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