REACHOUT NEWS
SFA School of
Social Work
Child Welfare Professional Development Project
Fall 2013
Inside this issue:
Helping Youth
Transition to
Adulthood
1-2
Helping Youth Transition to Adulthood
Adolescent
Development
3
Reprinted from Factsheet for Families “Helping Youth Transition to Adulthood: Guidance for Foster Parents" by the U.S.
Department of Health and Human Services, Children’s Bureau.
Tip Sheet
6
Regional News
7
CWIC
8
For teenagers who have been living in
foster care, the transition to life outside
of care presents many new and often
daunting experiences. These young
adults may face challenges as they
search for affordable housing, pursue
higher education or training, look for
jobs, manage on tight budgets, take
care of their health needs and much
REACHOUT NEWS
Published by
Child Welfare Professional
Development Project
School of Social Work
Stephen F. Austin
State University
P.O. Box 6165, SFA Station
Nacogdoches, Texas 75962
Tel: (936) 468-1846
Email: bmayo@sfasu.edu
Funding is provided by contract with
the Texas Department of
Family and Protective Services.
All rights reserved. This newsletter
may not be reproduced in whole or in
part without written permission from
the publisher. The contents of this
publication are solely the
responsibility of the Child Welfare
Professional Development Project
and do not necessarily reflect the
views of the funders.
more. As a foster parent, you can help
youth in your care prepare for these
challenges. This factsheet provides foster parents with guidance on how to help
youth and emerging adults build a foundation for a successful transition to adult
life outside of foster care. Given the
need for youth to begin preparing for
their transition long before they leave
care, this factsheet can be helpful for
foster parents of youth ages 16 to
(Continued on Page 2)
From the Director… Becky Price‐Mayo, MSW, LBSW‐IPR
In July of this year, the SFA School of Social Work and the Texas Department of Family and Protective Services renewed the Title IV ‐ E
university partnership grant. For more than 16 years, Child Welfare
Professional Development Project has collaborated with CPS Regions
4 and 5 to increase education and training opportunities with the ultimate goal of enhancing services and improving outcomes for East Texas children and teens in care.
Now that it is fall and the kids are back in school, it is time to consider picking up
training hours that you may need! Remember, foster parents have several options for
receiving training hours through the School of Social Work at SFA via the
REACHOUT Newsletter, Child Welfare Information Center, and during the annual
conference in Spring 2014.
This issue's training article, "Helping Youth Transition to Adulthood” outlines the significant challenges for youth exiting out of care and describes specific ways foster
parents can provide support to help their teenager prepare for a successful future.
For ONE HOUR of foster parent training, you will need to complete the enclosed test
and return it to your caseworker to receive training credit. In addition, past issues of
the newsletter can be accessed at www.sfasu.edu/socialwork/251.asp .
(Continued on Page 11)
Page 2
REACHOUT NEWS
Unique Challenges for Youth Exiting Foster Care
(Continued from Page 1)
21, and even younger.
Background: The Transition to Adulthood
The transition to adulthood and self-sufficiency can
be challenging for any young person. Living on one's
own can be quite demanding—from paying for housing and other living expenses to navigating paperwork
required for insurance or taxes to managing many
new responsibilities. Today, many young people are
dependent on their families for longer periods, often
remaining or returning to live at home well into their
20s and receiving both emotional and financial support. Generally, youth who have experienced foster
care do not have the same safety nets and support
networks as others their age, and the transition challenges can be even greater.
"Transitioning is a time of
change… The success foster youth
find in transitioning out of care will
greatly impact their future endeavors in every area of their lives.
It will be a training ground that puts
them steps ahead of their peers,
who [may] never have an opportunity to grow like this."
Studies show that many youth who exit foster care
have difficulties as they transition to adult life. They
are more likely than their peers to drop out of school,
be unemployed or homeless, experience health and
mental health problems and not have health insurance, become teen parents, use illegal drugs, and
have encounters with the criminal justice system
( H oward & Berzin, 2011) . One study( C ourtney,
Dworsky, Lee, & Raap, 2010 ) examined a group of
youth formerly in foster care and found that by age 23
or 24:

Youth formerly in foster care were three times as
likely as youth not in foster care to not have a
high school diploma or GED and one-fifth as likely to have a college degree.

Fewer than half of the youth formerly in care had
a job, and those working often did not make living
wages.

Almost one quarter of youth formerly in care had
experienced homelessness.

Over 40 percent of males formerly in foster care
reported contact with the criminal justice system.
These and similar findings from other studies suggest
that youth are leaving foster care unprepared. They
often lack important knowledge and skills for living on
their own, essentials for securing and maintaining
employment, and critical health and support services.
— Young adult formerly in foster
Resilience and Protective Factors
Unique Challenges for Youth Exiting Foster Care
Youth in foster care face not only the typical developmental changes and new experiences common to
their age, but also the dramatic change from being
under the State ’ s care to being on their own. This is
particularly true for those youth who “ a ge out ” of
child welfare 1 ) as they turn 18 ( or the specified
age for their state, or 2. ) the array of services and
supports available to youth while in care—housing,
food, medical care and caseworker support—are
gone. In addition, many of these youth are dealing
with the long-term consequences of having been
abused, neglected and removed from their families.
While the numbers may create the impression that
the odds are stacked against these youth, it is important to recognize that there are youth who can and
do
leave care to become healthy, productive, and wellrespected adults. Youth in care often develop remarkable resiliency. Despite adverse histories, they are
able to adapt to their circumstances, develop healthy
relationships, and demonstrate positive behaviors
reflected in academic achievements and leadership
roles ( Jim Casey Youth Opportunity Initiatives,
2012 ) . ( To read real stories about what youth formerly in care accomplish, visit
www.fosterclub.com/real-story. )
Page 3
REACHOUT NEWS
Adolescent Development and Changes in the Brain
(Continued from Page 2)
Research and experience tells us that youth are more
likely to succeed if they are exposed to protective
factors—conditions that buffer risks and improve the
likelihood of future positive outcomes ( Zolkoski &
Bullock, 2012) . For example, a California study
found that foster youth participating in campus support programs remain in college longer and graduate
at higher rates than other students ( California College Pathways, 2009 ) . The development of resilience and protective factors among youth in care are
strengthened through:

Close relationships with caring adults, such as
foster parents;

High expectations; and

Opportunities for positive contributions and
recognition through participation in youth advocacy, school activities, and community volunteer
experiences ( J im Casey Youth Opportunity Initiatives, 2012) .
seek out independence, yet frequently dart back and
forth between a wish to do things on their own and a
desire for support and protection. All the while, hormones contribute to
physical changes and powerful emotions, and the
adolescent brain experiences a significant growth
spurt.
When discussing teenage behavior, parents and
caregivers often shrug and ask, “ What were they
thinking? ” Science helps provide insight through a
look at the adolescent brain ( Friesema, 2012 ) . The
part of the teenager ’ s brain ( the prefrontal cortex)
that will later affect impulse control, planning, and
critical thinking is still developing and does not connect quickly with the rest of the young person ’ s
brain. Before the prefrontal cortex fully matures
( t ypically in a youth ’ s mid-20s ) , the young person
often relies on a lower area of the brain ( t he limbic
system ) , which links actions more closely with emotions. As a result, we often observe impulsive behaviors among teens with little consideration of consequences ( C hamberlain, 2009 ) . At the same time,
chemical changes in the brain ( shifting dopamine
levels ) prompt risk-taking behaviors.
For youth who have been abused or neglected,
changes in brain development and impulsive and risktaking behaviors may be even more pronounced because the limbic system—the brain ’ s first responder
to dangerous situations and perceived threats—may
have been especially active. Foster parents can recognize these tendencies, encourage youth to think
before they act, and support healthy risk-taking activities that may result in valuable growth opportunities.
Adolescent Development and Changes in the
Brain
As teenagers prepare for the challenges of adulthood,
they are entering a period of tremendous growth and
development. During this time, young people explore
who they are and who they want to be. They advance
new skills and take on new roles and responsibilities,
while “ testing the waters” for adulthood. Teenagers
In addition, the adolescent brain is actively building
and strengthening connections among brain cells
( s ynapses ) . These connections help teens to more
easily learn new information and acquire new skills.
The brain operates, however, on a “ u se it or lose it”
basis. As such, connections will grow stronger for
skills and habits that are used, while those not used
will eventually weaken ( Chamberlain, 2009 ) . This
creates an important window of opportunity for using
the teenage years effectively to help shape decisionmaking skills and other capacities that youth will need
as adults ( F reundlich, 2011 ) .
Page 4
REACHOUT NEWS
Laws and Programs to Support Transitioning Youth
Laws and Programs to Support Transitioning
Youth
Over the past two decades, several child welfare laws
and programs have addressed the needs to support
youth leaving care. There are two key pieces of Federal legislation:

The Foster Care Independence Act of 1999 created the John H. Chafee Foster Care Independence Program and enables States to provide financial, housing, employment, education, and
other support services that help prepare youth for
the transition from foster care to living on their
own.

The Fostering Connections to Success and Increasing Adoptions Act of 2008 allows states the
option to extend foster care to older ages when
youth meet certain education, training or work
requirements. FCA also supports older youth by
requiring planning related to education stability,
health-care coordination, and transition planning
( s ee box on right ) .

Each state develops and administers its own programs for supporting youth in and transitioning
out of foster care. ( For more information about
Federal legislation and programs in your State,
visit www.nrcyd.ou.edu. )
Transition Plan
During the 90-day period before a youth turns
18 or is scheduled to leave foster care, Federal law requires that the child welfare agency
assist the youth in developing a personalized
transition plan. The plan must address specific options related to housing, education, employment, health insurance, mentoring, and
support services. To develop the plan, the
youth ’ s caseworker will meet with the youth
as well as other trusted adults of the youth ’ s
choosing, which may include a foster parent.
While the law refers to a 90-day period, most
youth will benefit from more time to prepare.
To help youth work on their transition plans,
the Foster Club offers an easy-to-use Transition Toolkit ( www.fosterclub.com/_transition/
article/transition-toolkit ) .
Also, Information Gateway offers Working
With Youth to Develop a Transition Plan, a
bulletin for workers at www.childwelfare.gov/
pubs/transitional_plan.cfm.
Page 5
REACHOUT NEWS
Laws and Programs To Support Transitioning Youth
(Continued from Page 4)
The Critical Role of Foster Parents
As a foster parent, you are in a unique position to
help youth in your care prepare for a successful future. You can support the development of the youth's
transition plan, and you can aid in important skill
building activities that will improve the youth ’ s ability
to carry out his or her plan. In addition, you can encourage a young adult ’ s growing independence and
guide safe exploration of new experiences, while
providing a cushion of support.
"Youth will need a lot of encouragement
and 'wiggle room' when it comes to developing transition plans. Support them
and don't shoot down every idea they
have. Youth may need some guidance
to figure out [their ideas] and find their
niche. ”
- ( Young adult formerly in foster care)
As a foster parent of a youth preparing to
transition, you have several vital roles:
 Coach—listening, advising, and providing youth
with opportunities to learn and practice new skills.

Advocate—learning about and fighting for the
youth ’ s rights as they relate to education, health
and mental health care, court proceedings, and
case practices.

Networker—helping to cultivate connections and
supports for the youth ( Z anghi, Detgen, Jordan,
Ansell, & Kesller, 2003 ) .
In addition, foster parents take on an invaluable position as caregivers that youth can identify as family.
"Knowing that there was someone
in my life that I could call ‘ Mom ’
made all the difference in the world.
I belonged to a family who loved
me, cared about me, and wanted to
support me in any task I wanted to
accomplish.”
- ( Young adult formerly in foster care)
Page 6
REACHOUT NEWS
Tips Sheets on What You Can Do
Reprinted with permission from the Factsheet for Families
Tip Sheets on What You Can Do
To support transitioning youth, experts in the field of
youth development recommend that foster parents
and other adults in their lives:



•
•
Empower youth to make decisions. Youth in foster care often have been left out of critical decisions about their lives. It ’ s important to let the
young person take charge of his or her own future, while you listen, guide and support. During
daily life, provide youth with frequent opportunities to make decisions and to learn from the consequences, positive and negative.
Communicate high expectations. All too often,
youth in care have heard more about their limitations than about what they can achieve. Send
positive messages about future possibilities.
Weave forward-looking comments into everyday
conversation, for example referring to “ when
you go on to college… ” or “ when you start your
own business… ”
Start early. Preparing for adulthood does not occur overnight. Don ’ t wait until youth are nearing
the date they leave foster care. Find ways to introduce important concepts to younger youth. For
example, talk with a preteen about the value of
saving for long-term goals.
Decrease control and increase youth responsibilities gradually. While allowing youth in your care
to make choices, be clear about boundaries. Involve youth in setting rules and establishing appropriate consequences related to their behavior.
As your teen shows readiness, allow him or her
to learn and practice adult life skills with your support.
Recognize success. Celebrate achievements and
milestones on the path to adulthood.
"Keep in mind that youth need to go to
parties, go on dates, and experience life
as a teenager rather than being sheltered. When a kid goes to college and
hasn ’ t been exposed to ‘ life, ’ they
don ’ t know how to handle the freedom
and can end up going a little crazy. ”
— Young adult formerly in foster care
To further guide foster parents in assisting
youth with their transition, the following
sections provide more specific guidance
and tips on topics related to self-sufficiency,
including:
1. Building supportive relationships
and connections;
2. Managing money;
3. Pursuing educational and
vocational opportunities;
4. Finding and maintaining
employment;
5. Securing housing;
6. Maintaining health and wellness;
7. Exploring identity and culture; and
8. Developing additional life skills.
For each area, information is provided on
Things to Know, Things You Can Do to Help,
and Resources online at www.childwelfare.gov/pubs/
youth_transition.cfm.
Page 9
REACHOUT NEWS
Region 5 News
The Heart Gallery of Deep East Texas
The Heart Gallery of Deep East Texas is underway and
should be making its debut at the "Project 1:27 Kids"
kick-off in November at the First Assembly of God
Church in Lufkin. We are extremely excited about this!
Join us in welcoming Christina Hardaway as the new
Foster and Adoption Home Development Supervisor for
the northern counties in Region 5! Also join us in welcoming Kelli Slaga as the new Adoption Preparation
Unit Supervisor for Region 5! We are very excited to
have an adoption unit back in our region!
Update For FBI Background Checks
Please be aware that as of Sept. 1, 2013, all children
ages 14 and older that reside in any licensed home or
that have unsupervised contact with children placed in
the home must have FBI fingerprints taken as part of
their background checks. You will get more information
about this soon in a letter and your home developer will
discuss this with you. All currently licensed homes
must come into compliance with this new law no later
than June 1, 2014. Any child in your home that turns
14 years of age has to take his or her FBI prints the day
he or she turns 14 or the first business day after turning
14.
Educational Decision-Maker
Educational Decision-Maker: Beginning Sept. 1, 2013
Texas Department of Family and Protective Services is
required to appoint an educational decision-maker for
each child who resides in foster care. We want our foster parents, the people who help our children with their
homework, interface with the schools, and talk to the
children's teachers to have every opportunity to fill this
role. Pursuant to that, it is urgent that all of our foster
parents receive Surrogate Parent Training. If you have
not had that, please pay attention to upcoming training
notices so that we can get you trained and ready to be
an Educational Decision-Maker!
Save the Date!
17th Annual Region 5
APRIL 12, 2014
Training Conference
Foster & Adoptive
Stephen F. Austin State University
Nacogdoches, Texas
Conference Partners:
SFA School of Social Work
Texas Department of
Family and Protective Services
Region 5 FPA Council
Angelina College, Community Services
Page 10
REACHOUT NEWS
Child Welfare Information Center
Linda Gonzalez
MSW graduate assistant
Stephen F. Austin State University
Youth in foster care experience unique circumstances
along with the typical teenage growth and development.
Foster and adoptive parents play an important role in
guiding and encouraging their youth ’ s transition to
adulthood.
Risa Bejarano almost beats the odds. Lacking family and
financial support and battling addiction, she suffers a serious breakdown and leaves the university. She rallies,
enters a community college and finds a job, but her story
ends on a tragic note. This DVD is part of the Aging Out
series that is available.
New Foster Parent College DVDs
The Child Welfare Information Center offers resources to
support foster/adoptive parents in preparing their youth
for adult life. CWIC also has a great selection of resources that will enhance parenting adopted children and
those in care. We look forward to hearing from you!
Earn
Foster Parent
Training Credit
Additional Resources
“ Y our Defiant Teen ”
This book is centered around 10 simple steps that lead to
better behavior. "Your Defiant Teen" provides practical
guidelines for putting an end to the hostilities. You ’ ll
learn realistic ways to foster mutual respect, introduce
cooperative problem solving, and strengthen family relationships, while giving your teen vital skills for becoming a
mature, independent adult.
“ F irst Person Plural ”
This DVD shares the story of an adopted Korean girl in
an American family. As an adult, the adopted child reconciles family loss and two identities as she unites her biological and adoptive families.
“ A dolescence & Other Temporary Mental Disorders”
This DVD explains how the teenage brain affects teen
behavior. With plenty of thought-provoking as well as
laugh-out-loud examples, this film explains how
“ i nsane ” behavior on the part of teens is actually normal considering the different rates of development of
parts of the brain.
“ A ging Out: Ready or Not”
This DVD explores youth transition to independent living.
“ F oster Parent College: The Impact of Fostering on Birth
Children ”
This DVD illustrates the variety of emotions from adding a
foster child to the household. This course explores what
birth children and their parents may feel through all phases of the fostering process and offers strategies for helping them cope.
“ F oster Parent College: Foster Home Investigation Process ”
This DVD explains the importance of investigating foster
care regulation violations and complaints to protect children in care. This course explores why foster home investigations are necessary, what happens during and
after investigation, and how providers can limit the impact
of an investigation on their household.
For a complete list of DVDs, visit the Child Welfare Professional Development web page:
www.sfasu.edu/socialwork/97.asp
A special toll free number . . .
(877) 886-6707
. . . is provided for CPS staff and foster
and adoptive parents. CWIC books,
DVDs and videos are mailed to your
home or office, along with a stamped
envelope for easy return.
Please specify if you are interested in receiving
foster parent training hours, and a test and
evaluation will be included with the book or video. Once completed and returned, foster parents
will receive a letter of verification of training
hours earned.
FOSTER PARENT TRAINING - REACHOUT Newsletter Fall 2013
Complete for one hour of training credit and return to your caseworker.
Learning Objectives
 The participant will understand the unique challenges for youth exiting foster care.
 The participant will identify protective factors and ways to foster resilience among youth.
 The participant will determine the differences in brain development in adolescents and youth in care.
 The participant will describe their role as foster parents in preparing youth for adulthood.
 The participant will learn specific ways that foster parents can support transitioning youth.
Learning Activities
Activity One
List three difficulties that youth who exit foster care face as they transition to adult life:
1.__________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________
Studies suggest that youth are leaving foster care somewhat prepared for adulthood.
True
False
Activity Two
Define protective factors:
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
It is impossible for youth who leave care to become healthy, productive and well‐respected adults.
True
False
Describe three ways that resilience and protective factors are strengthened for youth in care:
1.__________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________
Activity Three
How can foster parents help their youth control impulsive and risk‐taking behaviors?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Fill in the blank: The adolescent brain operates on a “use it or lose it” basis, this creates an important window of oppor‐
tunity for using the teenage years ____________ to help shape ____________‐____________ skills and other capacities that
you will need as adults.
Activity Four
List and explain the three vital roles foster parents have in preparing youth for adulthood:
1.__________________________________________________________________________________________________________
2.__________________________________________________________________________________________________________
3.__________________________________________________________________________________________________________
What are the five approaches for foster parents to support youth in transition?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
List three topics related to self‐sufficiency:
1.________________________________________
2.___________________________________________
3.________________________________________
Evaluation
Trainer Child Welfare Professional Development Project, School of Social Work, SFA
Date ____________
Name (optional)___________________________________________________________
Newsletter presentation and materials:
1.
This newsletter content satisfied my expectations.
___Strongly agree
2.
___Disagree
___Strongly disagree
The examples and activities within this newsletter helped me learn.
___Strongly agree
3.
___ Agree
___ Agree
___Disagree
___Strongly disagree
This newsletter provides a good opportunity to receive information and training.
___Strongly agree
___ Agree
___Disagree
___Strongly disagree
Course Content Application:
4.
The topics presented in this newsletter will help me do my job.
___Strongly agree
5.
___Disagree
___Strongly disagree
Reading this newsletter improved my skills and knowledge.
___Strongly agree
6.
___ Agree
___ Agree
___Disagree
___Strongly disagree
The following were two of the most useful concepts I learned:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
7.
Overall, I was satisfied with this newsletter.
___Strongly agree
___ Agree
___Disagree
___Strongly disagree
Comments:
___________________________________________________________________________________________________________
Page 13
REACHOUT NEWS
Child Welfare Professional Development Project
((Continued
from Page 1)ntinued from page 1)
Recently, the Child Welfare Information Center added
new training resources from Foster Parent College series, as well as other DVDs and books ( p. 9 ) . Call
our toll free number ( 877) 886 ‐ 6707 and leave a
message for our graduate assistants, Linda Gonzalez
and Destiny Peters. They will return your call and provide individualized help in finding the training resources
you need!
Remember also to mark your calendar for the upcoming Region 5 Foster and Adoptive Training Conference
to be held April 12 on the SFA campus. The conference
planning committee met in September and is putting
together a prospective list of exciting workshop topics
for 2014. The committee generally meets the first Tuesday of each month. If you are interested in participating,
email Becky Price-Mayo at bmayo@sfasu.edu to be
included on the email list. This coming year, the Youth
Extravaganza will be organized by Elyssa Moore, FAD
Specialist, who recently relocated to the Nacogdoches
CPS office. Also many thanks to Christina Hardaway
( n ew FAD Supervisor for the northern part of Region
5 ) and Clif Watts ( new Adoption Specialist in the
Nacogdoches office ) for their extraordinary efforts in
making this children ’ s event a huge success over the
past several years!
Did you miss an issue of the
REACHOUT Newsletter ?
Each newsletter offers ONE HOUR of
Foster Parent Training
IT'S SIMPLE
Just download a newsletter from the
REACHOUT Newsletter Archives
www.sfasu.edu/socialwork/251.asp
CWPDP strives to support your parenting efforts and to
support CPS administration and
staff in protecting children. Our staff is honored to be a
part of your many accomplishments!
Thank You!
Becky Price-Mayo
Complete the
Learning Activities page
and Evaluation
Then give to your
CPS caseworker for credit!
Child Welfare Professional Development Project
Linda Gonzalez
Becky Price-Mayo, MSW, LBSW-IPR
Destiny Peters
Graduate Assistant
(936) 468-1846
Director
(936) 468-1808
bmayo@sfasu.edu
Graduate Assistant
(936) 468-2705
Stephen F. Austin State University
School of Social Work
Child Welfare Professional Development Project
P.O. Box 6165, SFA Station
Nacogdoches, TX 75962‐6165
REACHOUT NEWS
Fall 2013
Mark Your Calendars!
17th Annual Region 5
Foster & Adoptive Training
Conference
April 12, 2014
Earn One Hour of
Foster Parent Training
Child Welfare Professional Development Project
School of Social Work, Stephen F. Austin State University