, minced salt and freshly ground black pepper to taste In a heavy skillet, cook the bacon until crisp. Transfer it to a paper towel-lined plate. Remove all but 1 tablespoon of the fat and return the pan to high heat. Add the potatoes, scallions, garlic, salt, pepper and ¼ cup of water. Bring to a boil. Cover, reduce heat to medium low, and simmer until the potatoes are just tender, 8-10 minutes. Add the bacon, broken into pieces. Cook, stirring occasionally, for about 10 minutes more. Remove from heat and serve. 4 servings.
Golden Brown Omelet
Lunch
Customize this one to your liking, from the fillings to the degree of doneness.
Grilled Ham, Cheese and Pickle Sandwiches
Ingredients: 2 tablespoons unsalted butter 3 beaten eggs, beaten Kosher salt and freshly ground black pepper Freshly grated cheese (this can be the cheese of your choice) (You can add additional items like: caramelized onions, avocados, peppers, etc) Heat an 8” skillet over medium-high heat for one minute. Add 2 tablespoons butter. Once butter sizzles and begins to brown, swirl to coat pan. Add 3 beaten eggs and season with salt and freshly ground black pepper. Cook while pulling edges up with a spatula, allowing uncooked eggs to run into pan, until the bottom is golden brown and the bottom begins to set -- 1 to 2 minutes. Add cheese and any other fillings. Using the spatula, fold the omelet in half, then tilt the pan and slide omelet onto a plate.
Ingredients: 8 slices of bread -- sourdough, white or wheat ¼ cup mayonnaise 1 ½ cups mozzarella cheese 1 ½ cups grated Gruyere cheese ½ cup grated aged goat cheese ¾ cups bread and butter pickles 3 ounces thinly slice prosciutto 6 tablespoons or (¾ stick) of unsalted butter Smear both sides of bread slices with mayonnaise. Combine cheeses in a bowl. Sprinkle 4 slices of bread with cheese mixture, dividing equally. Top each with 3-4 pickles. Divide prosciutto among sandwiches; top with remaining cheese. Cover with remaining bread. Melt butter in two different skillets over medium to low heat. Add sandwiches (1 or 2 depending on how many will fit) to each skillet and cook until bread is golden, 9-10 minutes. Add 1 tablespoon of butter to skillet, flip and cook until bread is golden and cheese is melted, 9-10 minutes longer.
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*Hint – youth can reduce the recipe to one sandwich by reducing the ingredients. This is a teachable moment -working on youth’s math skills by helping them recalculate the ingredients to cook the number of sandwiches needed. *Sides – This sandwich has a substantial amount of cheese so a healthy choice for a side would be some type of small fruit salad rather than chips or fries. 4 Servings
Spinach Salad Ingredients: (you can use as many of the ingredients as you like or you can add your own) Already washed organic spinach Cheese (whatever you like) Carrots, celery, cucumbers, bell peppers, avocado Raisins or currants Sunflower seeds, pumpkin seeds Pecans, cashews, almonds, walnuts Sesame sticks or croutons Dressing options: Vinaigrettes are the healthiest options but you can pick your favorite dressing. *Hint – All these ingredients are good to keep in your refrigerator and/or pantry because you can make this late at night or when you are in a hurry and it’s a very healthy meal.
Chicken Salad with Grapes and Walnuts Preparation time 15 min. total cook time 30 min. Ingredients: 1 ½ pounds of chicken tenders 5 cups water 1 ¾ cups reduced-sodium chicken broth 1/3 cup plain yogurt 1/3 cup mayonnaise 1 tablespoon Dijon mustard 1 cup coarsely chopped walnuts (3 ounces) 3 tablespoons drained capers, chopped
Toss chicken with 2 teaspoons salt. Bring water and broth to a boil in a large saucepan, then add chicken and cook at a mild simmer, uncovered, stirring occasionally, until just cooked through, about 5 minutes. Drain and cool, then tear into 1-inch chunks. Meanwhile, stir together yogurt, mayonnaise, and mustard. Stir chicken and remaining ingredients into dressing with salt and pepper to taste. Suggested sides: serve with sliced apples or pears. Serves 4.
Dinner Perfect Pan Roasted Chicken Thighs Active and total cook time 35 minutes. Cook the thighs skin side down in a skillet, (cast iron if possible), to render out the fat and make the skin as crisp as bacon. Ingredients: 6 skin-on bone-in chicken thighs Kosher salt and freshly ground black ground pepper 1 tablespoon vegetable oil Preheat oven to 475 degrees. Season chicken with salt and pepper. Heat oil in a heavy non-stick skillet over high heat until hot but not smoking. Nestle chicken in skillet, skin side down and cook 2 minutes. Reduce heat to medium-high; continue cooking skin side down, occasionally rearranging chicken thighs and rotating pan to evenly distribute heat, until fat renders and skin is golden brown, about 12 minutes. Transfer skillet to oven and cook 13 more minutes. Flip chicken and continue cooking until skin crisps and meat is cooked through, about 5 minutes longer. Transfer to a plate, let rest for 5 minutes before serving. Suggested sides: green beans, broccoli, asparagus, side salad, or any other green vegetable. Carbohydrate options, black rice, quinoa, couscous, sweet potato. Serves 2-4.
7 domains - physical and mental health texas casa
Pasta With Meat Sauce
Big Island Poke
Ingredients: 2 tablespoons of olive oil 1 pound ground beef 1 large onion, chopped 4 garlic cloves, minced ¼ cup chopped, fresh parsley 1 teaspoon dried basil, crumbled 1 teaspoon dried oregano, crumbled 1 teaspoon paprika 1 28 ounce can Italian plum tomatoes, drained, chopped 1 8 ounce can tomato sauce ½ cup dry red wine 16 ounces fusilli or other short pasta, freshly cooked 1 cup Grated Parmesan
Preparation time 25 minutes and cooking time 10 minutes.
Heat oil in heavy large skillet over medium-high heat. Add ground beef and cook until browned, breaking up with fork, about 3 minutes. Using slotted spoon, transfer beef to plate. Add onion and garlic to skillet and saute until onion is tender, about 5 minutes. Stir in parsley, basil, oregano and paprika and continue cooking 1 minute. Return beef to skillet, add tomatoes, tomato sauce and wine. Reduce heat to mediumlow. Simmer until sauce is thick, about 30 minutes. (Can be prepared 3 days ahead. Cover and refrigerate. Bring to simmer before continuing.) Toss pasta with sauce and ¾ cup of Parmesan in large bowl. Sprinkle remaining Parmesan over pasta. Suggested sides: any green vegetable of your choice or a side salad. Serves 6.
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Ingredients: ¼ cup soy sauce ¼ cup peeled and minced fresh ginger 2 tablespoons minced garlic ½ teaspoon red pepper flakes 2 teaspoons Asian sesame oil 1 pound ahi tuna fillet, cut into 1-inch cubes 1 small yellow onion, cut into 1-inch cubes 1 red bell pepper, seeded and cut into 1-inch pieces ½ lb. baby bok choy, coarsely chopped 5 oz snow peas, trimmed and halved on the diagonal In a bowl, combine the soy sauce, ginger, garlic, red pepper flakes, and 1 teaspoon of the sesame oil. Stir well, then divide the mixture evenly between 2 bowls. Add the tuna to 1st bowl and toss to coat well. Reserve the other half. Cover the fish and let stand at room temperature for 20 minutes. Heat a large nonstick frying pan over high heat. Add the remaining 1 teaspoon oil and coat the pan with nonstick cooking spray. Add the onion and bell pepper and toss and stir until softened, about 4 minutes. Add the bok choy and snow peas and toss and stir until tender, about 2 minutes. Stir in the reserved soy mixture and cook for 1 minute. Push the vegetables to the far side of the pan, and add the tuna and its marinade to the empty part of the pan. Toss and stir until the tuna is opaque but still pink at the center, about 2 minutes. Remove from the heat and transfer the tuna and vegetables to a warmed serving platter and serve hot. (All in one dish, don’t need any sides to go with.) Serves 4.
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EX ERC I S E Many older youth in foster care may not have been exposed to the traditional club, team or school sports due to scheduling and transportation issues, and so have had less exposure to exercise and workout opportunities than typical youth. This section, however, is dedicated to exercise as it relates to health, wellness and the idea of lifelong fitness. Though sports are very healthy activities, many young adults don’t continue to play on sports teams beyond middle school and high school. Studies show that teens that are involved in sports and/or exercise on a regular basis are less likely to get involved in drugs and alcohol, engage in unhealthy relationships or have unintended pregnancies. This section of the toolkit is designed to stimulate your thinking about ways you can interact with young adults and expose them to lifelong fitness opportunities. Ideally, everyone should get a minimum of 45-60 minutes of aerobic exercise on a daily basis, with strength and flexibility training in addition to that. The physical and
psychological effects of exercise are significant – in addition to the obvious physical benefits, exercise can improve self-esteem, alleviate or prevent depression and contribute to overall mental health. It does not necessarily need to take place in a gym or in a class, although many young people might prefer those settings. If there are hike and bike trails around your community, these are excellent sources for free exercise, and the outdoor environment also contributes to feelings of well-being. A bicycle is actually an important tool for older youth, as they may or may not be able to drive and/or have access to a car, and the bicycle serves as both transportation and exercise. Some youth may be interested in activities such as yoga or Pilates, both of which may be offered in the local YMCA. Exploring different types of exercise is another excellent relationship-building tool for caring adults and youth. Challenge yourself and the young person to experiment with new types of activities in different settings based on what your community offers. The primary goal is to establish exercise and fitness as a lifelong priority, and help the youth find multiple activities that they can do, afford and enjoy.
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H E A LT H Y S EX UA L P R AC T I C E S Teens want to learn more about healthy sex, not just sexual health. Surveys of teenagers and young adults have repeatedly shown that those populations have heard the “birds and the bees” stories more than they care to. What they want is a frank and honest conversation with an adult they trust, and in which they can ask the questions that don’t typically get answered. Recent studies by the Center for Disease Control and Stanford University predict that up to 50 percent of today’s college-aged youth are destined to get a sexually transmitted disease (STD) by the age of 25, and the United States still has one of the highest teenage pregnancy rates in the developed world, accounting for 10 percent of live births in 2010. Texas ranks third highest among the states for teen pregnancies. The most important bottom line of all these recent studies is that these eyeopening statistics may be a direct result of a lack of basic sex education. Not talking about safe sex can have disastrous consequences, like the fact that 26 percent of kids who take a vow of abstinence become pregnant within one year, and the fact that the fastest growing risk group for all STD's is youth 15-24 years old. It’s important that you do your research. One informative and accurate resource for all things sexual is Planned Parenthood or your local family planning or STD clinic, and all of their brochures are usually free. You will also find information for lesbian/gay/bisexual teens to keep them safe and healthy. Brochures are great because they are short, filled with content and get right to the point. Teenagers don’t have the time or patience to read a whole book, even if it’s about their favorite topic.
Sex and Sexuality Pre-Test Activity Are you ready to be the significant adult to answer young adults questions about birth control, dating, LGBT, pregnancy, STD’s and sex? Use the following pre-test activity of seven questions to test your comfort level and knowledge about the issues that are relevant to teens related to sex, sexuality, health and safety. Once you’ve answered the questions, refer to the answer key to see if your answers are accurate and to learn more about additional resources for each of the topics below. Remember, if you’re not comfortable talking about these issues or if you’re pushing a personal ideology or agenda, the youth is not likely to seek your counsel.
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1. If you’re not 17 yet but your boyfriend is, can he buy emergency contraception for you? 2. Is there any medical care a girl should get after she loses her virginity? 3. What should I do if my boyfriend doesn’t like to use condoms? 4. My best friend and I are both girls and we had sex, but we don’t feel that we’re lesbians. What are we? 5. How old do you need to be to buy condoms? 6. Is it safe to just use a condom? 7. Is anal sex a good way to prevent pregnancy?
7 domains - physical and mental health texas casa
A N S W ER K E Y 1. If you are not 17, but your boyfriend is, can he buy emergency contraception for you? Yes. Anyone 17 or older — male or female — can buy emergency contraception without a prescription. Emergency contraception can be purchased over the counter at drug stores and Planned Parenthood health centers.
2. Is there any medical care a girl should get after losing her virginity? No medical care is needed after you have sex for the first time, but regular medical care is necessary once you are sexually active. Sexually active women and men need to be tested at least once a year for sexually transmitted infections. Women who have vaginal intercourse need to have an effective method of birth control. And all women should start having regular gynecological exams with Pap tests after they turn 21. Regardless of whether or not you’ve had sex, it’s important to see a health care provider if you have painful periods, abnormal discharges, pain in your genital or pelvic area, or any signs of a sexually transmitted infection.
3. What should I do if my boyfriend doesn’t like to use condoms? There are alternative ways to prevent pregnancy besides using condoms, but none of them, except the female condom, also protect against sexually transmitted infections, which is why it’s good to use them as well as the pill or any other kind of birth control. Most importantly, your boyfriend doesn’t seem to be showing respect for you, your health, or your well-being if he refuses to use a condom. You should be the one that calls the shots on your own body, so if he refuses to do what you ask him to do to protect you, you may want to think about whether this relationship is working for you. Partners who care about each other do not put each other at risk. If you can’t talk this through and get the kind of love and caring you want out of your relationship, it may be time to think about moving on.
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4. My best friend and I are both girls and we had sex, but we don’t feel that we’re lesbians. What are we? It’s completely normal to question your sexual orientation at any age, but especially for teenagers. You may not identify with the labels “lesbian” or “bisexual,” and that’s okay — you don’t need to label your sexuality if it doesn’t feel right to you. Many adults and teenagers use labels like lesbian, gay, and bisexual to identify their sexuality, but some other people choose to use terms like “questioning,” or no terms at all. If you and your friend both enjoy sex with one another and you’re taking measures to keep each other safe, that’s all that matters.
5. How old do you need to be to buy condoms? Condoms are available for sale to any age and you can find them in drugstores, Planned Parenthood Centers, other community health centers, some supermarkets, and from vending machines. Individually, condoms usually cost a dollar or more. Packs of three can cost from about $2 to $6. In packages of 12 or more, condoms can cost less than a dollar each.
6. Is it safe to just use a condom? If you’re having vaginal intercourse, condoms are the best way to prevent unintended pregnancy and sexually transmitted infections. Using another form of birth control in addition to condoms does increase your protection against pregnancy. Combining condoms with hormonal birth control — such as the pill, ring, or shot — is a very effective way to prevent both pregnancy and STDs. Some kinds of birth control cannot be used together. The condom cannot be used together with a female condom because they may stick together and get pulled off or out of place, or they may cause the wrong kind of friction that can break the condom. (Never heard of a female condom? The female condom is a contraceptive device that provides a barrier between female and male genitals during sex. The female condom is a soft, loose-fitting pouch with a ring on each end. Before sex, one ring is inserted into the vagina to hold the female condom in place. The ring at the open end of the condom remains outside the vagina.)
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7. Is anal sex a good way to prevent pregnancy? Obviously you won’t get pregnant having anal sex, but both anal and oral sex still put both genders at risk of sexually transmitted diseases. Anal sex in particular is dangerous because the anus has no natural lubrication, making it a perfect host for injury and the spread of disease. What most adults may not realize is that teens are having anal sex at very high rates across the country, both as a means of pregnancy prevention and as a means of “preserving their virginity” – not exactly what anyone envisioned with the abstinence pledges.
How did you do?
Even if some of your answers did not match these exactly, you can learn more information about the technicalities. The most important aspect of these conversations is that you feel comfortable and are able to help the youth feel comfortable talking to you. Having a resource for information like this is vital for older youth, particularly in light of the very high rates of pregnancies and STD’s among older youth. For more information, visit The Mayo Clinic at http://www.mayoclinic.com/health/sex-education/CC00032
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S U B S TA N C E A B U S E I N F O R M AT I O N This is an important topic, as research has repeatedly shown that foster youth experience substance abuse issues at rates much higher than the general population. Having open and honest conversations about alcohol, tobacco and drugs can be very beneficial to the youth and will further develop a trusting relationship between the youth and a caring adult. As with most topics related to personal choices and teenagers, listening with an open mind is much more effective than issuing ultimatums, condemnations or judgmental remarks. Listening with an open mind can provide opportunities to ask or talk about what risks or consequences might be a result of choices made.
Warning signs that someone may have a substance abuse problem: relying on drugs or alcohol to have fun, forget problems, or relax having blackouts drinking or using drugs while alone withdrawing or keeping secrets from friends or family losing interest in activities that were once important performing differently in school
(such as grades dropping and frequent absences) building
an increased tolerance to alcohol or drugs — gradually needing more and more of the substance to get the same feeling
lying, stealing, or selling items to get
money for drugs or alcohol The Texas Department of State Health Services website offers helpful information about substance abuse treatment services and prevention services available throughout the state, specifically for adolescents and young adults. http:// www.dshs.state.tx.us/mhsa-sa-help/
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Another excellent resource is KidsHealth, at www.kidshealth.org, where you will find frank and straightforward information for younger children, teens and parents/caregivers. A sample listing of the information available is included below:
Tobacco: Secondhand Smoke Smokeless Tobacco Smoking Smoking and Asthma Stop Smoking: Your Personal Plan
Alcohol Alcohol Binge Drinking Coping With an Alcoholic Parent I Think I May Have a Drinking/Drug Problem. What Should I Do?
Drugs ADHD Medications Are Steroids Worth the Risk? Caffeine Drugs: What You Should Know I Think I May Have a Drinking/Drug Problem. What Should I Do? Inhalants Marijuana Prescription Drug Abuse
The site also offers gender-specific information about body image, sexuality, sexual health, and healthy relationships, all of which are topics about which foster youth need and want more information.
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M EN TA L H E A LT H I N F O R M AT I O N As with substance abuse, youth in foster care experience mental health disorders at much higher rates than other youth. Foster youth are also significantly more likely than other youth to be given psychotropic medications, according to a study of five states released recently by the Government Accountability Office. The report also found that foster youth were more likely to be prescribed five or more psychotropic drugs at an age and at doses that exceed the maximum FDA-approved levels – both of which carry serious health risks. Texas is one of the five states included in the study, which found that foster children were prescribed psychotropic drugs at rates 2.7 to 4.5 times higher than other children in Medicaid in 2008. The study also pointed out that the higher prescribing rates don’t necessarily mean that states are acting inappropriately. Psychotropic drugs have proven effective in treating mental illness, and the higher rate could be “due to foster children’s greater exposure to traumatic experiences and the unique challenges of coordinating their medical care.” The role of the CASA advocates and other caring adults in these situations is not to usurp the role of the professional, but to ensure that professionals have been adequately consulted and that the needs and particular characteristics of the youth have been considered by all. While psychotropic medications are extremely effective in many situations, they are also overused, particularly with youth that exhibit problematic behavior. Consider this example from the above referenced study:
“Ke’onte Cook, a 12-year old from Texas who testified at the Senate hearing, was on up to five drugs at a time while in foster care, including for bipolar disorder. The drugs made him irritable and exhausted, he said, caused a loss of appetite and “put me in a lightsout mode 15 minutes after I’d taken them.” Cook was adopted two years ago, and is now off all of the medications he was on while in foster care. (Gold, 2011)
7 domains - physical and mental health texas casa
The point of this example is not to advocate against the use of psychotropic medication, but simply to provide an example of ways in which medication is overused. The Family Code in Texas has now changed to require that medications be reviewed at all hearings, which was a direct response to the documented overuse of psychotropic drugs. Many of the symptoms that these medications are designed to improve could also be affected positively by stability, long-term and safe relationships and healthy lifestyles. These decisions should be left to mental health professionals, but advocates and other caring adults provide better care for the youth when they are well-informed. If you are working with an older youth that has a confirmed mental health diagnosis, or if you simply are worried that the youth may be suffering from depression, anxiety or another mental health condition, there are numerous resources that provide additional information and guidance. One such resource is called The “Actions Signs” Project, a toolkit published in October 2011 by The REACH Institute. The toolkit is designed “to help parents, educators and health professionals identify children at behavioral and emotional risk.” Developed under a contract with SAMHSA/HHS (Substance Abuse Mental Health Services Administration/U.S. Health and Human Services), the toolkit includes specific information about a wide variety of mental health disorders, a literature review, listings of advocacy agencies, and a number of very user-friendly fact sheets that could be utilized in discussions with youth. The “Action Signs” toolkit has been officially endorsed by the American Association of Child and Adolescent Psychiatry, the American School Counselors Association, the Centers for Disease Control & Prevention, and the Center for Mental Health, as well as many others. The toolkit can be found at the following link: http://www.thereachinstitute.org/files/documents/action-signs-toolkit-final.pdf Another resource is the Mental Health Practices in Child Welfare Guidelines Toolkit, published by Casey Family Programs, the REACH Institute and the Annie E. Casey Foundation. Much like the “Action Signs” Project, this toolkit has been endorsed by the American Psychiatric Association, the Carter Center Mental Health Program, the Child Welfare League of America and the National Foster Care Coalition, as well as many others. This publication addresses five major areas for children and youth in the child welfare system – mental health screening and assessment, psychosocial interventions, psychotropic medications, parent support and youth empowerment. The toolkit can be found at the following link: http://www.casey.org/Resources/Publications/pdf/MentalHealthPractices.pdf Both are extremely useful guides for those outside the mental health profession that find themselves in need of information, guidelines and supports.
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M ED I C A LLY F R AG I LE / D I S A B LED YO U T H I N F O R M AT I O N & T I M ELI N E S If the youth has a disability or is medically fragile and requires long-term care or support into adulthood, the CPS Supervisor will conduct a case review and staffing to determine if a Circle of Support (COS) is needed prior to the youth turning 16. The following list describes necessary steps to ensure adequate care and the associated timelines: When the youth is 16, consult with the Developmental Disability Specialist to ensure: Youth is placed on appropriate Medicaid Waiver lists. (age 16) Youth with substantial incapacitation are referred to DADS Guardianship (age 16) Appropriate long-term care resources through other state agencies are considered and
arranged (age 16) At age 17, contact the STAR Health and Human Services Manager to coordinate the youth’s transition to medical services that are covered by Social Security Disability (SSI) if the youth will no longer be covered by STAR Health: Transitional Medicaid/STAR Health – age 18-21 Receives information on Medical Power of Attorney (90 days before age 18) If the youth does have a DADS guardian determine DADS plan for long-term care
for the youth (ages 19-21)
7 domains - physical and mental health texas casa
MEDICAL CONSENT AND TEXAS FOSTER YOU TH When a youth is placed in care, the court or DFPS choose an individual to “consent to,” or agree with, medical care decisions recommended by the youth’s doctor. When youth turn 16 or if they were already 16 when they came into care, they have the right to request to make some or all of their own medical decisions.
Hotlines to Remember: Superior HealthPlan Network:. . . . . . . . . . . . . . . . . . 1-866-912-6283 Cenpatico (Behavioral Health)
. . . . . . . . . . . . . . . . 1-861-218-8263
NurseWise (Ask a Nurse). . . . . . . . . . . . . . . . . . . . . . 1-866-912-6283 Medical Transportation Program . . . . . . . . . . . . . . . . 1-877-633-8747 Drug Program (Prescriptions) . . . . . . . . . . . . . . . . . . 1-800-252-8263 Health Passport Help Desk . . . . . . . . . . . . . . . . . . . . 1-866-714-7996 Delta Dental (Dental Services). . . . . . . . . . . . . . . . . . 1-866-483-5708 VHP (Vision Services) . . . . . . . . . . . . . . . . . . . . . . . . 1-866-642-8959 Additional Ways to Find Healthcare: go to www.dfps.state.tx.us/txyouth/health/healthcare. asp or you visit the Texas Youth Connection website at: http://www.dfps.state.tx.us/txyouth/ default.asp to find out more about: Community Health Centers Rural Community Health Centers The People’s Community Clinic (Austin, Texas) All Texas Hospitals Rural Hospitals
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7 domains: life skills resources Life skills are fundamental to the success of any young person working their way toward adulthood. Foster youth most often enter an independent living situation characterized by a lack of support when they turn 18 years of age, whereas most of their peers in a typical home environment are gradually moving toward independence starting at that age, perhaps by living in a dorm or apartment, but usually with the support of parents helping them buy their first car, create a monthly budget and lend advice on how to navigate relationships with roommates.
The ideal solution
for youth in foster care is that they have a permanent adult relationship that allows them to move toward adulthood and independence at the same pace and with the same support afforded typical youth. Life skills are nonnegotiable; all adults must have them to achieve any semblance of success and happiness.
This leaves only two options for foster youth: we must either ensure that they have a permanent relationship with a caring adult that is committed to mentoring them and supporting them into adulthood, or we must prioritize the development of life skills that will enable them to create their own happiness and success while they are still part of the foster care system. Youth over the age of 16 in foster care do have specific rights, many of which relate to life skills and successful transitions to permanency. They are as follows: When I am age 16 and older in foster care, I also have the right: 1. To attend Preparation for Adult Living (PAL) classes and activities as appropriate to my case plan. 2. To a transition plan that includes career planning and assistance with enrolling in an educational or vocational job training program. 3. To be informed of educational opportunities when I leave care.
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4. To assistance in obtaining an independent residency when aging out. 5. To one or more Circle of Support Conference or Transition Planning Meeting. 6. To participate in youth leadership development opportunities. 7. To consent to all or some of my medical care as authorized by the court and based on my maturity level. 8. To be free from pressure to get an abortion, relinquish my child for adoption or to parent my child, if applicable. 9. To be free of unnecessary or excessive medication. 10. To request a court hearing for a court to determine if I have the capacity to consent to medical care (Sec 266.010). 11. To help with obtaining my driver’s license, social security number, birth certificate and state ID card. 12. To seek appropriate employment, keep my own money and have a bank account in my own name, depending on my case plan and age or level of maturity. 13. To receive necessary personal information within 30 days of leaving care, including my birth certificate, immunization records and information contained in my education portfolio and health passport. The development of life skills is one of the most critical areas in working with all young people, but particularly youth in foster care. It is also one of the most fully developed resource areas; information and suggestions for activities abound on the internet. The internet is actually an ideal way to utilize the information, as young people are typically so attuned to using computers as libraries, encyclopedias and as tools of communication that they are more likely to pursue the activities in this format. Below you will find a variety of resources designed to introduce youth to life in the real world and the skills required to navigate it. The websites listed below offer a variety of tools, beginning with a very important life skills assessment. Utilizing the assessment tool both prior to the beginning of life skills education and then after it is complete or in progress will provide volunteers and advocates with very useful information about what a youth has learned or not learned during the process, which allows the volunteer to tailor activities specifically to the areas of highest need. The San
Antonio CASA organization developed and implemented a life skills pre- and post- test and trained all of their advocates that work with older youth to administer the tests. As a result, they have seen a 90% increase in youths’ skill levels.
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Ansel Casey Life Skills Assessments (ACLSA): www.caseylifeskills.org Once on the website, click the Assessments tab. Here you will find free and easy to use tools to help young people prepare for adulthood. The life skills assessments provide instant feedback. Customized learning plans provide a clear outline of next steps, and the accompanying teaching resources are available for free or at a minimal cost. The Inventory has four age levels, from age 8 to adult, and assesses nine areas: career planning, communication, daily living, home life, housing and money management, self-care, social relationships, work life, and work and study skills. Supplements to the ACLSA include Education Supplements, Levels I-IV (grades 4 to post-secondary), which assess school success factors. ACSLA has both youth and caregiver versions, which may be taken online and scored for free. Students and caregivers receive a report card and have access to the “Guidebook”, which has a wealth of free and low-cost resources to address any needs that emerge in the assessment.
Our recommendation for this site is that the assessments be used as pre- and post- tests for older youth; this will provide a clear path for setting life skills goals and measuring progress. Once the pre-assessment has been completed and scored, advocates and youth can use the “Report Card” as a guide for identifying what life skills need the most attention. In addition to the Casey Life Skills web site, listed below are many other links that feature life skills curriculum, life skills adventure camps, older youth in care conferences, gender specific life skills and much more. Spending time with older youth reviewing these websites will facilitate conversation, relationships and the development of life skills that are essential to a successful transition into adulthood.
Additional Resources:
The National Resource Center for Youth Services: www.nrcys.ou.edu This website offers statistical information for each of the 50 states, information on conferences and training for advocates, volunteers and youth, and extensive resource information related to youth in foster care.
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Daniel Memorial Institute: www.danielkids.org Daniel serves more than 1,000 children and their families every day through a variety of innovative and nationally recognized programs.
Project Adventure: www.pa.org Project Adventure is a pioneer and leader in adventure-based experiential programming which uses physical exercises to build character, promote team work, and encourage responsibility.
Social Learning: www.SocialLearning.com Training resources to help children, teens and parents succeed. This site focuses on resources in the areas of teen life skills, parenting skills and agency supports.
Independent Living Resources, Inc.: www.independentlivingresources.com Independent Living Resources, Inc. (ILR), specializes in producing, researching, and marketing products for educators, human service staff, and anyone involved in youth development. The primary areas of focus are adolescents, life skills (interdependent living), foster care and adoption services, group and residential care, at-risk youth, and workplace safety for human service staff. Products include books, videos, training curricula, multimedia (CD, DVD), and Internet web-based materials.
Northwest Media: www.northwestmedia.com FosterParentCollege.com® offers innovative training for resourceful parents and other caring adults, who take self-paced classes at their convenience and wherever internet access is available, allowing them to get the training they need without the challenge of scheduling yet another piece into their busy lives and without the high cost of travel. They get instant help for pressing problems with children in their care, increasing their success as resource parents and reducing the stress that leads to burn-out and quitting.
7 domains: education Foster youth are often behind academically, both because of their experiences at home and their experiences in the child welfare system. Because they typically experience multiple placements that almost always require changes in schools and school districts, there has often been a notable lack of consistency in applying educational strategies and supports for most of these youth. The issues are many – services may or may not be continued and the transition is not likely to be smooth; academic transcripts and necessary documents may or may not make it to the new district, limiting their ability to address all the needs of the student, and the emotional stress caused by frequent moves makes it difficult for the youth to concentrate on their academic progress. Ultimately, few foster youth enter higher education, and those that do have higher dropout rates than the general population of youth. In a recent study of foster alumni in Washington and Oregon, only 1.8% of foster care alumni actually completed a bachelors degree or higher. (Improving Family Foster Care, p. 36) However, education is an area that is very critical to each foster youth’s success. Completion of a high school diploma and subsequent post-secondary education is directly linked to many benefits, both to the individual and to society as a whole. Consider the following findings from a study conducted by The College Board:
B EN EF I T S O F P O S T- S E CO N DA RY ED U C AT I O N To individuals:
The income gap between high school graduates and college
graduates has increased significantly over time. The earnings benefit to the average college graduate is high enough for graduates to recoup both the cost of full tuition and fees and earnings forgone during the college years in a relatively short period of time. Any college experience produces a measurable benefit when
compared with no postsecondary education, but the benefits of completing a bachelor’s degree or higher are significantly greater. As is the case for the individuals who participate, the benefits of higher education for society as a whole are both monetary and nonmonetary.
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by hvaldez1
There is a correlation between higher levels of education and higher earnings for all racial/ ethnic groups and for both men and women.
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To society: Higher levels of education correspond to lower levels of unemployment and poverty,
so in addition to contributing more to tax revenues than others do, adults with higher levels of education are less likely to depend on social safety-net programs, generating decreased demand on public budgets. College graduates have lower smoking rates, more positive perceptions of personal
health, and lower incarceration rates than individuals who have not graduated from college. “Higher levels of education are correlated with higher levels of civic participation,
including volunteer work, voting, and blood donation.” (Baum & Payea, 2005)
Fortunately, this is an area in which CASA advocates and other caring adults can make a significant difference, both by managing the system and providing support services to the youth. It is important that from the beginning advocates express the belief that the youth is capable of graduating from high school and college, and that they continually look for ways to encourage and support the youth in that goal. Setting high expectations and achievable goals, then providing the support required to meet those goals, is an essential element in breaking the cycles of poverty and failure that so often plague foster youth as they become adults.
The following page is a checklist to help ensure that a child’s academic record is intact; the items on this checklist are standard documents that should follow every child from school to school. Often the education portfolios are incomplete and transitioning foster youth lose precious academic time waiting for their records to follow them to their new placement. CASA volunteers, staff and other caring adults can improve the process by utilizing this checklist with school staff and caseworkers to ensure that documents are transferred in a timely manner.
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EDUCATION PORTFOLIO DOCUMENTATION CHECK LIST All Children & Youth: Report cards (current school year) Transcripts Birth certificate (copy) Immunization records Placement authorization forms List of medications taken during the school day (the caseworker should give a copy to the school nurse) Standardized test scores School withdrawal documentation (if applicable) Copy of social security card Correspondence to and from the school
Special Education or Section 504 Services: Notices of Admissions, Review, and Dismissal (ARD) meeting for the current school year Results of the child's Full and Individual Evaluation (FIE) or current assessments and evaluations of tests offered by the school district Results of the child's Individualized Education Plan (IEP), updated annually (ARD meeting paperwork) Current Individual Family Service Plan (IFSP) Documentation of services provided under Section 504 Individual Transition Plan or Summary of Performance (9th-12th grade)
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WHAT YOU CAN DO TO ADDRESS PROBLEMS/CONCERNS Several of the most common educational concerns are listed below, along with some recommended strategies:
Difficulty reading Encourage the student to read – take a trip to the library or bookstore, choose new
books, and just make time to read together in a pleasant environment Ask teachers or counselors for help Ask about tutoring services
Trouble Staying on Task Suggest some form of exercise between school and study time. Suggest that the student sit close to the front of the classroom; explore whether there
are too many distractions during study time, such as music, television, etc.
Bored, Unmotivated Often, students are bored because they
aren’t being challenged or if classes are too hard. Make sure the student is challenged and encouraged in the classroom; the teacher may be able to provide additional workbooks or projects. Identify a theme or topic that the student
enjoys and ask the teacher to provide opportunities for work in that area.
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Not Doing Homework Discuss the concern with the student to address reasons for the issue, then create
solutions to eliminate the conditions. Create an incentive plan for the student that rewards him/her for timely completion. Ask for frequent reports from school about the student’s progress.
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Regularly Skipping Classes or School Have an open discussion with the student, and utilize
some of the activities in the Toolkit related to education and employment as a means of emphasizing the importance of education. Try to solve the root issues. Ask for a report from the school about the student’s
academic and social progress. Monitor attendance electronically on parent sites such
as Gradespeed.
Few or No Friends Talk with a counselor or school social worker about
ways to help the student make friends. Look for clubs, activities, sports he/she may be
interested in joining. Plan fun activities and allow the student to invite
someone else along.
Bullying Talk to the student about why s/he thinks the fighting is happening. If the bullying is occurring at school, help the youth identify an adult in the building
with whom s/he feels comfortable and make them aware of the situation. Ask a counselor or social worker to speak with the students about their conflict. Work with the teacher, social worker, or principal to make changes in the youth’s
schedule or classroom to separate the student from the bully.
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OTHER RESOURCES FOR EDUCATIONAL SUPPORT Many foster youth will need support in areas in addition to academic tutoring. For example, many have poor time management skills and study skills, and may need help preparing for college entrance exams such as the ACT and SAT, writing college essays, and completing applications for colleges, universities, or trade schools. There are numerous sources of support for these activities, both on the internet and through schools and nonprofit organizations. The following list offers a few examples of on-line support services:
How to Study.com – offers many suggestions and techniques for taking notes, developing good listening skills, test taking strategies, and more. This is an excellent source for volunteers to get ideas for activities to explore with youth. www.how-tostudy.com
ACT & SAT Preparation – Free on-line preparation for the ACT, the SAT, and the GRE. Includes sample tests, as well as an option for adults to sign on as a coach to a particular youth and monitor their progress, provide encouragement and assistance, and help with practice sessions. www.number2.com Academic Tutorials – free on-line tutorials in a huge variety of academic subjects, including vocational and technology skills, high school and college courses and financial literacy. www.khake.com/page67.html
Pursuing a General Equivalency Development (G.E.D.) – check with the closest community college, Education Service Center or your high school counselor for information about completing the application and taking the test. Community colleges also offer classes to help prepare for the test. There are on-line testing centers, but they are considerably more expensive. The following site is an excellent resource for youth who have decided on this path: http://careerplanning. about.com/od/exploringoccupations/a/hs_diploma.htm
It provides a comprehensive list of jobs and careers that are available to people with a GED, as well as information about market demands for those positions, training requirements, salaries, etc.
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WHAT IS COLLEGE READINESS? College readiness can be defined operationally as “the level of preparation a student needs to enroll and succeed — without remediation — in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program.” As the concept of college readiness has expanded over the last decade and schools have begun to prepare students more and more to meet college readiness standards, the definition has been expanded to include a variety of skills, abilities and attitudes across a wide range of emotional and cognitive domains. Many of these fall into the categories of key cognitive strategies, and include such things as analytical skills, problem-solving and reasoning. Content knowledge is another key area; for example, the ability to write well is the academic skill most closely associated with college success, but mastery of the major concepts in math, science and social sciences is also very important.
In the Permanency Planning Toolkit, we have chosen to focus on development of the skills that lend themselves best to interactions between the youth and volunteers or mentors. This includes study skills, time management, persistence, and all of the skills related to choosing a college, applying successfully, securing financial assistance, obtaining suitable housing, developing supportive relationships and understanding how to adjust to college once they arrive. We offer these recommendations, based both on the research on access to postsecondary education for under-represented youth in general and on research and practice with youth in foster care: 1. Foster high academic aspirations. 2. Encourage long-term planning for postsecondary education. 3. Stress rigorous academic preparation. 4. Support students in taking standardized tests. 5. Support students in choosing, applying for, and enrolling in postsecondary education. 6. Help students apply for and get adequate financial aid. 7. Engage young adults who have missed out on postsecondary preparation. 8. Help students adjust to and complete their college or training program. (It’s My Life - Postsecondary Education. Casey Family Programs, p. 11)
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WHY IS IT IMPORTANT? College differs from high school in many obvious—and not so obvious—respects. “College is the first setting where we expect young people to function as adults, not large children. Almost all the rules of the game that students have so carefully mastered over the preceding 13 years of schooling are either discarded or modified radically. The student-teacher relationship changes dramatically, as do expectations for engagement, independent work, motivation, and intellectual development. All this occurs while young people are also grappling with significant independence from their families and with the transition from childhood to adulthood. It is not surprising that moving from high school to college is one of the most difficult transitions that many people experience during their entire lives.” (Conley, p. 2) The transition to college includes an element of culture shock for students, which is more severe for students from some communities than for others. Access to information about the culture of college helps students understand how to interact with professors and peers in college and how to navigate college as a social system and learning environment. Students from small, rural communities may experience this type of culture shock more than others, as it is even less likely for students from these small communities to go to college. Many may be first generation college students, and so would not have parents that were familiar with and helped them prepare for a college experience. CASA advocates and other caring adults can be very helpful in this process, particularly as it relates to sharing stories, setting expectations and providing emotional support.
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CRITICAL TIMELINES AND RESOURCES Ages 14-15
Introduction to Higher Education opportunities through campus tours
and other activities. Start with local colleges and universities, then identify other possible trips based on the youth’s interests.
Age 16
Eligible for Tuition and Fee Waiver Exemption for high school dual
credit courses. For more information: www.texasfosteryouth.org/ downloads/tuition_waiver.pdf May take PSAT and/or PLAN tests to help prepare for SAT and ACT
in the following year.
Ages 16-23
Eligible for the (ETV) Education and Training Voucher. For more
information: www.dfps.state.tx.us/child_protection/preparation_for_ adult_living/etv.asp Junior year in high school - take SAT and ACT exams.
Age 18
Review educational needs and identify necessary requirements for High
School graduation (including credit recovery). A high school counselor can help with this. For more information: www.tiva.org/tivanew/ node/107
Senior year in high school - retake SAT and ACT exams if necessary.
Apply for colleges or trade schools.
Age 18
Should receive Department of Family and Protective Services (DFPS)
Education Portfolio 90 days before 18th birthday. For more information: www.dfps.state.tx.us/handbooks/CPS/Files/CPS_pg_4360.jsp
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PROGRAM RESOURCES The following programs offer a variety of supports for disadvantaged and first-generation college students aimed at helping them graduate successfully from high school and then from college. Check with the guidance counselors at your student’s school for information on these and other programs.
Upward Bound Upward Bound programs benefit students from low-income families and/or families in which neither parent holds a bachelor’s degree. Upward Bound also serves low-income, firstgeneration military veterans who want to go to college. Providing “college-prep” instruction in five academic areas (math, lab science, composition, literature, and foreign language), the overall mission is to support and prepare students to go to college by ensuring they are successful in high school. Students in Upward Bound programs receive college planning counseling (academic, financial, and personal), tutoring, mentoring, test prep assistance, aid with their college applications and the college admissions process, and access to volunteer or work/study opportunities that expose them to pre-college career education. http:// www2.ed.gov/programs/trioupbound/index.html
Upward Bound Math and Science These more academically specific Upward Bound college-prep programs are geared to developing the math and science skills of participating students through year-round counseling, intensive summer enrichment programs in math and science, computer training, and collaboration with university math and science faculty members on guided research projects. Their purpose remains the same as the other Upward Bound programs—to encourage success in high school and subsequent enrollment in postsecondary education.
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Talent Search The primary purpose of the Talent Search program is to reduce the high-school-dropout rates of disadvantaged students while simultaneously increasing college-enrollment rates of those wanting to get into college. Talent Search programs actively seek out disadvantaged students with an identified potential to succeed in high school and then provide them with academic, career, and financial counseling. Programs also assist on a number of other aspects of college planning/college prep: preparation for college entrance exams, mentoring, obtaining financial aid, visiting college campuses, and applying to college. www2.ed.gov/programs/triotalent/index.html
Student Support Services (SSS) Just as the Talent Search programs seek to increase high school graduation rates, SSS seeks to increase college retention and graduation rates. For disadvantaged students who successfully get into college, the assistance and mentoring provided through Student Support Services is designed to ensure that their success continues all the way through graduation. Students build a solid college plan, are provided tutoring to help them complete basic college requirements, other academic course work, and to help them develop good study skills. They are also provided with counseling, assistance with applying for and obtaining financial aid, mentoring, and additional services for students less-than-proficient in English. Under some circumstances, students may also receive direct financial assistance through SSS grants. www2.ed.gov/programs/triostudsupp/index.html
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7 domains: employment T H E WO R LD O F EM P L O Y M EN T Youth in foster care have missed many of the opportunities children growing up in typical family homes enjoy. This includes experiences such as selling lemonade in the neighborhood, learning to make change at a garage sale, exploring possible careers through parents and family friends, working part-time jobs and many more. The end result is that foster youth need additional assistance in areas such as exploring their interests and talents, identifying career paths and mastering things such as basic workplace skills. And, foster youth aging out of care simply have fewer connections – to education and training, to caring adults, to mentors, and to their own personal qualities of discipline and motivation. Career and employment success for foster youth must therefore be rooted in an ongoing journey connecting parents, caregivers, friends, communities, schools, mentors, and advocates that provide for these "missed" opportunities. This network should provide a caring and enduring sense of stability while young people are getting the skills necessary to function as adults.
All of the tools provided here serve as a way for caring adults to engage youth in meaningful conversations about their future. The activities described are designed to help build trust and create the dialogue necessary for helping young adults realize their potential and reach their life goals. We have included a number of internet resources to further these explorations; with its relative ease of access and capacity to deliver content, the Internet is an ideal medium to provide youth with the tools and resources needed to effectively seek income-earning activities. This may be of particular importance to youth living in rural areas who traditionally have not had easy access to this information. Also included are several youth inventory checklists that focus on different interests and career types. It is our hope that these tools will give caregivers, providers and advocates a chance to explore a wide array of career options with older youth, and to begin the process of identifying educational and career paths that lead youth to employment success.
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I N T RO D U C T I O N T O T H E YO U T H C A R EER I N T ER E S T C H E C K LI S T S The career interest checklists on the following pages are broken out into 6 broad interest categories - Artistic, Conventional, Enterprising, Investigative, Realistic and Social. These checklists were adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/. Working with the youth, select the checklist that is most appealing based on their current interests and skills, and work through the list. Ultimately it will be most helpful to review all six check lists; with an adult’s help, the youth should identify career/job options they are interested in learning more about. Once the youth has identified their career/job interests, together you can explore more details about each one. For detailed information about each of the careers/jobs listed on the checklists, go to www. mappingyourfuture.org/planyourcareer/careership/. Type in the career and you can learn all about career descriptions, tasks involved, interests, and requirements for education, training, experience, knowledge and skills, as well as related careers, wages and employment opportunities by state. After you have completed this activity we suggest that you move to the next tool in the Toolkit, called “3 Steps to Guiding Youth Toward Employment”. This tool will help you take youth through an exploration of their vision, interests, strengths, resume building, portfolio development and many other things that will prepare them for employment.
A D D I T I O N A L AC T I V I T I E S : Take young people to work: Take young people to visit your workplace. Have them follow you or other employees around as you do different tasks to learn what kind of work is done, and engage them in conversation with employees about how they secured this job and what they like about it.
Volunteer in the community: Encourage young people to volunteer at places like the library, the Humane Society, a hospital, or an after-school program for younger children so they can learn about different jobs. Talk to them about what they liked or didn’t like about their volunteer activities.
Why work? Challenge young people to name ten reasons why people work. Ask friends why they work and what kinds of things they are able to do (pay for a car, buy more clothes) or not do because they have a job.
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Working for what you want: If young people aren’t old enough to be employed but want extra spending money, explore jobs like mowing lawns, cleaning up a neighbor’s yard, selling lemonade, or helping a senior citizen with computer skills (and nurture young entrepreneurs in the process).
Sharing your experiences: Share memories of your first jobs. Talk about what you liked and didn’t like, and how you felt when you began working. Talk about what you learned. This helps young people understand that their first job won’t be their last, and that we all move on to better jobs. Working in your area of interest: Help young people explore areas of interest when thinking about what their first job should be. If they really like pizza, they could try working in a pizza parlor; if they love clothes, they could apply at a clothing store in the local mall.
Looking for a job: Ask young people to list the different ways they could find out about a job. Have them ask their working friends or siblings how they heard about their jobs. If they know someone who works at a place where they would like to work, encourage them to ask that person about job openings.
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YOU TH INTEREST INVENTORY Artistic: Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
Art Directors
Craft Artists
Commercial and Industrial Designers
Fashion Designers
Music Directors
Musicians
Graphic Designers
Interior Designers
Film and Video Editors
Hairdressers/Hairstylists
Interpreters and Translators
Photographers
Editors
Radio and Television Announcers
Floral Designers
Preschool Teachers
Clergy
Public Relations Managers
Vocational Education Teacher
Special Education Teachers
Sound Engineering Technicians
Recreational Therapists
Child Care Workers
Painters, Sculptors and Illustrators
Animators
Stone Cutters and Carvers
Desktop Publishers
Copy Writers
Reporters and Correspondents
Art, Drama and Music Teachers
Architectural Drafters
Philosophy and Religion Teachers
Advertising and Promotions Managers
Adult Literacy, Remedial Education and GED Instructors
Musical Instrument Repairs and Tuners
Head Cooks
Communications Teachers
Marine Architects
Biochemists and Biophysicists
Broadcast News Analysts
Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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YOU TH INTEREST INVENTORY Conventional: Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Controllers
Insurance Appraisers, Auto Damage
Insurance Adjusters
Loan Officers
Accountants
Occupational Health and Safety Technicians
Tax Preparers
Cashiers
Pharmacy Aides
Telephone Operators
Bookkeepers
Tellers
Receptionists and Information Clerks
Legal Secretaries
Computer Operators
Data Entry Keyers
Aviation Inspectors
Parking Lot Attendants
Freight and Cargo Inspectors
Stock Clerks – Stockroom, Warehouse, or Stock Yard
Construction and Building Inspectors
Graders and Sorters, Agricultural Products
Mail Carriers
Parts Salesperson
Travel Agents
Gaming Surveillance Officers and Gaming Inspectors
Immigration and Customs Inspectors
Short Order Cooks
Court Reporters
Paralegals
Computer Software Engineers, Systems Software
Computer Programmers
Network Designers
Actuaries
Construction Managers
Lodging Managers
Marketing Managers
Surveyors
Purchasing Agents Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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YOU TH INTEREST INVENTORY Enterprising: Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
Chief Executives
Advertising Managers
Financial Managers
Crop and Livestock Managers
Gaming Managers
Lodging Managers
Mailmen/Mailwomen
Construction Managers
Meeting and Convention Planners
Lawyers
Judges
Hearing Officers
Public Relations Specialists
Copy Writers
Criminal Investigators and Special Agents
Supervisors of Landscaping/Lawn Service
Gaming Supervisors
Skin Care Specialists
Insurance Agents
Retail Sales Person
Travel Agents
Real Estate Sales Agent
Telemarketers
Farm Labor Contractors
Aircraft Cargo Handling Supervisors
Air Traffic Controllers
Cargo and Freight Agents
Customer Service Representatives
Travel Guides
Flight Attendants
Recreation Workers
Hotel, Motel and Resort Desk Clerks
Editors
Art Directors
Music Directors
Umpires and Referees
Fashion Designers
Farmers and Ranchers
Web Administrators
Range Managers
Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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YOU TH INTEREST INVENTORY Investigative: Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. Computer Programers
Animal Scientists
Biologists
School Psychologists
Nutritionists
Medical Doctors (all types)
Fire Investigators
Chiropractors
Registered Nurses
Range Managers
Criminal Justice and Law Enforcement Teachers
Social Work Teachers
Foresters
Computer Support Specialists
Web Developers
Lawyers
Paralegals and Legal Assistants
Creative Writers
Camera and Photographic Equipment Repairs
Heating and Air Conditioning Mechanics and Installers
Criminal Investigators
Construction and Building Inspectors
Dentists
Sociology Teachers
Mental Health Counselors
Substance Abuse Social Workers
Food Science Technicians
Financial Analysts
Statisticians
Optometrists
Speech-Language Pathologists
Explosive Workers/Blasters
Police Detectives
Coroners
Computer Software Engineers
Electronics Engineers (not computers)
Wildlife Biologists
Market Research Analysts
Anthropologists
Political Scientists
Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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YOU TH INTEREST INVENTORY Realistic: Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and realworld materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Surveyors
Civil Engineers
Technicians (Electrical, Mechanical, Medical, etc.)
Fish and Game Wardens
Firefighters
Corrections Officers
Veterinary Assistants
Chefs
Landscape Workers
Animal Trainers
Construction Carpenters
Electricians
Farmers and Ranchers
Nursery Workers
Automotive Master Mechanics
Commercial Divers
Bakers
Butchers
Agricultural Inspectors
Animal Breeders
Semi Conductor Processors
Jewelers
Commercial Pilots
Sailors
Aviation Inspectors
Sales Workers
Postal Service Mail Carriers
Oral Surgeons
Veterinarians
Dental Hygienists
Coaches
Soil and Plant Scientists
Computer Hardware Engineers
Aerospace Engineers
Computer Support Specialists
Crop and Livestock Managers
Network Designers
Nuclear Engineers
Archeologists
Set and Exhibit Designers
Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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YOU TH INTEREST INVENTORY Social: Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Park Naturalists
Mental Health Workers
Substance Abuse Social Workers
Probation Officers
School Counselors
Public Health Social Workers
Mediators
Cultural Studies Teachers
Nursing Instructors
Recreation and Fitness Studies Teachers
Farm Management Advisors
Computer Science Teachers
Occupational Therapists
Physical Therapists
Athletic Trainers
Respiratory Therapists
Home Health Aides
Tour Guides
Nannies
Fitness Trainers and Aerobics Instructors
Concierges
Life Guards
EMS and Paramedics
Medical Assistants
Dental Hygienists
Audiologists
Obstetricians and Gynecologists
Pediatricians
Chiropractors
Coaches
Forestry and Conservation Science Teachers
Human Resource Managers
Librarians
Music Directors
Anesthesiologists
Fire Fighters
Sheriffs and Deputy Sheriffs
Legislators
Hair Stylists
Flight Attendants
Adapted from similar checklists found on the website Mapping Your Future at www.mappingyourfuture.org/planyourcareer/careership/.
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3 S T EP S F O R G U I D I N G YO U T H T OWA R D E M P L O Y M EN T Developing employability for young people requires early, coordinated, and ongoing efforts to help them: 1. learn about themselves, 2. expand their knowledge of options available to
them, and 3. set and achieve their employment goals. The purpose of this tool is to assist advocates, staff and volunteers in having meaningful employment discussions with youth as they plan for permanency. To begin this process we suggest you first use the Youth Interest Inventory Check Lists found on the preceding pages. Together, adults and youth can explore a list of employment opportunities designed to narrow down employment options based on the youth’s strengths and interests. Once the youth has researched and identified various employment/ career interests they are ready to participate in the following activities and discussions.
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Visioning – youth must explore questions such as: How do I see myself? What type of things do I want to own? What is my ideal living environment? What types of relationships am I involved in and what type do
I want that I don’t have? Do I want an 8:00 am - 5:00 pm job? Do I want to travel or do other things in the future? For more ideas and activities, check out the Personal Vision
Workbook at www.youthjobs.ca/documents/Personal_Vision.pdf
S T EP 1: WHO AM I AND W H AT D O I WA N T I N M Y LI F E ?
Values, Interests and Personality (V.I.P.) What are the standards I live by? Is money or meaningful work more important to me? Would I enjoy working alone or in a group more? What kind of supervision brings out my best qualities? Take an interesting Work Values Quiz at
www.jobsetc.gc.ca/toolbox/quizzes/values_quiz.do?lang=e Take a Learning Styles Quiz at
www.jobsetc.gc.ca/toolbox/quizzes/mi_quiz.do?lang=e
Skills What would I tell an employer about my skills in the areas
of problem-solving, time management, creativity or decision making? Find out more about the four types of skills — Essential,
Work-Related, Transferable and Personality — and assess your own at www.youthjobs.ca/skills.html
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Career options – Explore the difference between a career and a job - a job is something you usually do on a temporary basis whereas a career is what you hope to do as your lifetime work. It’s important to help older youth make the distinction between a career and a job so you can guide them toward employment choices that fit their current needs and desires.
Entering the job market - 80%-90% of the jobs available are never posted publicly, which means that if your only resource for finding a job is through public advertising you will be exposed to about 10% of the opportunities in the job market. Learn to explore other options via personal relationships and community connections.
S T EP 2: W H AT A R E M Y OP TIONS?
Networking – If the majority of the desirable jobs are typically filled through “networking” then this is just another persuasive reason for encouraging youth to develop positive long-term relationships. Advocates, volunteers and staff should encourage youth to think about their employment “network” as they build their Circle of Support.
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Skills Development – It is challenging for youth to develop skills without experience and yet it’s difficult to get a job without skills and experience. Encourage youth to get involved in school clubs or to become a community volunteer in order to begin developing employment skills. The United Way is an excellent resource to start your search for community volunteer opportunities.
Education/Training – Research has consistently shown a link between higher levels of education and higher income levels for all races/ethnicities/genders. The benefits of a college degree are substantial, but even some college produces a measurable benefit when compared with no post-secondary education at all. Making this link for youth is an important part of permanency planning. Activity Suggestion – Take the employment opportunities
S T EP 3: W H AT ’ S N EX T ?
that the youth selected on the “Youth Interest Inventory Check List” and go to www.mappingyourfuture.org/PlanYourCareer/ to research the earning potential and education needed to qualify for the jobs/careers they selected.
Activity Idea: Planning for Your Future – an extended look at budgeting and planning for adult life. This activity is explained in detail immediately following this section.
Resumes – Building an attention-getting resume and developing interviewing skills are two key areas in which most youth in foster care get little practice, and yet it is key to their success. Check out the Employability Workbook at www.youthjobs.ca/resumes.html. It has all the tools you need to assist youth in creating a resume and helping them prepare for an interview, including sample questions that could be used for a mock interview session.
Portfolios – Foster youth are, unfortunately, moved from house to house far too often and don’t have the benefit of a parent that lovingly collects evidence of their life’s progress in the form of scrapbooks and portfolios. As youth begin to plan for permanency they will not only need to keep up with school records, birth certificates and other standard documents, they will also need to collect the things that represent their uniqueness, talents and awards to facilitate their educational and employment pursuits.
Activity Idea: Ask youth to bring one item that illustrates a talent of theirs, one that represents what they are most proud of and one that tells a story they would want someone to know about them. Each time you get together you can ask the youth to bring something to add to their portfolio. Portfolios can be kept in a book or binder or they can be electronic files; you should work with the youth to decide which format will be easiest for them to keep up with and which format they are most likely to continue building. Ideally, the portfolio will tell the story of their life. For more information and activities such as interview preparation and writing cover letters, visit www.youthjobs.ca.
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P L A N N I N G F O R YO U R F U T U R E ED U C AT I O N A N D EM P L O Y M EN T AC T I V I T Y
The purpose of this activity is to help close the reality gap between the youth’s employment goals and vision of the future compared to their current educational performance and associated goals. All information needed for this activity can be found on the internet.
S T EP 1: Assist youth in exploring the different types of apartments available and the types of leasing arrangements they might consider, e.g. roommates, renting a room, living alone, etc. Have the youth identify the type of apartment/space they would like to have, and determine the cost. Investigate the possibility of sharing expenses with a roommate and the budgetary impact, as well as the cost of furnishing an apartment and utility bills. Assist youth in exploring the various lease options, determining the financial differences and risks involved in signing a short term lease versus a longer term lease, etc. Once the apartment and living arrangements have been identified, calculate the total monthly cost for the apartment and utilities. (Another useful activity might be to explore sources for used furniture, i.e. Craig’s List, Goodwill, garage sales, etc., and compare prices between new and used furniture.)
S T EP 2: Assist youth in identifying a car they would like to purchase, determine the total purchase price, loan terms and monthly payment amount. There are multiple sites on the internet for auto payment calculators. Next, determine different rates of auto insurance and investigate the relationship between insurance rates, age, driving record, and type of vehicle being purchased. Assist youth in calculating the actual cost of the vehicle over the time needed to payoff the car loan, thus calculating the overall cost of the loan. What other costs are involved in owning a car? Determine the tax, title, and license costs. What factors influence these costs? Inspections? How much is the cost of the annual renewal of the license tag? Once the total expenses related to car ownership have been identified, determine a monthly budget figure for car, maintenance, insurance and gas.
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S T EP 3: Create a monthly budget that includes the calculated costs for the desired living arrangement, transportation, food and other associated costs. Assist youth in investigating what sort of careers would offer a salary which would allow for the lifestyle the youth has chosen, then identify the level of education and training required for those careers.
I N T EN D ED O U T CO M E S : a. Youth will have a better understanding of what types of jobs/careers will help them reach their goals and vision for independence. b. Youth will make a connection between their current education performance/goals and the education plan needed to pursue the job/career of their choice. c. Youth will see the need for maintaining healthy adult connections and have greater buy-in for participating in the permanency opportunities offered to them through the foster care system. alesia 17
G U I D ED Q U E S T I O N S : a. What is your current grade average in school? b. Are your grades where you need them to be to get the job you want? c. What are some things you would like to add to your permanency plan to reach your employment goal? d. What can I do to support your efforts? e. Would you like to meet or talk with someone that does the kind of work you would like to do?
This activity created by Copia Consulting, LLC.
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7 domains: housing G E T T I N G I T A N D K EEP I N G I T Finding and keeping appropriate and affordable housing is one of the most difficult challenges foster youth face. The data bears this out: most studies show that between 20 and 36 percent of homeless people have been in foster care, compared with less than 2 percent of the overall population. One national study reported that one in five youth that show up at homeless shelters came there straight from a foster care placement, and one in four had been in foster care in the previous year (Casey Family Programs, It’s My Life – Housing, p. 9).
There is also an intergenerational link between foster care and homelessness: Homes for the Homeless reports that the head of a typical homeless family today is an unmarried 20-year-old mother with one or two children under the age of 6. As the report states: “There is a one in five chance that she was in foster care as a child; if so, she is more than twice as likely as other homeless mothers to have an open case of child abuse or neglect with a child welfare agency.” (It’s My Life – Housing, Casey Family Programs, p. 10). Even though youth are legally considered adults at the age of 18, most typical youth are not expected to assume total responsibility for their own housing and related expenses at that age. Ironically, foster youth, who are likely to be less prepared than a youth that grew up in a family home, are almost always expected to manage this on their own. Even though federal and state legislation has improved somewhat in recent years to allow additional funding supports for youth that have emancipated, it is still highly unrealistic to expect them to be successful on their own.
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For this reason, it is important for foster parents, CASA advocates and other caring adults to begin planning and developing skills and awareness at an early age. In this section of the Toolkit, readers will find a variety of useful checklists to help assess skills and abilities, ensure that a youth is informed and ready for the responsibilities of life on their own, and to help map out their pathways towards independence. Casey Family Program’s publication entitled It’s My Life: Housing outlines four key recommendations to help young people get and keep safe and affordable housing. They are as follows: 1. Start early to build a strong foundation of life skills education and practice. 2. Explore housing options and finances with young people. 3. Make and implement a housing plan that includes contingencies, and follow up to ensure that young people have a safe, affordable place to live after they leave care. 4. Develop housing connections within the community to benefit young people transitioning from care. In an ideal world, the milestones for a youth’s housing situation would look very similar to this: At 14-18 years of age a young person should be in a home with caring adults. Between the ages of 18-23, a young person should either still live in a home with
caring adults or in a college dorm with a home to go to during the holidays and during the summer.
By age 23 and beyond, young adults are ready to live independently, but should be connected to at least one caring adult and hopefully more.
Unfortunately, in the world of foster care, a youth’s process towards independence rarely looks anything like this; rather, it is much more likely to be precipitous and to be characterized by a lack of planning. The importance of an early start cannot be overemphasized; in fact, we believe that planning should begin ideally at the age of 14, and by the age of 16 at the latest.
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H OW T O G E T S TA RT ED The following pages include a Housing Life Skills Checklist, which advocates and other caring adults should begin using in their work with youth as soon after the age of 14 as possible. The life skills check list along with the employment and education activities in this toolkit will require youth to create and collect products that will be useful as they begin finalizing their housing plans. This section also includes a table that outlines several housing and financial assistance options and a budgeting template with standard guidelines. Each of these tools will provide excellent opportunities for conversation, activities and exploration with youth. We suggest that youth use an on-line file storage system such as Drop Box - www.dropbox.com - or Amazon Cloud Drive https://www.amazon.com/clouddrive?_encoding=UTF8&ref_=sa_ menu_acd_urc2 as a repository for the portfolio items that are essential components of their housing plans. These systems provide free on-line storage and they allow access to files from any computer, so if a youth does not have a computer of his or her own they can gain access to their files from public computers. Since foster youth are often moved from place-to-place, the transfer of their education records and important documents like birth certificates, social security cards, etc. tend to get lost in the shuffle. Using an on-line storage system will prevent a young person from losing their documents or having to wait for someone else to transfer their information. A list of documents that should be included in the youth’s portfolio follows:
Portfolio files for housing plan: Housing Options – Should include the list of options the young person is considering, i.e. apartments, dorms, roommate situations, etc. and the initial and ongoing costs of each. Ultimately, the plan will identify the young person’s final housing choice during their last year in care.
Housing-Related Financial Resources - This should include the steps for researching the various resources and application processes, as well as applying for funds. There is a similar section regarding finances related to housing that is a part of the activities in the employment section of the toolkit.
Budgets – This should include both initial move-in and ongoing living expenses. See the employment section of the toolkit for an activity related to creating a monthly budget. The Casey Family Program’s publication It’s My Life – Housing also has a similar activity entitled “Help Young People Explore Housing Finances” on page 32.
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Housing Associated with Training or College (such as a dorm) - The plan must address where they will live before the program begins and during vacations.
Move to the New House – This includes getting their possessions to their new home, and what their moving-related costs will be. Youth should obtain bids from at least three different professional moving options, all of which can be done on-line by going to the moving company web-site and filing out the moving inventory list. If the youth is going to use friends and family they will need to make arrangements, checking availability and identifying ways to pay for the help. If friends and family don’t want to be paid for their help, then make sure the youth understands basic things such as how to say thank you by feeding their volunteers while they work, or perhaps buying them dinner.
Contingencies and Follow-Up - What they’ll do, for example, if they don’t get space in the dorm, are found to be ineligible for Chafee support for move-in costs, or if they become homeless for some reason after they’ve moved in. Include contact information for adults and information about programs that could help in an emergency, as well as fallback housing options and financial resources. We have included checklists and lists of resources on the following pages that will assist you in developing a well-rounded housing portfolio for youth. The internet is a wonderland of resources in this area. Check out websites such as: www.myfirstapartment.com www.wikihow.com/Move-Out-of-Home-Into-Your-First-Apartment www.apartmentfinder.com
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H O U S I N G LI F E S K I LL S C H E C K LI S T What Young People Need to Know to Find, Get and Keep Housing Housing wants and needs: Created a list of housing wants and needs. Compared housing options against personal needs. Exploring a range of housing possibilities: Has identified the kinds of housing available in the community, such as apartments, rooms for rent, houses, public or low-income housing. Looking for, applying for, and getting housing: Identified resources available to help with the housing search. Explored and discussed the pros and cons of shared living and roommates. Identified some ideas for selecting a roommate. Has accessed the internet to search for housing. Has practiced filling out applications for housing. Understands what a credit report, deposit and co-signers are. Has compared two or more housing choices based on his or her criteria. Has seen an example of a lease and can explain the rights and responsibilities of tenants and landlords.
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Moving in and setting up a household: Has created a list of items needed such as furniture, kitchen equipment, towels, and linens. Understands how to set up telephone, utilities, mail service, etc. Can determine if repairs are needed, and identify who will pay for them. Knows about renter’s insurance and the benefits of having it. Has identified a resource and cost for getting renter’s insurance. Keeping housing: Can explain what it means to extend a lease legally. Can explain the consequences of breaking a lease. Has been taught how to resolve issues with landlords. Has a monthly budget that represents financial obligations. Understands that rent may increase and how rent subsidies may change. Has practiced shopping for household supplies, furniture, appliances, and home electronics. Has been taught how to make agreements to share responsibilities for the lease, pay for rent and utilities, share chores and items around the home, etc. Knows how to shop for and prepare food. Has been taught how to solve problems with roommates. Knows how to use cleaning equipment and knows cleaning techniques-for example cleaning bathrooms, changing sheets, vacuuming, etc. Knows how to use home tools safely. Can explain ways to prevent home fires. Can explain how to respond in case of fire. Knows how to child-proof a house (if youth is a parent).
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Can list essential items for a first aid or emergency household kit. Knows how to keep safe on the telephone and on the internet. Can describe what would be considered a household emergency and who they should contact. Knows how to end services and transfer utilities, phone, mail to a new address, etc.
Documents Youth Should Have When Transitioning The following items are essential documents that the youth should have in their possession. Ideally, you would also scan these documents and store them on-line with the youth’s other portfolio documents. These can be obtained through the DFPS/CPS caseworker. Transition Checklist A certified copy of his or her birth certificate; A Social Security card or a replacement Social Security card; A personal identification certificate issued by DPS; The youth’s immunization records; Information contained in the youth’s health passport; Proof of enrollment in Medicaid, if appropriate; Medical Power of Attorney, Form 2559 A and B; and A Driver’s License
Housing Assistance and Other Benefits The following pages include a table that outlines a number of federal, state and local benefits that foster youth may be eligible for, inclusive of housing and utility assistance and food support. This information can be found in Casey Family Program's It's My Life Book.
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Type of financing Chaffee Foster Care Independence Program (CFCIP) financial support for young people who have been in foster care
Who is eligible
Description
Can provide a direct housing subsidy (including room and board assistance) as Young people likely to remain well as services to help young in foster care people look for, until age 18 and those who get, and keep housing have aged out of foster care but are under age 21 State-determined on the following federal criteria:
Benefits
Potential Limitations
Available in every state
Funding is limited
Can be spent on any type of housing
Specifics of programs vary by region
Often comes with case management/support services
Assistance is usually timelimited Young adult must have aged out of care to be eligible for housing subsidy
Room and board assistance for young people who have left foster care because they are 18 and are not yet 21
More Information www.nrcys.ou.edu/ nrcyd click Programs, and then click John H. Chafee Foster Care Independence Program For details on Chafee dollars for housing to to www.casey.org/Resources/Publications/ ChafeeFAQ.htm. Look for Frequently Asked Questions III
Young adults must have aged out of care to be eligible for housing subsidy Chaffee Education and Training (ETV)
Young people eligible for the CFCIP Those who were adopted after age 16 who are attending institutions of higher education as defined by the Higher Ed. Act of 1965
Can be used to pay for housing and can provide for up to $5,000 per year of support for all eligible post-secondary education costs
Available in every state Can be spent on any type of housing
Must be enrolled in eligible postsecondary program
Usually must Often comes reapply each with case year for funds management/ support services Education costs may use up most or all of the funds, leaving little or no funds for housing
ETV’s, go to www. nrcys.ou.edu/nrcyd and click Programs, and then click Education and Training Voucher Program
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Type of financing Section 8 housing vouchers
Family Unification Program vouchers
Who is eligible
Description
“Very lowincome” families (can include families of 1 adult) and the disabled
Through local PHAs funded by the U.S. Dept. of Housing and Urban Development Public Housing (HUD) Authorities (PHA’s) may Vouchers establish local subsidize rent, based on the preferences premise that an for selecting applicants from eligible person should pay no waiting list more than onethird of their income for rent
Families with children who have been placed, or are at risk of placement, in foster care primarily because the family lacks adequate housing Single young adults emancipating from foster care can be counted as a family of one with eligibility to use FUP vouchers for an 18-month period
Through local PHAs funded by HUD Provides HUD-funded Section 8 housing subsidies and supportive services to eligible families
Benefits
Potential Limitations
May be used anywhere the family chooses to live and can find housing within the limits of Fair Market Rent
Can’t be counted on as a first housing solution because waiting lists are long or may even be closed
More Information Find out what vouchers are available in your area at www.hud.gov/ offices/pih/programs/ hcv/index.cfm
No support services Landlords may refuse to accept vouchers
Very flexible Has supportive services
Can’t be counted on as a first housing solution because waiting lists are long or may even be closed
To find out more about FUP, visit www.cwla. org/programs/housing/ hudresources.htm
For vouchers for youth go to www.cwla.org/ Not available in programs/housing/ hudresources.htm all states Can be used for a maximum of 18 months only
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Type of financing Rent assistance and subsidy programs
Supplemental Security Income (SSI)/ Supplemental Security Disability Income (SSDI)
Temporary Assistance for Needy Families (TANF)
Who is eligible Based on income and determined by the program
People with a physical or mental disability that prevents them from working and which is expected to last at least a year or be terminal
Description
Benefits
Many communities have programs funded by the government (in addition to section 8) or charitable organizations that help with housing costs
Wide range of housing
Provides cash benefits that can be used for rent payments
Includes work incentives so individuals can work without immediate loss of benefits
The amount of money and services received varies in each state
Potential Limitations
More Information
Sometimes hard to find (demand Often have usually exceeds support services available funding so providers often don’t advertise) Not widely available More of a backup plan for people who have been disabled
For local Social Security office go to www.socialsecurity.gov/ locator Guide to SSI and Social Security Benefits for Children and Youth in Out-of-Home Care, go to www.casey.org. Click Resources, and then click Publications
Learn more about Paperwork, TANF at www.acf. rules and regulations can dhhs.gov/programs/ofa Offers flexible be intimidating direct assistance Using TANF Funds 60-month to Finance Essential Focus on lifetime limit Services at www.csh. gaining on benefits org. Click Resources, employment States are then Resource Library Recipients responsible to by Topic. Point to are required “Needy” means help minors Services Planning and to comply who are parents financially click TANF with work deprived but cannot requirements live at home according find adultto criteria Parents who are supervised established by minors must living each state and participate contained in its in school or TANF plan an equivalent work program and live with a parent or in an approved setting Needy families with children when the parents or other responsible relatives cannot provide for the family’s basic needs
Provides assistance and work opportunities to help recipients get a job
Has support services
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Type of financing Food Assistance
Who is eligible For food stamps: Valid Social Security Card Low income Most ablebodied adult applicants must meet certain work requirements For Women, Infants and Children (WIC): Low-income, nutritionally at risk, pregnant, breastfeeding, and post-partum women and their children up to age 5. Communitybased programs establish their own criteria
Description Includes the U.S. Dept. of Agriculturefunded food stamp program and WIC There are many other communitybased programs Food stamp program provides low-income households with coupons or electronic benefits that they can use like cash at grocery stores The WIC Program provides nutritious foods to supplement diets, information on healthy eating, and referrals to health care Many local charities have food banks
Benefits Helps pay for groceries
Potential Limitations
More Information
Paperwork and Get information regulations may about food stamps be intimidating and Electronic Benefit Transfer (EBT) cards at www.fns.usda.gov/ fsp Look for WIC information at www. fns.usda.gov/wic/ aboutwic
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Type of financing
Who is eligible
Earned Income Tax Credit (EITC)
A refundable tax credit for eligible individuals and families who work and have earned income. Eligibility changes from year to year so you will have to refer to the web site under the “Get more Information� section.
The Federal Earned Income Tax Credit (EITC), (also known as the Earned Income Credit, or EIC), is a refundable income tax credit for low income working individuals and families. Many states have EITCs.
Reduced federal and state tax liability
Income eligibility for Low Income Home Energy Assistance Program (LIHEAP) and other programs is determined at the community level.
Most jurisdictions offer emergency assistance with utilities through the federal stateadministered LIHEAP and other funding sources.
Utility payments can be subsidized or suspended.
Utility Assistance
Description
Provides help or relief Contact local utilities to find with utility out if particular payments. circumstances would qualify for eligibility.
Benefits
Potential Limitations Those who are married and file separately are not eligible.
More Information Get more information about the federal EOTC at www.irs.gov/ individuals/article/0.. id=96456.00.html. Get more information about the state EITC by going to www. nccporg and selecting EITC, State from the policy profiles dropdown list at the screen left.
Can prevent ruining young people's credit.
Must have housing to get this assistance. Most assistance is on an emergency basis.
Get information about LIHEAP in your area at www.ncat.org/links. htm.
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BUDGETING 101 How to create a budget You can budget on paper, online or by using a spreadsheet. Some very helpful resources are available online at sites such as www.moneyandstuff.info and www.lifetuner.org. How you choose to do it is less important than just doing it — the sooner you budget, the sooner you’ll have a spending plan that will simplify your money management and help you reach your financial goals. The first thing you need to do to create a budget is track how much you are spending. Use the percentages below to gauge how much you should spend each month on common expenses. In most cases, the percentages reflect the maximum percentage of your income you should spend. 1. Housing: 30% This includes mortgage payments, rental payments, taxes and insurance. 2. Transportation: 10% Depending on your age, if you own or drive a car, this includes monthly car payments, insurance, maintenance and gas. If you commute using public transportation, this includes your total commuting costs. 3. Retirement savings: 10% The earlier you start saving, the more you’ll have for the long run. If you don’t have any retirement savings, you may need to be saving a higher percentage, such as 15-20%. 4. Debt: 10% If you don’t carry any debt, such as credit card, loan or other debt payments, then use this extra money to build an emergency fund or save more for retirement. 5. Food: 10% This category is usually the biggest budget buster, so carefully track your grocery shopping bills and how much you eat out. 6. Insurance: 5% You’ll need health insurance or any other types of insurance to protect yourself. 7. Utilities: 5% This is for household expenses, like electricity or gas, cable and phone bills. 8. Miscellaneous: 20% This includes saving in advance for big purchases, having some “fun money,” saving for short-term needs like a vacation or putting more toward debt and routine payments that aren’t emergencies. 9. Emergency funds: Anything left over should be put into building your emergency fund since you’ve already accounted for housing, food, utilities and fun money. For most people, the rule of thumb is to keep enough savings on hand to cover at least three to six months’ worth of expenses.
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An excellent (and free) on-line tool for budgeting and money management can be found at www. mint.com. Mint offers a budgeting template and tracking software to show you exactly how much you spend and on what, as well as several other very useful tools.
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LE A S E C H E C K LI S T Take this checklist with you for conversations with landlords.
Are there any application fees? How long is the lease? After the initial term of the lease, will I need to renew for a year or will I be able to lease month-to-month? What are the lease breaking fees? Are there penalties for late payments? What are they? How much is the security deposit? How much of the deposit is returned at the end of the lease? What will prevent me from getting my security deposit back? What utilities are included in the rent? What is the approximate cost for utilities that are not included in the rent? Is parking included in the rent or are there any additional parking fees? How is routine maintenance completed for the unit? Are maintenance people on call 24 hours a day? If not, who should I call if there is an emergency? Are there any additional fees for using the pool or gym area? Am I allowed to have pets? If I don’t have one now, and I get one at a later date, will my lease change? (apartments.com, 2011)
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T H I N G S T O L O O K F O R I N A N EW A PA RT M EN T SAFET Y Secure door locks Secure windows Working smoke detectors, sprinklers, carbon monoxide detectors and/or fire extinguishers
A PA RT M EN T A M EN I T I E S A N D CO N D I T I O N Secure door locks Secure windows Working smoke detectors, sprinklers, carbon monoxide detectors and/or fire extinguishers Internet connection Cable connection Essential appliances: refrigerator, stove/oven All lights are functional Water pressure and temperature is satisfactory from all faucets All toilets flush properly Carpet and floors are clean and in good condition Walls are clean and in good condition Access to circuit breakers
B U I LD I N G A M EN I T I E S Laundry on-site Trash removal Package holding/delivery Emergency maintenance Parking Storage Secured entrances Pets (apartments.com, 2011)
beyond the 7 domains a. Local Programs' Best Practices . . . . . . . 147 b. Other Resources. . . . . . . . . . . . . . . . . . . 159 c. Bibliography. . . . . . . . . . . . . . . . . . . . . . 161
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local programs’ best practices From innovative local programs addressing the needs of older youth in care who have piloted and successfully implemented the following practices WINGS Project: Helping Youth Achieve Success Child Advocates of Fort Bend (CAFB) In 2005, Child Advocates of Fort Bend initiated a project to focus on the needs and issues of older youth in care. Under the guidance of Executive Director Susie Moseley and Program Director Allison Edwards, the stated objectives of this new project were to provide support to youth in CPS conservatorship who are likely to “age out” of the foster care system, and to provide guidance and support to CASA volunteers working and advocating for these youth. In 2006, CAFB added a full time staff position to manage a caseload of identified youth assigned to the CASA program whose current permanency plan was emancipation or to “age out of care”. WINGS objectives in this project with older youth was to 1) create a viable transition plan 2) set realistic educational goals with the youth and 3) help youth identify and connect with at least three healthy and positive adults. The CAFB WINGS Project, which has successfully grown over the years, includes enhanced training for CASA volunteers, activities for older foster youth, and collaborations with CPS and other community partners. In 2008, the WINGS Summer Life Skills Program was developed. This is a one-week program that youth participate in daily that provides them an opportunity through field trips in the community to gain “hands-on experience” with money management, housing, budgeting, shopping, meal preparation and more. In 2010, another WINGS activity and process was added: TESTS – Transition and Essential Skills to Succeed, a CASA and CPS collaboration that focuses on a youth led Circle of Support (COS). In 2008 and 2009, CAFB was approached by Texas CASA to provide formal mentoring in a pilot program with other interested local CASA programs to share their innovative and specialized advocacy program for older youth. During these two years, four other CASA programs, CASA of Travis County in Austin, CASA of Southeast Texas in Beaumont, CASA of Central Texas in San Marcos and Child Advocates San Antonio, engaged in a pilot initiative to learn about the CAFB WINGS program and to share strategies and look for other tools and activities to further CASA volunteers’ advocacy and assistance for older youth in care. Following the conclusion of this pilot, collaboration work began on a Permanency Toolkit as a means of transferring information and lessons learned to all CASA programs. Texas CASA sought to capture the ideas, resources and best practices from each of the pilot programs, as well as other tools and information designed to provide further understanding of the needs of older youth in care and practical strategies for advocacy.
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texas casa permanency planning toolkit: a framework for serving older youth in care
The 16 Best Practices below represent points of agreement between the local CASA programs and Child Advocates of Fort Bend during their collaboration together.
Sweet 16- Best Practices for the Transitioning Youth Initiative 1) Volunteer Advocacy - In keeping with CASA’s mission, volunteers (who can make a long-term commitment) should be assigned to these cases. Staff should not be assigned unless necessary. While tenured volunteers may bring experience to these cases, new volunteers who may be specifically interested in PMC cases should also be recruited as needed. 2) Staffing - These cases should be supervised by CASA staff dedicated to these cases so that they can achieve expertise in the needs of these youth and the resources available. 3) Youth In PMC and TMC – The project should serve teens that are in PMC and, if possible, those who come into care (TMC), regardless of whether or not parental rights are terminated. All teens are at risk of transitioning out of care without a permanent home or the support they need to succeed. 4) Advocacy and Establishing Trusting Relationships - CASA volunteers should serve as an advocate and establish trusting relationships with transitioning youth. Youth need both roles in their lives at this critical time. 5) Enhancement of Existing Services - CASA should ensure that circles of support, PAL training, permanency planning, and other CPS and community-provided services are accessible to and meaningful for the youth in his or her transition plan. 6) Permanency - CASA should arrange for periodic staffing of all PMC cases without termination of parental rights to determine whether termination and adoption is possible. CASA should push for a timely review process of adoption or other permanency efforts after termination of rights. 7) Family Engagement - Children’s families and extended families should be valued for their strengths and the positive sense of identity they can bring to the child. Families should be engaged in the case and the youth’s life when physically and emotionally safe. Family members can offer a home, regular contact, support, and a connection to community. 8) Life Skills Training - Hands-on training in life skills (budgeting, transportation, job searching and interviewing, housing, shopping, preparing meals) is very important and should be provided by the placement, relatives, other programs, or if necessary, by the CASA volunteer. Youth should be assessed at the beginning of the CASA assignment to gauge their strengths and weaknesses in these areas in order to customize services.
local programs' best practices texas casa
9) Youth in Court - Youth shall attend court hearings in their cases and speak up about their needs, wants, challenges, and goals. In preparation for their court appearance, youth should submit simple court reports or letters to the court. Youth court reports should not be a substitute for their attendance. 10) Education - CASA should work closely with the schools and with educational specialists at CPS to ensure that the youth is on track to accomplishing realistic educational goals and to remove any barriers to those goals. CASA should verify that Educational Portfolios are intact and accurate. 11) Community Building Among Youth - Supportive relationships among the youth served should be encouraged through recreational, educational and other community building events. 12) Judicial Leadership - Judges have to take these cases and the youths’ lives seriously. The CASA program should engage their judicial leaders in planning for the transitioning youth programs, problem solving, permanency efforts for youth, and advocating for youth in the community and among community partners. CASA programs will work with judges to develop best practices. It is critical that judges take a leadership role in ensuring the youth’s needs are being met. CASA programs should continue to notify judges of updates with policies and new laws regarding youth aging out of care. 13) Volunteer Community - Volunteers should be encouraged to share experiences, resources and support with each other through regular in-service trainings, mentoring programs for volunteers and/or a listserv. 14) Board Involvement - CASA programs should seek the endorsement and support of their boards. Boards should be willing to provide connections and resources for youth in the program. Boards should be considered a resource to provide connections for the youth. 15) Community Support - CASA programs should partner with the community to serve older youth. Appropriate MOU’s with Gary Job Corps, Boys and Girls Clubs, YMCA, Transition Centers, CPS, and others may be needed to further this objective. A community task force can further promote collaboration to help this youth population. Cross-training with foster parents, CPS, etc. is also a good idea. 16) Leveraging The Casa Network - CASA programs should be encouraged to share resources across the state for youth placed outside of their counties.
Outcomes to Track
realistic educational goals achieved
3 healthy adult connections (in addition to the CASA volunteer)
viable transition plan
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By working from this list of 16 Best Practices, and then engaging in further sharing as new successful approaches and practices are identified, Texas CASA has gathered information from the pilot programs in the following areas:
Staff (Development and Training)
Volunteers (Development and Training)
Youth (Engagement, Activities, Assessments)
Judges
Community Partners
Data and Outcome reporting
Texas CASA would like to thank these programs for providing the following tips about what they have done, things that have worked well, challenges and successes. In the web version of the toolkit are all of the sample forms, checklists and documents that have also been shared. Local programs are encouraged to use these tips and resources in developing their own strategies to promote permanency and positive outcomes for older youth through volunteer advocacy and community engagement.
Staff (Development and Training) What We’ve Done Austin: We have designated a team of staff led by a Team Leader to work only with youth at risk of turning 18 while in foster care. Additional similar cases may be sprinkled among other staff, but everyone turns to the expertise of this team to answer their questions and to provide training. Beaumont: We developed a Youth Specialist staff position that deals solely with youth ages 14 and older. Richmond: We kicked off our program by having outside speakers provide training Pat O’Brien shared the importance of permanency and finding healthy adult connections; local school educators discussed the needs of teens and services schools can provide; Jane Thompson and Jane Malpass trained on how to advocate for permanence; all WINGS staff have been certified as Surrogate Parents through collaboration with DFPS Education Specialists. San Antonio: We began with two designated staff but have since changed to having cases among all staff with CASA volunteer advocates assigned. We provide quarterly reviews for all staff members, providing updates about practice and any new forms developed for advocates to use with teens.
local programs' best practices texas casa
Most Important Thing to Pass Along Austin: Always have a dual plan in mind. While preparing a youth to successfully transition from care, we also continue searching for permanency before 18. Permanency would be our ultimate measure of success. Beaumont: All staff must be trained with the same information. New Braunfels: Keep up with new information and assure consistent communication between CASA supervisory staff. Richmond: Train a specialized staff person to oversee this project. Build understanding that transitioning youth face many different issues other than just being in foster care. Bringing partner agencies in to provide training has been one of the most positive and beneficial practices as it helps all of us get on the same page. San Antonio: Try to have a “youth specialist” on staff that is well-versed on teens in the foster care system. This specialist can provide information to all staff through training and periodic updates and encourage use of forms created specifically for this population.
Recommended Resources Casey Family programs materials; Pat O’Brien, “You Gotta Believe”; DFPS PAL staff; National CASA’s newly released training curriculum, Fostering Futures. This curriculum features an online component as well as a classroom in-person component. The online component takes between 2-4 hours and must be completed before the 7-8 hours of inperson class time.
Volunteers (Development and Training) What We’ve Done Austin: To build volunteer interest in our Transitioning Youth program, our specialized staff explain the program during pre-service training, thereby engaging the interest of the newest trainees as they are assigned to their first cases. Our tenured volunteers have told us that by building their confidence with training and information, they feel empowered rather than hopeless – a feeling common among both volunteers and staff working on PMC cases prior to our development of specialized training, assistance and focus in this area. Beaumont: In pre-service training we have incorporated additional components for serving older youth in care. This information is provided by DFPS PAL Coordinators and Educational Specialist and our CASA Youth Specialist staff. We also encourage our volunteers to be trained as surrogate parents.
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New Braunfels: Bi-monthly webinars for CASA volunteers on topics like, “Report and Court Prep for Placement Reviews”, “Educational Advocacy”, “Paving the Way to College”, “Building Rapport” and “Placement Issues for Teens in Transition”. Richmond: We have incorporated our WINGS training into pre-service training. We have a separate In-Service calendar of training specifically for volunteers and partners working with WINGS youth. To explain the WINGS project, we have created tri-folds that provide an overview of WINGS to offer potential volunteers information about serving older youth. San Antonio: We devote time in pre-service training for information about serving older youth in PMC. We participated in National CASA’s Foster Futures Pilot program and plan to incorporate this training. We host quarterly trainings; some examples --school counselors present on high school graduation tracks and standardized testing; psychiatrists discuss psychotropic meds; PAL workers describe available resources. We have developed an interview form to use prior to pre-service training to identify advocates interested in serving older youth. We use youth assessment forms that are a critical tool in our advocacy, and we provide training to volunteers on the use of these.
Challenges Austin: While our Transitioning Youth staff team has become quite expert on CPS policies and laws impacting these youth, getting that information to all staff within our agency who may have one or two transitioning youth on their caseload has been challenging. New Braunfels: Ensuring good attendance at our webinars has been challenging. One critical factor has been identifying the best times for conducting these webinars. Richmond: Overcoming volunteers’ concerns and fears regarding working and advocating for teenagers. We have addressed this in two ways: 1) by providing a training called “Positive and Productive Interaction with Teens” that provides resources and tips to engage, build, and maintain a strong rapport with teens, and 2) by providing opportunities to interact with youth as mentors during the WINGS Summer Lifeskills program. San Antonio: Completing the youth assessment forms and keeping volunteers from becoming discouraged.
Successes Austin: Our judges have enthusiastically supported our work – modified court reports and emphasis on education, permanency and healthy connections. Recently Travis County courts were cited in the Appleseed research as reducing the number of PMC youth in court. The judge responsible for that docket shared credit with CASA for the success.
local programs' best practices texas casa
Beaumont: We have successfully built rapport with school districts and work closely with Education Specialists and are now being notified about upcoming ARD meetings. New Braunfels: Volunteers have responded positively to receiving information via webinars and have also been positive about the information and ideas presented. Richmond: Our volunteers have shown increased interest in working with teenagers and report having a more comprehensive understanding of the struggles faced by youth aging out of foster care. San Antonio: Our judges have been very excited to have CASA volunteers on cases with teenagers and impressed with their advocacy. When our assessment tools are completed and utilized we see great improvement in our youth.
Most Important Thing to Pass Along Austin: There are definitely certain volunteers who are good at this work. There are others that are not. Talking openly about the volunteer experience and what brings the volunteer joy and a sense of satisfaction can lead you to the right volunteers to work with teens. Richmond: Raise awareness in your community about the special needs of youth aging out of care. San Antonio: Since these cases can be frustrating, and sometimes advocates feel they are not making a difference, it is vital to be patient and supportive, reminding advocates of the value they provide by giving youth knowledge and resources they can access in the future.
Youth (Engagement, Activities, Assessments) What We’ve Done Austin: We have monthly Meet Ups with our youth on Saturdays. Following the practice of PAL classes the youth are given $5 for attendance. We then focus on topics such as interview skills, possible occupations, choosing safe partners, cooking on a budget, budget and finances, etc., having lots of fun along the way. Volunteers attend with the youth and then continue to have conversations about the topics. Beaumont: We provide monthly youth group activities. Youth get to know each other and the adults that work to provide these activities. Emancipation Showers have been extremely popular. New Braunfels: We help our youth participate in CASA Meet-ups in Austin and in San Antonio’s Independence Day event.
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Richmond: We have created a youth assessment tool that volunteers use throughout the case. This tool assists with permanency planning, finding family members and friends and making healthy adult connections. We conduct a Summer Life Skills week-long program, a Campus Crawl and in partnership with our local CPS have Youth-Led Circles of Support. San Antonio: We have some excellent forms that help identify goals and get youth buy-in that results in attainable goals that teens will make a concerted effort to achieve.
Challenges Austin: Youth we serve live both in and out of our county. We count on the volunteers to give up their Saturdays and bring the youth to the Meet Ups. Some can and some cannot. Beaumont: Sometimes it is a challenge to make sure foster parents bring youth to our monthly activities and to be sure youth are aware and understand what they will gain by participating. New Braunfels: Because of distance in placements and being a multi-county program, it has been difficult to conduct youth events; however, we do try to connect our youth with events held by two nearby urban programs. San Antonio: It is often difficult to engage older youth when they move frequently and move far away. It can also be difficult for youth, particularly with the racial and ethnicity assessment form, to be self-reflective and complete these forms.
Successes Austin: Attendance has grown a great deal for the Meet Ups over the months we have been doing it. Other community partners also provide support by helping with the topics and bringing youth for the meetings. Beaumont: With the assistance of the Junior League of Beaumont, we have seen an increase in attendance for youth at our monthly events. When youth are able to participate in these events, they become more familiar with services available to them when they age out of care and more confident in their ability to succeed beyond foster care. New Braunfels: For the youth who could participate in the tours and events there have been positive results. Some kids have embraced new options for their post-high school plans based on what they have been introduced to at the various outings. Richmond: The tools have allowed volunteers to gather pertinent information about the youth in order to more effectively advocate for the needs of the youth to whom they are appointed. The tools have helped volunteers build a rapport with the youth.
local programs' best practices texas casa
San Antonio: Our youth have benefited from having advocates assigned to their cases. They have also benefited from having goals written down that they often think are not attainable, but with an advocate’s work and assistance begin to see that goals can be achieved and then they have a vision to keep themselves moving forward!
Most Important Thing to Pass Along Austin: Be flexible in your planning. We have modified what we do several times along the way. Celebrate small successes. Be “future thinking” in planning with youth. We may not see their ultimate success, but remember, we are planting the seeds. Richmond: It is important to develop a simplified toolkit for volunteers to use in the field to work with youth to help them build rapport so they can better communicate with the youth and assess their needs. San Antonio: Be patient with the teens.
Judges What We’ve Done Austin: We are members of the founding group for Austin’s SYNC2 (Successful Youth Needing Connections & Community). SYNC2’s primary goal is to aid youth in being better prepared for life after foster care. This means that the conversation will often focus on the future plans of the youth, and avenues toward permanency and permanent connections will be explored. Tasks are assigned to those involved on the case, including the youth and to SYNC2 Team Members with the goal of eliminating barriers to the youth’s success. Additionally the Model Court in Travis County has begun a single crossover docket for youth and their families who are dually involved in juvenile and CPS systems. CASA is appointed to all of those cases and has been an active planning participant with judges and attorneys for this court. Beaumont: We partnered with one of our Judges to form “Teen Court”. Any youth that might be showing signs of “problems” we refer to the Judge and he works closely with that teen, seeing them every other week in court until the problem is resolved. New Braunfels: Bi-Monthly participation in our judge’s court workgroup, an informal gathering of stakeholders involved in the child protection and youth services fields. It serves as a platform for collaboration among the various organizations, and sharing of new services. Typically include topics related to youth in care.
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Richmond: We provide our judges with a checklist for hearings. Together with CPS we met with our judges about youth-led Circles of Support. We invited our judges to training we hosted by Jane Thompson and Jane Malpass. Our judges participate in the WINGS Summer Life Skills program by talking to the youth about their decision-making around permanency, and about career opportunities in the legal field. San Antonio: We added an extra component to our court report – the Youth Checklist. Our judges have been very positive and excited about this checklist and plan to ask CPS to consider using it, and they also want foster care agencies to receive copies so that they can see what is expected.
Most Important Thing to Pass Along Austin: Continue to think outside the box. When our volunteers told us that they would turn in their case files and not be the CASA anymore for a youth, but that they were sticking with the youth to see them graduate (after turning 18) we knew they were doing the “right thing” and met with our judges to see how to make that happen. Now the cases stay open, as long as the youth is in housing provided by CPS, and CASA can stay on as the child’s advocate with everyone’s agreement. Beaumont: We have worked with our judges to keep youth in care until they are 18 and to not allow 17 year-olds to emancipate early. Richmond: It is imperative to involve judges and have their buy-in about addressing issues faced by older and transitioning youth. San Antonio: There is immediacy with getting some of these services completed, especially if the teen is going to age out very soon. Your judge can help.
Community Partners What We’ve Done Austin: We collaborate with several RTC’s and shelters in the Austin area that are also providing services to this same group of youth. There is a lot of community interest and support right now and CASA should be a part of the solutions. Beaumont: We’ve partnered with the Junior League of Beaumont to provide services to youth beyond what CASA volunteers do. We have also partnered with Ben’s Kids, another local organization that assists youth served by juvenile probation.
local programs' best practices texas casa
New Braunfels: As part of our judge’s bi-monthly workgroup, we serve on the Comal County Youth Partnership Committee that provides foster youth opportunities for social, vocational and educational development. Richmond: We have developed many partnerships to assist our WINGS Projects Fort Bend Herald, University of Houston, Sam Houston State University, Texas A&M, Lamar University, Wharton County Junior College, Houston Community College, Texas Southern University, HEB Grocers, juvenile probation, local police departments, Fort Bend Sheriff ’s department, local churches, car dealerships, Houston Alumni Youth Center (HAY Center), local business corporations – Nalco, Minute Maid, CPS PAL and COS staff, Junior Achievement and local banks to name a few. San Antonio: We have collaborated with many different agencies and groups to assist our older youth - Casey, Project Quest, BCFS, local colleges and universities, local high schools, juvenile probation, and CPS staff, particularly PAL coordinators. We have found that setting up initial meetings to explain our role and the needs of these youth can be very helpful in getting the community engaged.
Most Important Thing to Pass Along Beaumont: Make sure that CPS is on board with your community partners to foster cooperation and coordination in outreach and events for youth. Richmond: It is imperative to get your community involved. San Antonio: Your stakeholders are important. They can lead you down a path of resources and connections. Keep them close! National CASA’s newly released training curriculum, Fostering Futures, which focuses on improving outcomes for older and emancipating youth (14-21 years of age) served by CASA/GAL volunteers. It is inspired by a model of youth advocacy and development called possible selves. The curriculum features an online component as well as a classroom in-person component. The online component takes between 2-4 hours and must be completed before the 7-8 hours of in-person class time. Fostering Futures materials, including Facilitator and Volunteer Manuals, media components and a PowerPoint presentation, are available for local CASA member programs to download from the For State and Local Programs section of the National CASA webpage. Login is required.
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Data and Outcome Reporting Pilot programs tracked and reported the following data elements:
youth demographics, including gender, ethnicity, and age
education, including high school enrollment and completion, GED, drop out, continuing education and completion of college entrance exams
transitional living plan, including independent living, living w/relative, remained in foster care, kinship placement, adoption, homeless and AWOL
life skills, including completion of the following: PAL, WINGS summer program, Ansell Casey, Lifeskills Improvement and additional life skills training
employment, including job readiness assessment, full-time employment, part-time employment, and unemployed
identifying documents, including birth certificate, social security card, state ID or driver’s license, immigration documents, final court order, copy of CPS case file, voter registration card
healthy adult connections, including number of youth with 3 healthy adult connections (not including CASA volunteer), number with less than 3 healthy adult connections, number with no healthy adult connections, list of family and friend connections provided and list of area resources provided
volunteer demographics, including number of cases assigned and not assigned to volunteers, number of volunteers completing case assignment, and number of volunteers resigned from cases
additional resources Volunteer Training www.volunteeradvocateacademy.com
National Clearinghouse on Families and Youth www.ncfy.com
Academy for Educational Development http://cyd.aed.org/whatishtml
National Youth Development http://www.nydic.org/nydic/devdef.html
Big Brothers Big Sisters of America http://www.bbbsa.org
Youth Build www.youthbuild.org
Child Welfare League of America www.cwla.org
Department of Labor Employment and Training Administration: Youth Programs www.doleta.gov/youth_services
Jobs Corps http://www.jobcorps.doleta.gov
National Network for Youth www.nn4youth.org
Texas Foster Youth Justice Project www.texasfosteryouth.org
Foster Club www.fosterclub.com
The Alliance for Children’s Rights www.kids-alliance.org
The Center for HIV Law & Policy: Teen SENSE Intiative http://hivlawandpolicy.org/public/initiatives/teensense
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Casey Family Programs www.casey.org
Birth Family Engagement
No Time To Lose: An Ecological Practice Framework for Youth Permanency
Improving The Lives of Children In Long-Term Foster Care – The Role of Texas’ Courts and Legal System
Assessing the Effects of Foster Care: Casey National Alumni Study
The Casey Youth Survey
The Chafee Educational and Training Voucher (ETV) Program
The 3-5-7 Model: Preparing Children for Permanency
Child Welfare Information Gateway
Facilitating Permanency for Youth
Frequently Asked Questions III – About the Chafee Foster Care Independence Program and the Chafee Educational Training Voucher Program
Ending Homelessness After Foster Care: A Common Framework for Action
Helping Youth Transition – Community of Practice October Webinar
It’s My Life: Employment
It’s My Life: Housing
It’s My Life: Postsecondary Education and Training
Mental Health Care for Children and Adolescents in Foster Care: Review of Research Literature
Mental Health, Ethnicity, Sexuality, and Spirituality Among Youth in Foster Care
Why Should the Child Welfare Field Focus on Minimizing Placement Change as Part of Permanency Planning for Children?
Practice Guide for Concurrent Permanency Planning
National Evaluation of Family Support Programs
Never Too Old
Promoting Placement Stability in the Context of Permanency Planning
Positive Youth Development
It’s My Life
Successful Strategies in Achieving Youth Permanency
bibliography Ballard, Ronnette P. It Matters: Race and Culture in Children’s Mental Health. http://www.hogg.utexas.edu/uploads/documents/ballard_ppt.pdf Baum, Sandy and Kathleen Payea (2005, Revised Edition). The Benefits of Higher Education for Individuals and Society. The College Board, www.collegeboard.com. Casey Family Programs (2004). It's My Life: Employment. A Guide for Transition Services. Seattle, Washington. Casey Family Programs (2005). It’s My Life: Housing. A Guide for Transition Services. Seattle, Washington. Casey Family Programs (2006). It’s My Life: Post-Secondary Education and Training. A Guide for Transition Services. Casey Family Programs, The REACH Institute, The Annie E. Casey Foundation (2009). Mental Health Practices in Child Welfare Guidelines Toolkit. http://www.casey.org/Resources/Publications/pdf/MentalHealthPractices.pdf Casey Family Programs Research Services (March 2005). Improving Family Foster Care. Findings from the Northwest Foster Care Alumni Study. Conley, D. T. (2007). Redefining college readiness, Volume 3. Eugene, OR: Educational Policy Improvement Center. Courtney, Mark E. (Volume XIII, Number I, 2009). The Difficult Transition to Adulthood for Foster Youth in the U.S.: Implications for the State as Corporate Parent. Seattle: School of Social Work, University of Washington. Courtney, M., Dworsky, A., Lee, J., Raap, M. (2009). Midwest Evaluation of the Adult Functioning of Former Foster Youth: Outcomes at Ages 23 and 24. Chicago: Chapin Hall at the University of Chicago. Dilorenzo, Paul and Nix-Early, Vivian. (2004) Untapped Anchor. A Monograph Exploring the Role of Spirituality in the Lives of Foster Youth. Foster Kids Given Drugs at Higher Rates. Jenny Gold. December 1, 2011. National Public Radio. http://www.npr.org/blogs/health/2011/12/01/143017520/foster-kidseven-infants-more-likely-to-be-given-psychotropic-drugs Fostering Futures and Possible Selves, (2011). National Court Appointed Special Advocates (CASA). http://www.casaforchildren.org/site/c.mtJSJ7MPIsE/b.6554447/k.99D5/ Fostering_Futures_and_Possible_Selves.htm
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Howard, Jeanne and Berzin, Stephanie. ( July 2011). Never Too Old: Achieving Permanency and Sustaining Connections for Older Youth in Foster Care. Evan B. Donaldson Adoption Institute. InBrief: The Impact of Early Adversity on Children’s Development. Center for the Developing Child. Harvard University. www.developingchild.harvard.edu. Jenson, Peter S., (October, 2011). The Action Signs Project. The Mayo Clinic and The REACH Institute. Kutz, Gregory, (December 2011). Foster Children: HHS Guidance Could Help States Improve Oversight of Psychotropic Medications. Government Accountability Office. http://www.gao.gov/assets/590/586570.pdf Miller, Cristen (2009). Transitions to Adulthood for Texas Foster Youth. Texans Care for Children. Austin, Texas. Vericker, Tracy, Kuehn, Daniel, and Capps, Randy. (May, 2007). Foster Care Placement Settings and Permanency Planning – Patterns by Child Generation and Ethnicity. Findings from Texas. The Urban Institute. Web-Based Concurrent Planning Toolkit, 2010. National Resource Center for Permanency and Family Connections. http://www.nrcpfc.org/cpt/ Woronoff, Rob, Estrada, Rudy, and Sommer, Susan. (2006) Out of the Margins: A Report on Regional Listening Forums Highlighting the Experiences of Lesbian, Gay, Bisexual, Transgender and Questioning Youth in Care. Child Welfare League of America.
This toolkit was made possibly by funding provided by the Supreme Court of Texas Permanent Judicial Commission for Children, Youth and Families. Texas CASA would like to acknowledge the Supreme Court of Texas Permanent Judicial Commission for Children, Youth and Families for its support and funding of this Toolkit.
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