THE IMPLIMENTATION OF THE 1999 FOSTER CARE INDEPENDENCE ACT IN
THE CONTRA COSTA COUNTY INDEPENDENT LIVING SKILLS PROGRAM
Karlie Allyson Bennett
B.A., Point Loma Nazarene University, 2006
PROJECT
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SOCIAL WORK
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
SPRING
2011
THE IMPLIMENTATION OF THE 1999 FOSTER CARE INDEPENDENCE ACT IN
THE CONTRA COSTA COUNTY INDEPENDENT LIVING SKILLS PROGRAM
A Project
by
Karlie Allyson Bennett
Approved by:
__________________________________, Committee Chair
Francis Yuen, DSW
____________________________
Date
ii
Student: Karlie Allyson Bennett
I certify that this student has met the requirements for format contained in the University
format manual, and that this project is suitable for shelving in the Library and credit is to
be awarded for the Project.
__________________________, Graduate Coordinator
___________________
Teiahsha Bankhead, Ph.D., MSW
Date
Division of Social Work
iii
Abstract
of
THE IMPLIMENTATION OF THE 1999 FOSTER CARE INDEPENDENCE ACT IN
THE CONTRA COSTA COUNTY INDEPENDENT LIVING SKILLS PROGRAM
by
Karlie Allyson Bennett
This study explored the successes and challenges surrounding the implementation of the
1999 Foster Care Independence Act (FCIA) in Contra Costa County. This research
focused on the interpretation and implementation of the policy in the areas of housing,
education, employment and mentoring. The data collected was compiled of surveys, and
a review of the implementation of the Foster Care Independence Act policy in Contra
Costa County. This researcher administered survey questionnaires to eleven (N=11)
emancipated foster youth from Contra Costa County who participated in the Independent
Living Skills Program and to seventeen (N=17) current Contra Costa County social
workers to determine the success and challenges of the 1999 Foster Care Independence
Act implementation in Contra Costa County. The results of the study indicate that Contra
Costa County has successfully implemented the 1999 Foster Care Independence Act
iv
using its Independent Living Skills Program and providing the foster youth all with of the
services as in accordance with the policy. This program is essential to the success of the
foster youth although more refinements of the program and foster youth's involvements
could be considered.
_______________________, Committee Chair
Francis Yuen, DSW
_______________________
Date
v
ACKNOWLEDGEMENTS
Thank you to my dear family Melissa, Skyler and Ian. I love you all and
everything I do, I do for you. To my friend Ray, I hope I have made you proud and that
you are watching me from your place of peaceful rest.
I want to thank my amazing friend Sueann for her strength and humor even in our
darkest of times. I would have never been able to do any of this without you. You are a
role model and I look up to you.
Thank you Adam Lundy for your unconditional love, your support, and your
constant faith in me. Thank you for never leaving.
I would like to thank Dr. Yuen for his guidance, encouragement, and patience.
Had you not been so understanding and passionate about your work, I would never have
seen the finish line.
Thank you to the staff and management of the Contra Costa County Independent
Livings Skills Program for all of their support, their help and the impact they had on my
live as a former foster youth, as a student and as a future social worker.
I dedicate this to all current and future foster youth. Please know that you can
turn your dreams into goals, and your goals into accomplishments.
vi
TABLE OF CONTENTS
Page
Acknowledgements ............................................................................................................ vi
List of Tables ..................................................................................................................... xi
INTRODUCTION .............................................................................................................. 1
Background of the Problem .................................................................................... 1
Problem Statement .................................................................................................. 2
Purpose of the Study ............................................................................................... 3
Theoretical Framework ........................................................................................... 4
Definition of Terms ................................................................................................ 5
Assumptions ........................................................................................................... 5
Justification ............................................................................................................. 5
Limitations .............................................................................................................. 6
LITERATURE REVIEW ................................................................................................... 8
Child Welfare in California .................................................................................. 11
Education .............................................................................................................. 15
Employment .......................................................................................................... 19
Housing ................................................................................................................. 20
Contra Costa County............................................................................................. 24
METHODS ....................................................................................................................... 30
Study Design ......................................................................................................... 30
Study Population and Sample ............................................................................... 31
Data Collection Techniques .................................................................................. 31
Instruments ........................................................................................................... 32
Protection of Human Subjects .............................................................................. 33
DATA ANALYSIS AND STUDY FINDINGS ............................................................... 36
vii
Former Foster Youth Demographics .................................................................... 38
Policy .................................................................................................................... 39
Service Needed after Emancipation ...................................................................... 40
Housing, Education, Employment, Mentoring ..................................................... 42
Professional's Demographics ................................................................................ 43
Policy .................................................................................................................... 44
ILSP Services........................................................................................................ 44
Housing, Employment, Education, Mentoring ..................................................... 45
Overall Findings and Discussion .......................................................................... 46
CONCLUSION ................................................................................................................. 55
Summary ............................................................................................................... 55
Implications for social work ................................................................................. 56
Evaluation/Limitations ......................................................................................... 58
Appendix A Foster Youth Survey..................................................................................... 60
Appendix B Professional Survey ...................................................................................... 64
References ....................................................................................................................... 665
LIST OF TABLES
Page
1. Table 1 Emancipated Foster Youth Data ................................................................... 47
2. Table 2 Social Worker Data ....................................................................................... 49
viii
1
Chapter 1
INTRODUCTION
The purpose of this study is to explore the successes and challenges surrounding
the implementation of the 1999 Foster Care Independence Act (FCIA) in Contra Costa
County. This research focuses on the interpretation and implementation of the policy in
the areas of housing, education, employment and mentoring.
This descriptive study utilizes a questionnaire to seek input from individuals who
have extensive knowledge of the Independent Living Skills Program in Contra Costa
County. They include social workers employed by Contra Costa County and
emancipated former foster youth who received Independent Living Skills services in
Contra Costa County.
This study aims to demonstrate the successes and challenges of the
implementation of the Foster Care Independence Act policy in Contra Costa County.
Study findings may provide important information for program improvement for the
Independent Living Skills Program. This study could also identify ways for more foster
youth involvement when developing the policy structure for foster youth programs.
Foster youth could possibly benefit from more involvement in creating the programs that
are meant to give them a greater chance for a successful outcome.
Background of the Problem
Research shows that foster youth who age out of the system are emancipating
without being prepared to live on their own after exiting the system (Collins, 2004;
Naccarato, & DeLorenzo, 2008; Greeson & Bowen, 2008). It is a large challenge for
2
each State and County to provide its foster youth with the resources needed because thirty
to forty percent of foster youth in the child welfare system are teenagers between the ages
of thirteen and eighteen (CWLA, 2009).
In 1985, Congress created Federal legislation that brought into focus the
challenges and barriers facing foster youth who were emancipating from the system.
This legislation was called the Independent Living Initiatives (ILI) and was designed to
help foster care youth make a smooth transition from childhood to adulthood (Leathers &
Testa, 2006). In 1999, Congress passed the Foster Care Independent Act which amended
the Social Security Act and created the John H. Chafee Foster Care Independent Program
(Foster Care Independent Act of 1999). This legislation was amended to further meet the
needs of foster youth. The legislation also created independent living services by
increasing the age of eligibility and expanding resources. However, although
emancipated foster youth have benefited from the Independent Living Program
legislation in its current form, there is still a continued list of issues for foster youth when
transitioning into adulthood. A few of the issues include the youth accessing the
resources or benefits provided by an Independent Living Program and the underfunding
of the program.
Problem Statement
In 2006, a total of 78,827 children were in the foster care system in California
alone (Child Welfare Research Center). Every year a large number of them transition out
of the system and into the adult world. Unfortunately, youth spend many years in the
system and are unable to master everyday life skills because the system is shaped to
3
provide the basic needs for children. The average length of stay for children in care in
the year 2003 was 39 months (Adoption and Foster Care Analysis and Reporting System,
2003). Often the youth are emancipated from foster care lacking the skills required to live
independently in adulthood.
To address this issue, many counties in California have implemented an
Independent Living Skills Programs to teach foster youth ages sixteen to twenty-one
basic life skills. These programs focus on educating youth on how to live independently
without the security net of a foster parent or social worker. Contra Costa County has
created a program devoted to providing the transitioning youth an opportunity to learn
independent living skills (Independent Living Skills, 2007).
Purpose of the Study
The purpose of this study is to understand the impact of the 1999 Foster Care
Independence Act on the Independent Living Skills Program in Contra Costa County and
on the transitioning foster youth residing in this area. This understanding could inform
social workers and foster youth how to be more effectively involved in the policy
development process and seek out legislative solutions.
Qualitative and quantitative findings from this study could potentially highlight
the successes and challenges regarding the implementation of the Foster Care
Independence Act in Contra Costa County and in the four focus areas of housing,
education, mentoring and employment. Lessons learned from Contra Costa County could
be helpful for reshaping and refining how other Independent Living Skills programs serve
the needs of their foster youth.
4
Theoretical Framework
This researcher utilizes a theoretical framework that gives explanation of how
systems interact with one another and how negative factors influence the foster youth
during the difficult transition from living in foster care to living independently.
The systems theory is founded on the belief that all systems are made of
subsystems and these subsystems are made up of super-systems (Franklin & Jordan,
2006; Schriver, 2003). The systems theory has three focuses. The first focus is on the
individual or the micro level. The second focus is on families and groups or the messo
level. The third focus of the systems theory is on organizations and societies or the
macro level. This approach uses the three focuses to better understand the complex
connections and relationships between people and their life systems.
According to the systems theory there are three kinds of helping systems that act
as a safeguard for negative outcomes. The first helping system is the informal and
natural or the family and friends system. The second is the formal or the community
groups that act as a helping system and the societal systems or the education and law
enforcement systems. The third is the societal systems or the involvement with the Child
Protective System.) (Franklin & Jordan, 2006). However, given these three kinds of
helping systems, studies show that foster youth encounter stressful relationships with one
or all of them (Courtney, Dworsky & Perez, 2010; Merdinger & Hines, 2005).
For example a foster youth can experience a loss of family or be placed in a
number of different homes and schools, both of which contribute to the youth having
negative relationships. It is the negative relationship a foster youth has with the systems
5
that produce the issues he or she faces during the transition from foster care to
independence (Franklin & Jordan, 2006).
Definition of Terms
Transitioning Foster Youth: Youth who are in foster care and are of an age (1621) eligible to receive Independent Living Skills services.
Emancipated: Foster youth who have exited the child welfare system through a
court process.
Former Foster Youth: Youth who have been in the foster care system at least once
before turning 19 years of age.
Aging out: Children between the ages of eighteen and twenty-one that are leaving
the foster care system.
Independent Living Program: A program offered to foster youth and former foster
youth to attain skills that enable youth a successful integration into adulthood.
Assumptions
The first assumption is that emancipated foster youth have a difficult time
transitioning to adulthood and need more resources to prepare them for this transition.
The second assumption is that every county in California is implementing the Foster Care
Independence Act of 1999. A third assumption is that the Contra Costa County ILS
Program is unique and able to provide its foster youth with an astounding service.
Justification
The results of this study could be used to educate the public on the importance of
Independent Living Skill Programs. This study could describe Contra Costa County’s
6
successful and challenging experiences in implementing policy and providing an
Independent Living Skills Program to its youth. This study has the potential to show that
there is a need for more foster youth involvement when developing policy structure for
foster youth programs. Foster youth may benefit from having more involvement in
creating the programs that are meant to give them a greater chance for a successful
outcome. The findings of this study can potentially be used by other Independent Living
Skills programs to re-evaluate the services they offer to their foster youth.
Limitations
The threats to the internal validity of this study are the different personal histories
of each foster youth surveyed and the drop out of one individual who received services
from the program. This researcher is addressing the maturation internal validity threat by
interviewing the same age group of emancipated foster youth (18-23).
One external validity threat this researcher might encounter during data collection
is interaction effects of selections biases and research stimulus. This researcher will have
participants volunteer to complete a survey; however participants have the freedom to not
complete the survey if they choose to. This researcher is hoping to have at least fifteen
former foster youth complete a survey and fifteen social workers complete survey on
similar topics.
It is a quantitative study with advantages and disadvantages. The advantage of
the study is the potential for other counties in California to learn how Contra Costa is able
to deliver services to foster youth in the program. A disadvantage and limitation of the
study is the small size of the sample population. However, on the other hand, this small
7
and intimate study could provide detailed and highly accurate information and patterns on
the topic.
This researcher will discuss only the specific experiences of the people who are
being surveyed and will generalize the findings to similar populations to improve
knowledge and create better policies for similar programs. In doing so, this researcher
understands that the findings only directly reflect the experience in Contra Costa County
and the study’s ability to make generalization to other counties is not tested and
potentially limited.
Chapter 2
LITERATURE REVIEW
Approximately 20,000 foster youth age out of the system each year in the United
States (US Department of Health and Human Services, 1999). A number of articles
about foster youth use this statistic because it paints a picture of how important it is to
focus on foster youth during the transition from living in care to adulthood. Adulthood
has a different meaning for society today than it did in the past. Arnett (2007) explains
how from the last half of the 20th century to the present day the transition to adulthood
has become more difficult and more uncertain than it used to be.
Child Welfare policies created in the United States are developed with an
expectation that youth in foster care are to assume responsibility and enter adulthood at
the age of 18 or after graduating from High School. According to Freundilich (2009),
this expectation is not consistent with the reality of the life of youth in the 21st century.
8
Children who are transitioning out of care are forced to do so, prepared or not prepared.
As Arnett (2007) and Freundilich (2009) have shown, the youth in the United States
today are not ready to take on the role of being an adult until after the age of 18. Foster
youth do not have the luxury of choosing to live at home because once they transition out
of care they are on their own and often left without support (Collins, 2004). Research
conducted on the adult functioning ability of former foster youth in the United States has
shown poor outcomes on a number of important topics such as education, economic
stability, mental health, family formation, and crime (Meier 1965; Festinger 1983; Jones
& Moses 1984; Cook et al. 1991; Courtney et al. 2001; Courtney & Hughes-Huering
2005; Drowrsky 2005; Pecora et al. 2005).
Given the demonstrably poor outcomes for transitioning foster youth, legislation
has been created to provide support and services for them. In 1986, Congress amended
the Title IV-E section of the Social Security Act to include an Independent Living Skills
Program and allowed federal funding to assist states in preparing foster youth for the
transition into adulthood. According to this legislation federally funded independent
living services were to be used for Title IV-E eligible youth between ages 16 and 18 only.
However, in 1988, the legislation changed the eligible population to include all 16-18
foster youth regardless of the Title IV-E status and to former foster youth who had
transitioned from the system within the past six months (US Department for Health and
Human Services, 1999). The creation of this legislation was the vital start in
acknowledging the problems and issues faced by transitioning foster youth. This
legislation allocated resources for the child welfare system to respond through the
9
development of programs needed by the foster youth. However, the federal resources
provided through the Independent Living Initiative were small and the overall impact on
youth has been difficult to verify (Collins, 2004).
In 1999, Congress passed the Foster Care Independence Act. This legislation was
put into law by President Clinton and created the Chafee Foster Care Independence
Program. The Chafee Program was created with a list of responsibilities. The
responsibilities are to identify children who are expected to be in foster care to age 18 and
help them make a transition to self-sufficiency; to help these children received the
education, training and services necessary to obtain employment; to help them prepare
for and enter into post-secondary training and educational institutions; to provide
personal and emotional support for children aging out of foster care; to provide a range of
services and support for former foster care recipients between ages 18 and 21 to
compliment their own efforts to self-sufficiency; and to assure that the program
participants recognize and accept their personal responsibility for adulthood (Collins,
2004).
In 2001, section 477 of the Social Security Act was amended by the Promoting
Safe and Stable Families Group to add a new role to the Chafee Foster Care
Independence Program list of responsibilities (Collins, 2004). The objective for this new
role was the Chafee Education Training Voucher Program. This program was created to
provide resources to states to make available vouchers for post-secondary training and
education to youth aging out of the foster care system or to youth who have been adopted
from public foster care after the age of 16 (Collins, 2004). States could allow youth
10
participating in the voucher program to remain eligible until they turn 23 years of age as
long as they were enrolled in a post-secondary education or training program and were
showing progress toward completion their program. The youth were to use the voucher
for the cost of attendance at an institution of higher education as defined in section 102 of
the Higher Education Act of 1965. The amount of the voucher has been up to US$5000
per year for each student that receives the voucher (Collins, 2004).
The development of these important laws that put resources into place for foster
youth who are aging out have been the beginning of making foster youth issues a focus
for policy makers. However, given the importance of the Independent Living Skills
Programs to transitioning foster youth, little is known about the effectiveness of this
resource. In 1999 (GAO), a government report enumerated the variations and limitations
in services provided by the states, the unknown effectiveness of independent living
services, and the limited federal monitoring of state implementation of independent living
programs. Little is known about the impact of independent living programming and the
context in which it is helpful and not helpful for the foster youth (Collins, 2004). This
federal report (GAO, 1999) reviewed the independent living services and found that few
programs provide apprenticeships or affordable vocational programs. It also revealed
that connections to potential employers were not well developed, experiential activities to
practice living skills were not common, availability of transitional housing services was
limited, and that after care services given to the youth in the study were inconsistent.
Lastly, one national study was conducted which identified a positive impact of
independent living services for foster youth (Cook, 1994). More research is needed to
11
show the positive impacts of the Independent Living Skill Programs for transitioning and
emancipated foster youth.
Child Welfare in California
California has created legislation to assist foster youth during the transition from
the system. This legislation includes services given by the state with federal funding
such as career exploration, assistance in obtaining a high school diploma, vocational
training, job placement and retention, training in daily living skills, training in
budgeting, substance abuse prevention, preventive health activities, education, training
and employment services, preparation for post-secondary training, mentors and
interactions with adults, housing, counseling, and services for young people ages 18-21
formerly in foster care (Collins, 2004). It is up to the state what services will be offered
on a consistent basis using the identified needs and resources available in that state
(Collins, 2004).
In California, a foster youth can be held in care until they age out of the system at
18 or graduate from high school. The California courts have the choice to hold
jurisdiction over any youth found to be a dependent child of the juvenile court until the
ward or dependent child attains the age of twenty-one (Dunlap, 2006). The court’s
jurisdiction does not automatically extend to all children under the age of twenty-one.
The court may hold control until the age of twenty-one only when it is shown to be in
the best interest of the child (Cal. Welf. & Inst. Code 303 West, 2006). However, new
California legislation, Assembly Bill 12, has been created and passed. AB12 allows a
youth to stay in the system until the age of twenty-one instead of being kicked out of
12
foster care at age eighteen or after High School graduation (Children’s Advocacy
Institute, n.d.).
The state of California has a defined checklist to guide the courts when executing
the emancipation process. This is to assist and prepare the foster youth to emancipate
with the documents and resources they will need to live independently and enter
adulthood. The guide requires the state to ensure that the youth appear in court for
termination of juvenile dependency unless the youth is unable to be located or chooses
not to attend. The youth has to receive information about their dependency case and
family history. The documents that the state is required to give to the foster youth are a
social security card, a birth certificate, a health and education summary, and assistance
in applying for Medi-Cal or other health insurance. Referrals are also made to
transitional housing, employment, and available financial assistance programs for the
youth. Support is also given to the youth when applying to college or vocational
training programs, and the state provides assistance in maintaining relationships with
persons who are important to the youth (West, 2006).
California legislators have introduced legislation to create solutions for foster
youth transitioning out of the system. Many problems facing former foster youth start
from the treatment they receive while in state care (Fox and Berrick, 2007). For
example, the average youth in foster care has three different placements (Barth et al,
2005), a phenomenon referred to as foster care drift (Woodhouse, 2002). This
challenges the view that young children in foster care experience a relatively normal
13
upbringing. If a youth grows up not experiencing stability, they are not going to know
how to create it for themselves in adulthood.
California Assembly Bill 490 (AB 490) was created to help youth who experience
foster care drift. The bill helps to assist foster youth and the issues of moving from
school to school as placements change. AB 490 permits foster children to remain in
their school of origin for the rest of the current school year even if the placement has
changed. It also mandates timely transfer of educational records when the youths
change schools, and requires the appointment of an educational liaison for foster
children (Children’s Advocacy Institute website).
California Assembly Bill 408 (AB 408) was another piece of legislation created to
help bring youth stability by utilizing adult connections. AB 408 establishes a program
to ensure foster care youths will age out with a lifelong connection to a committed adult.
The law requires that youths over the age of 16 identify an adult important to them in
their care plan, which must include steps taken by the agency to maintain their
relationship with a caring adult. The statute also includes a normalizing component
allowing foster care youths to participate in age appropriate extracurricular, enrichment,
and social activities, and it prohibits laws, regulations, or policies from standing in the
way of youths’ involvement in these activities (West, 2009).
Although the state legislation provides for the development of programs giving
services to current and former foster youth, youth are often not involved in the planning
process of these programs. At the state policy level, youth involvement is not
standardized regarding the type and extent of involvement. Youth Advisory Boards are
14
common methods for attempting to insure youth voices are heard in planning and policy
making, and they appear to be the main mechanism by which states make efforts to
involve youth in planning. These Youth Advisory Boards are a client driven,
empowerment-oriented approach to service delivery and actively involve youth in the
planning process (Collins, 2004).
Barth (1990) conducted a study that was focused on getting input from foster
youth about how to help reshape the system. A total of 55 emancipating adults were
studied in the areas of San Francisco and Sacramento. When respondents were asked for
suggestions on how to improve foster care, they recommended more attention to
teaching life skills and to helping youths find housing after emancipation. Several of the
interviewees mentioned the need for residential options for youths before they leave
foster care. Others mentioned the need for educational services. Other areas of
improvement mentioned were counseling, life planning, and career guidance. They also
suggested that aftercare services such as support groups and counseling should be
available for 3 years after emancipation.
Education
Obtaining an education for a foster youth or a former foster youth is often a
daunting task. The school system asks a lot from foster youth who have been removed
from their home and may not have a stable place to live. Sometimes a school can provide
essential stability for a foster youth as long as the youth is able to remain in the same
school. It is also possible for a youth to find a mentor in a teacher or a staff person to help
guide them.
15
School can be a place where a foster child’s needs are met. Research has shown
that foster youth are more likely to need special education services than non-foster youth
(Seyfried, Pecora, Downs, Levine, & Emerson, 2000). When a youth who needs special
education services does not get them because they have changed schools and their
educational records have not been transferred to the new school yet, they may fall behind
and not receive their high school diploma or GED on time or at all. These foster youth
who were able to gain a high school diploma may not be prepared for college level work
(Emerson, 2006) because placement instability led to frequent school changes and
disrupted their education (Courtney et at., 2004; Pecora et al., 2005). School stability is
important for a youth who wants to graduate and go to college. In addition, without a
high school diploma a former foster youth faces more challenges when trying to live in
the adult world independently.
Each year many youth exit foster care without a high school diploma or a General
Equivalency Diploma (Barth, 1990; Cook, 1994; Festinger, 1983). Wolanin (2005)
conducted a study and found that only 50% of foster youth complete high school by age
18. This is compared to 70% of the non-foster students. Given the low number of foster
youth who are not graduating it is not surprising that this study also found low numbers
of college attendance. Only 20% of foster youth who graduate from high school go on to
attend college when compared to 60% of high school graduates in the general population.
One reason for the low numbers of college attendance of former foster youth could be the
child welfare system’s lack of encouragement for the youth to enter into post-secondary
education (Merdinger, Hines, Osterling, & Wyatt, 2005). As for the foster youth who did
16
feel prepared, in a study by Freundlich and Avery (2006) foster care alumni who
expressed satisfaction with their preparation for independent living often focused on the
fact that they were encouraged to stay in high school or obtain a GED.
Former foster youth do not have a safety net once they emancipate from the
system because often foster youth are not able to depend on family for help. A study by
Hernandez and Naccarato (2010) found that foster youth are unable to depend on parents
or other family members to help them pay for college. It is difficult for a youth to meet
the financial demands of attending college, and often the youth will give away part of
their scholarship money to their biological families who may be facing other financial
demands. Another contributor to the low college attendance of former foster youth is the
reality of not having a stable place to live and a sense of being alone, which could be
related to being a former ward of the state according to a study by Dwrosky and Perez
(2010).
The need and the demand to return to education have increased during the past
four decades (Furstenberg, Rumbaut, & Settersten, 2005). Today youth in the
transitioning age are putting off fully living independently until they have completed their
education. Research has found that fewer people in the transitioning age are entering
full-time work before their early 20’s. More and more people in the transitioning age are
waiting until the end of their 20’s to work a full-time position (Furstenberg, Rumbaut, &
Settersten, 2005). However, foster youth do not have the choice of delaying their
emancipation until they have completed their education.
17
In 2005, 25 to 32 year olds who had at least a bachelor’s degree earned, on
average, 61% more than those who with only a high school diploma or GED (Planty et
al., 2007). The bachelor’s completion rate for foster care alumni is 2.7%. This is much
lower when compared to 24.4% of the general population (Pecora et al., 2005; U.S.
Census Bureau, 2006). Not only is a degree needed to earn enough income to support
yourself but only a small number of former foster youth are able to earn one.
Many programs have been developed to help former foster youth obtain a degree.
The Educational Training Voucher (ETV) program is one of them. The voucher program
was first funded by Congress in fiscal year 2003 as a supplement to the Chafee Foster
Care Independence Program (Collins, 2004). According to the data reported to the
National Resource Center on Youth Services, 24 states were actively participating in the
ETV program (Collins, 2004). Many states also have their own state level educational
assistance programs. Thirty-one states provided information about some type of postsecondary education support specific to the population of foster youth (NRCYS, 2004).
There was wide variation regarding the length of the programs or how long they had been
in place. Variation was also found in eligibility requirements such as the type of state
ward (child welfare of juvenile justice), the length of time in care, the age at exit from
care, the age at entry into a post-secondary education program, the amount of scholarship
funds, and the coverage of related expense such as books or room/board (Collins, 2004).
Programs like the ETV were developed to fight the low college attendance rates
and help raise the college completion rates of former foster youth. A lower rate of
college graduation among young adults who “age out” of foster care is a major issue.
18
Courtney et al. (2007) found that just 30% of the 21 year olds in their sample of former
foster youth had completed at least 1 year in college compared with 53% of 21 year olds
in a nationally representative sample. This same study also found that 77% of the 21 year
old former foster youth in the sample had a high school diploma or GED in compared to
89% of the nationally representative sample of 21 year olds. Lastly only 39% of the
former foster youth who had a high school diploma or GED had completed at least one
year of college by age 21 in comparison to 59% of the 21 year olds who had a high
school diploma or GED in a nationally representative sample.
Employment
Research has shown that the more education a former foster youth has, the more
money they can earn after emancipation when employed. Naccarato found in a 2010
study that youth who had a GED earned $11,374 more a year than youth who had some
high school education and no degree. Youth who had a high school diploma earned
about $7060.43 higher than youth who had some high school education with no degree.
The youth who obtained some college education earned yearly $17,239.42 more than the
youth who had some high school education with no degree. And the youth who gained
an Associate’s or two-year degree earned $25,179 more a year than the youth who had
some high school education with no degree (Naccarato et al., 2010).
Courtney and Drowsky conducted a study in 2006 and found that foster youth are
less likely to be employed than their peers, and money earned from employment gave
few of them the ability to live independently and pay all of their bills. Another study
found that many former foster care youths obtained money through illegal means. This
19
study found that 24% supported themselves by dealing drugs and 11% were involved in
prostitution (Reilly, 2003). Foster youth are facing more issues because they are up
against unemployment and underemployment after emancipation.
The issue of underemployment and unemployment was found in a study about
employment outcomes of youth close to their 18th birthday in California, Illinois, and
South Carolina (Goerge, Bilaver, & Lee, 2002). This study compared findings of youth
aging out of foster care to findings of youth who were reunified with their birth parents,
and to low-income youth. The study found that youth aging out of the foster care system
are underemployed but those youth who do work begin working at an early age. Youth
aging out of foster care are bringing home earnings that are below the poverty level, and
youth aging out of foster care progress more slowly in the labor market when compared
to other youth. Underemployment among the former foster youth is reflected in both
their low earnings and types of jobs they hold.
Mental health and substance use are another factor for unemployment and
underemployment for former foster youth. Mental health and substance abuse have been
found to be associated with lower earnings among homeless youth. This is an outcome
that many former foster youth experience (Courtney et al, 2001). Youth who were
identified as having any mental health diagnosis were estimated to earn $8794.81 less
than youth who were not identified as having a mental health diagnosis (Naccarato et al.,
2010). Youth who are abused and put into the foster care system face a darker future
after emancipation especially if they have any mental health issues. This is why it is so
important for a foster youth to gain as much life skill as they can from the Independent
20
Living Skills Programs so they can have a fighting chance against homelessness,
underemployment, and unemployment.
Housing
There are a larger number of homeless adults who have a history of being
involved with the child welfare system (Burt, Aron, & Lee, 2001). After foster youth
emancipate they are often faced with not having a stable place to live or with entering
into homelessness. Older youth who enter the foster care system are more likely to age
out of the system than be returned home or be adopted (Fernandez, 2008). These older
youth who are placed in the foster care system have to learn fast what they are facing at
emancipation. Transitioning youth have to figure out their housing, education, work, and
social services on their own or with the aid of agency staff, but they are not often
planning their futures with their family (Courtney & Hughes Heuring, 2005). A number
of studies have found that transitioning foster youth are at high risk of homelessness.
One study by Courtney (2001) found that 14% of males and 10% of females
reported being homeless at least once since being discharged from the foster care system.
Brandford and English (2004) conducted a study of 302 foster youth from Washington
State who had been in out-of-home care for at least one year before they were
emancipated. Out of the sample, 70% of the youth were re-interviewed 6-12 months after
their emancipation. The study found that 11% of this follow-up sample had been
homeless at some point since leaving care, and one quarter had “couch surfed”.
Fowler, Toro, Tompsett, and Hobden (2006) surveyed 247 of the 867 young
people who had aged out of foster care. The study focused on three Detroit counties in
21
2002 and 2003 and interviewed youth who had been out of the system for an average of
3.6 years. Out of the sample, 17% reported being homeless at least once since leaving
care. That is, they had spent one or more nights on the streets, in an abandoned building,
in a car, or in a homeless shelter. In addition, one third had “doubled up” with or couch
surfed among friend and relatives because they could not afford more permanent housing.
Two other important foster youth studies include the Midwest Evaluation of Adult
Function of Former Foster Youth and the Casey Family Programs National Alumni
Study. The Midwest Evaluation of Adult Functioning of Former Foster Youth (Midwest
Study) was a longitudinal study of foster youth as they aged out of the child welfare
system and transitioned to adulthood in three Midwestern states (Courtney et al., 2005).
This study found that 18% of youth had been homeless at least once since emancipation
by the age of 21 (Courtney et al., 2005). The Casey Family Programs study did not see
better findings in their research.
The Casey Family Programs National Alumni Study of 2003 used interviews and
data collected from case records of over 1,000 of its program alumni to investigate how
the youth who went through their program were doing living independently (Pecora et al.,
2003). The study found that 20% of the alumni were homeless for one or more nights
within a year after leaving foster care (Pecora et al., 2003). This data shows the
importance to youth in care of fully participating in independent living skills programs to
help prevent them from becoming homeless.
A study by Lindsey and Ahmed (1999) compared foster youth who had
participated in an independent living program with foster youth who had not participated
22
in the program. The study found that the youth who had participated in the independent
living program were more likely to live independently or pay all of their housing
expenses after emancipation (Lindsey & Ahmed, 1999). The findings of this study are
positive for foster youth who are able to participate in the program. However there are
issues with the kinds of housing provided by some Independent Living Skills Programs.
It is common in most urban areas that the apartments in the private market are far
too expensive for a young adult to afford. The apartments that are affordable for a former
foster youth to manage with the help of independent living money are more likely to be
second-rate and in neighborhoods that are not known for safety. Programs may refer
youth to use certain buildings or neighborhoods resulting in large numbers of former
foster care youth geographically concentrated (Collins, 2004). This model of
programming could use this opportunity to develop support networks among youth.
However if an area is overpopulated by the youth it could be seen as a refugee camp for
former foster youth. The youth may also be at risk of exploitation by others in these
settings. Jaklitsch (2003) has noted that early attempts at providing supervised apartment
programs were largely unsuccessful and viewed as dumping grounds for youth (Collins,
2004). The current system for providing housing to former foster youth may not be
perfect, but the youth who live in a place provided for them by Independent Living
Programs are faring better than living on the streets.
Given the issues with the housing programs, the foster youth still are in need of
more legislative support to prevent them entering into homelessness. Current legislation
enables youth aging out of foster care to receive housing vouchers that are time-limited
23
up to 18 months under HUD’s Family Unification Program (NFCAP, 2000b). There is
little information available about how former foster youth are utilizing this Section 8
program, and the program comes with limitations such as a lack of available units that
accept the vouchers.
In 1990, Congress amended Section 477 of the Title IV-E Independent Living
Program. The amendment gave the states the option of extending eligibility for federally
funded independent living services to former foster youth until age 21. This may seem
like a breakthrough for former foster youth supporters, but it actually created a problem
due to a provision in the legislation. The provision said that the states were prohibited
from using their Title IV-E funds to cover the costs of room and board. This meant that
those funds could not be used to pay for independent living subsidies or transitional
housing (Allen, Bonner, & Greenan, 1988, Barth, 1990). However, the John Chafee
Foster Care Independence Act, which replaced the title IV-E program with Chafee
Independent Living Program in 1999, does allow the states to spend up to 30% of their
independent living funds on room and board for former foster youth who are at least 18
years old but not yet 21.
Jaklitsch (2003) argues that housing is the greatest challenge for young people
after leaving care. Although the Foster Care Independence Act created solutions by
providing some support for housing, there are other issues that remain. For example, the
FCIA fails to state what constitutes as room and board, and it does not address the issues
youth face when trying to achieve affordable housing. One last issue that is left out by
the FCIA is that it does not ensure that the former foster youth will be able to maintain
24
stable housing over a long period of time. It does not promise former foster youth
permanency in their housing situation (Jaklitsch, 2003, NFCAP, 2000b).
Contra Costa County
The Contra Costa County Independent Living Skills Program web site provides
many links to program information, resources, events and staff (http://www.cocoilsp.org).
The information about the program discussed in this section was retrieved from the Costa
County Independent Living Skills Program web site (http://www.cocoilsp.org). The
program has two divisions that serve different age groups of foster youth and former
foster youth. The youth who are eligible for the Independent Living Skills Program in
Contra Costa County are all youth aged 16 and over for whom foster care maintenance
payments are being made under title IV-E. Youth are eligible for Independent Living
Skills Program services up to age 21.
The first division is the Standard Independent Living Skills program. It provides
services to youth still in foster care between the ages of 16 through 19. The primary focus
of the Standard Independent Living Skills Program is to identify all eligible youth and
provide emancipation services that focus on preparing the youth for adulthood.
The second division, or the Post Emancipation Program, was developed to
provide after care services for the emancipated youth in the county. Youth are eligible to
participate until their 21st birthday. The post emancipation program provides staff
specialists to service the youth in the areas of Education, Outreach, Employment, and
Housing.
25
The Contra Costa County Independent Living Skills Program offers its foster
youth a Youth Center which was opened in August of 2001. In addition to housing
managers and social workers, the center has a library, a lounge area, a computer room, a
meeting room for classes and workshops and a kitchen for the youth to utilize. The
library is equipped with computers and audio visual equipment, so that youth can access
life skill videos and do research on school assignments. The lounge was designed for
youth to have a place to relax and watch television or access reading materials while
waiting for workshops to begin. The computer lab offers about 30 computers for the
youth and is used for teaching basic computer workshops as well as conducting
workshops for resume building and financial aid. Youth may also access the Internet in
the computer lab. The kitchen is available for the youth to use as a break room and an
area for cooking classes.
Contra Costa County offers a large number of supportive services to its youth
who have already emancipated from the system and are living independently. One
service offered to youth ages 18-21 for example is the Fall retreat. The Fall retreat is a
start to the New Year, and includes up to 150 people such as youth, relative care
providers, social workers, and group home providers for the purpose of sharing and
explaining Independent Living Skills Program services in order to encourage youth
participation throughout the year.
The Independent Living Skills Program offers a wide variety of general and
specific services to teach the youth how to live on their own. The general services
offered are the East County Life skills/West County Life skills workshop. This workshop
26
is seen as the core of the Independent Living Skills program. The topics covered in this
workshop include basic job development, money management, setting goals, education,
and staying motivated. The youth work on learning to find an apartment and how to
prepare for emancipation as well as team building and communication skills. This is an
eight-week workshop offered to the youth.
Other general services offered to the foster youth are to help them in receiving a
California ID or a driver’s license which allows each youth to obtain some type of
identification before they emancipate. The learning styles workshop is where the youth
are educated on the different learning styles and are able to identify which style they are
and how to improve in school and studies. The basic computer skills workshop teaches
youth how to access the Internet and windows applications.
For specific topics such as education, employment, and housing, the Contra Costa
Independent Living Skills Program offers more focused services to the youth. Services
focused on education include the study skills workshop where students spend about eight
hours learning ways to prioritize study time and tips on test preparation and note taking.
The financial aid workshop is one of the most important classes available for the foster
youth interested in education after high school. This class covers an overview of the
Federal Student Aid Program and scholarships available to former foster youth. The class
also teaches the youth how to complete the FAFSA and scholarship application forms.
All scholarships available to the youth are reviewed with them, including how to write
any essay entries required and tips on panel interviewing.
27
The Independent Living Skills Program also provides a general college workshop
covering the differences between the types of schools, eligibility for schools, setting
personal educational goals, understanding the college time-line for applications, financial
aid, and utilizing the web to research schools. The U.C. workshop teaches the youth
about the U.C. system, U.C. eligibility, and how to write the personal statement. Also
offered to the youth is a C.S.U. workshop that discusses the issues dealing specifically
with the C.S.U. system and choosing between campuses. College tours are given to the
youth who are interested in seeing what the 2 and 4-year college campuses look like. The
youth are given opportunity to view campuses and dorms as well as learning how to
access resources and services available on each campus. The Independent Living Skills
Program provides former ILSP participants to assist with the tours and help answer
questions the youth may have about their personal experience as former foster youth
attending college.
Another important service given to the youth in the Independent Living Skills
Program is a college luncheon. This event gives the youth an opportunity to ask
questions about attending college. Guest speakers include former foster youth who are
currently in college and representatives from local 2 and 4 year colleges to talk to the
youth and answer questions.
The workshops focused on employment are the resume writing workshop, the job
development workshop, and the job corps tour. The resume writing workshop teaches
the youth each part of a resume and the different formats that can be used. How to write
a cover letter and interview techniques are also covered. The job development workshop
28
is to help youth prepare for an interview, dress appropriately, and fill out the required
documents needed when meeting with a potential employer. The job corps tour of the
Treasure Island facility is offered to youth who are interested in this program. The
Independent Living Skills Program also offers assistance to the youth when filling out
applications and learning what job corps can offer them for their future.
The Contra Costa County Independent Living Skills Program offers a workshop
focused on housing to its youth. The housing workshop strives to teach the youth what
their rights are when they become renters and how to find housing. Also covered in this
workshop is how to fill out the application paperwork and what kind of documents are
needed when applying for housing. Finally, the workshop covers how to find a
roommate and how to deal with roommate issues. Through this workshop, the ILS
program connects its youth with the Transitional Housing Program.
The Transitional Housing Program was developed under Assembly Bill 1198 (AB
1198) and approved by both the Contra Costa County Board of Supervisors and
California Department of Social Services. This legislation gave FamiliesFirst and the
Contra Costa County Independent Living Skills Program the opportunity to create
options for older adolescents. This collaboration between the FamiliesFirst Foster Family
Agency and Independent Living Skills Program has allowed teens to learn critical living
skills in the least restrictive environment, their own apartment. The Transitional Housing
Program provides real world living experiences for foster youth before they reach
emancipation from the foster care system and assume the reality and responsibilities of
adulthood.
29
Chapter 3
METHODS
Study Design
This study had a conceptual framework created from a strengths based stance.
This descriptive study utilized quantitative data to characterize the implementation of the
Foster Care Independence Act in the Contra Costa County Independent Living Skills
Program and on the transitioning foster youth. The study design was descriptive because
this writer attempted to describe the relationship between the policy implementation and
how the Independent Living Skills Program used the policy to offer a program for the
foster youth.
The threats to the internal validity of the study were the different personal
histories of each foster youth surveyed. This researcher addressed the maturation internal
validity threat by interviewing the same age group of emancipated foster youth (17-23).
Statistical regression and instrumentation was not an internal validity threat due to the
fact that the subjects were not chosen based on any test scores. This researcher had
participants volunteer to complete the survey. Each participant was given the freedom to
decline to complete the survey if they chose to.
This was a quantitative study that carried advantages and disadvantages. The
advantage of the study was the potential for other counties in California to learn how
Contra Costa County has been able implement a program for foster youth. A
disadvantage and limitation of the study was the low number of the sample population.
30
However, given the disadvantage, this researcher has tried to provide detailed and highly
accurate information along with patterns on the topic.
This researcher discussed only the specific experiences of the people who were
being surveyed and has generalized the findings to similar populations. This was done to
improve knowledge and create better policies for similar programs. In effort to eliminate
over-generalizations in this study, this writer has made every effort to be bias free and
only focus on the population being surveyed.
Study Population and Sample
The study population was the Contra Costa County social workers and the
emancipated former foster youth in the Contra Costa Independent Living Skills Program.
The sample goal was to have at least 15 surveys from the social workers and at least 15
surveys from emancipated former foster youth. This researcher worked to receive more
than 15 surveys from each group and collected as much data as possible to have a
significant amount of research for analysis.
The study included a quota sampling. The samples that participated in the survey
were pre-screened to ensure that they were emancipated former foster youth who had
received Independent Living Skills services from Contra Costa County. The professional
samples were also pre-screened to ensure the inclusion of current Contra Costa County
social workers.
Data Collection Techniques
The data collected was compiled of surveys, and a review of the implementation
of the Foster Care Independence Act policy in Contra Costa County. This researcher
31
surveyed the emancipated former foster youth after receiving permission from the County
of Contra Costa and from the Independent Livings Skills staff. The emancipated former
foster youth were asked to voluntarily participate in the survey. This researcher was also
granted permission from the County to have the social workers employed by Contra
Costa County voluntarily participate in the survey.
The method of the surveys matched the research design by allowing the
respondent to be the expert and the researcher to learn as much as possible about the
respondent’s knowledge. The closed ended questions allowed the respondent to provide
more accurate and precise answers to the survey questions. This surveyor secured
voluntary participation by offering detailed information about the study and the survey to
the participants. The benefits of the study were also explained to the volunteers in the
consent form provided to the participants prior to completing the survey. Each
participant in the survey voluntarily filled out and signed the Sacramento State University
informed consent form.
Instruments
This researcher had the goal of obtaining a minimum of 30 participants using
convenient sampling as well as snowball strategies to fulfill the sampling objectives.
This student utilized the resources of the Contra Costa County Independent Living Skills
Program staff to recruit interested volunteers to participate and to create awareness of the
study. No inducements were offered to the participants.
The emancipated former foster youth survey consisted of 40 questions (See
Appendix A). This questionnaire was designed to collect data on the youth’s gender, age,
32
race/ethnicity, awareness of policy/laws, awareness of funding, age of entrance/exit of the
system, services offered by the Contra Costa County Independent Living Program, and
how the youth would rate the services offered. The professional/social worker survey
consisted of 27 questions (See Appendix B). This questionnaire was designed to assess
the professional/social worker’s number of years of employment by the County,
awareness of policy/laws, opinion on foster youth involvement in creating policy/laws,
perception of services offered by the Contra Costa County Independent Living Program,
awareness of funding, opinion on the what ages should be eligible for the program, and
how the professional/social worker rated the services offered.
Past research has provided evidence as to the importance of transitioning foster
youth receiving independent living skills and services. Therefore, assessing that the four
domains (housing, education, employment and mentoring) were being offered to the
youth by the County was very important in the study.
The quantitative data was analyzed using the SPSS computation tool for
discovering any differences, similarities, or relationships in a given set of observations of
variables. This researcher used SPSS to calculate the chi-square and cross tabulation of
the values to determine statistical and practical significance. The closed ended survey
questions provided inferential data for the analysis.
Protection of Human Subjects
This writer submitted and received approval from the California State University
Sacramento Division of Social Work, California State University Sacramento Human
Subjects Review Board, and Contra Costa County Independent Living Skills Program.
33
This research process was reviewed by the above listed agencies and approved as having
a minimum risk.
The procedure used to reduce the risk to an acceptable level is providing each
person interested in the study with a survey questionnaire, a cover letter, an informed
consent form and a list of counseling services. The consent form outlined the current
study’s purpose, procedure, risks, benefits, and confidentiality concerns. Both the letter
and the informed consent form reiterated to the candidate that participation in the study is
voluntary and could be terminated throughout the course of the study without explanation
or consequences.
In addition, the letter informed participants that the study may hold a minimum
risk of causing subjects some discomfort. Participants were informed and encouraged to
stop the survey when they wanted to stop and for any reasons. Inconvenience was
reduced by this researcher supplying all materials needed to complete the survey. The
volunteers who wished to participate in this study were asked to sign the informed
consent form and return it to the appointed person.
In terms of confidentiality, the letter informed the respondent that participation in
the study would be confidential, anonymous and no identifying information would be
used; the rights of the subjects would be protected by having all of the surveys filled out
anonymously; and none of the subjects’ identifying information would be used or given
out to anyone at any time. The subjects were informed to not use their identity on the
survey. The informed consent document was kept separate from the surveys and in a
34
location that only this researcher was able to access to protect the confidentiality of the
subjects. No identifying information was used in the thesis.
For the safety of the subjects participating in the surveys a list of counseling and
therapy services were provided by this researcher. This list of resources was provided to
the subjects in the event they experienced any discomfort during or after the survey. An
additional safety precaution was to inform the participants that the survey was completely
voluntary and if they felt any distress during the process they could stop and choose not
to complete the survey. All research data was destroyed immediately after the thesis had
been completed and submitted.
Chapter 4
DATA ANALYSIS AND STUDY FINDINGS
This researcher administered survey questionnaires to eleven (N=11) emancipated
foster youth from Contra Costa County who participated in the Independent Living Skills
Program and to seventeen (N=17) current Contra Costa County social workers to
determine the success and challenges of the 1999 Foster Care Independence Act
implementation in Contra Costa County. One of the purposes of this study is to explore
the former foster youth or the social worker’s awareness of the 1999 Foster Care
Independence Act policy or the funding of the Independent Living Skills Program. It
also aims to find out the significance of services such as education, employment, housing
and mentoring for the emancipated foster youth.
The Contra Costa County Independent Living Skills Program web site provides
many links to program information, resources, events and staff (http://www.cocoilsp.org).
35
The program has two divisions that serve different age groups of foster youth and former
foster youth. The youth who are eligible for the Independent Living Skills Program in
Contra Costa County are all youth age 16 and over for whom foster care maintenance
payments are being made under title IV-E. Youth are eligible for Independent Living
Skills Program services up to age 21.
The first division is the Standard Independent Living Skills program. It provides
services to youth still in foster care between the ages of 16 through 19. The primary
focus of the Standard Independent Living Skills Program is to identify all eligible youth
and provide emancipation services that focus on preparing the youth for adulthood. The
second division, or the Post Emancipation Program, was developed to provide after care
services for the emancipated youth in the county. Youth are eligible to participate until
their 21st birthday. The post emancipation program provides staff specialists to serve the
youth in the areas of Education, Outreach, Employment, and Housing.
The Independent Living Skills Program offers a wide variety of services to teach
the youth how to live on their own. The general services offered are the East County Life
skills/West County Life skills workshop. This workshop is seen as the core of the
Independent Living Skills program. The topics covered in this workshop include basic
job development, money management, setting goals, education, and staying motivated.
The youth work on learning to find an apartment and how to prepare for emancipation as
well as team building and communication skills.
For specific topics such as education, employment, and housing the Contra Costa
Independent Living Skills Program offers more focused services to the youth. Services
36
focused on education include the study skills workshop where students spend about eight
hours learning about ways to prioritize study time, prepare for tests, and take notes. The
financial aid workshop is one of the most important classes available for the foster youth
interested in education after high school. This class covers an overview of the Federal
Student Aid Program and scholarships available to former foster youth. The class also
teaches the youth how to complete the FAFSA and scholarship application forms.
The Contra Costa County Independent Living Skills Program offers a workshop
focused on housing to its youth. The housing workshop teaches the youth what their
rights are when they become renters and how to find housing. Also covered in this
workshop is how to fill out the application paperwork and what kind of documents are
needed when applying for housing. How to find a roommate and how to deal with
roommate issues are discussed with the youth in this workshop. The program connects
its youth with the Transitional Housing Program resources in the area.
Former Foster Youth Demographics
This study examined the personal experiences of eight (N=8) females and three
(N=3) males who are emancipated foster youth currently and were previously enrolled in
the Contra Costa County Independent Living Skills Program. The participants’ ages
ranged from eighteen to twenty-two. Two participants were eighteen (18) years old, three
were nineteen (19), three were twenty (20), two were twenty-one (21) and one was
twenty-two (22). The median age of the former foster youth sample was 20 years old.
Three participants (N=3) identified themselves as African-American, two (N=2)
as Caucasian, one (N=1) as Hispanic-American, one (N=1) as Native-American, one
37
(N=1) as Persian, one (N=1) as Multi-Cultural, one (N=1) as African-American and Irish,
and one (N=1) as African-American, Caucasian, and Native-American.
One of the participants entered the foster care system at the age of six months (6),
one stated on the survey that they were “very young”, one at one (1), two at two (2), one
at seven (7), two at thirteen (13), one at fifteen (15) and two at sixteen (16). The median
age of the foster youth sample entering the system was 8.25 years old.
One of the participants emancipated from the foster care system at the age of
seventeen (17), eight of them at eighteen (18), and two of them at nineteen (19). The
median age of emancipation for the foster youth sample was 18 years old. Five (N=5) of
the former foster youth felt that they were prepared to become adults when they
emancipated and six (N=6) of the former foster youth felt that they were not.
The age of the participants when they first learned about the Independent Living
Skills Program in Contra Costa County ranges from thirteen (13) to seventeen (17) with
the median age of fifteen (15) years old. Most of the youth learned about the program at
age fifteen (15). When asked what age they thought Independent Living Skills services
should be available to foster youth the participants provided a range of ages from five
(5)to sixteen (16) with the median age being ten and a half (10.5) years. One participant
(N=1) put age five, two (N=2) put twelve, two (N=2) put thirteen, one (N=1) put
fourteen, three (N=3) put fifteen, one (N=1) put sixteen, and one (N=1) put “All” for the
age. When asked what age they thought Independent Living Skills services should no
longer be available to foster youth the participants provided a range of age twenty-one
(21) to age thirty (30) with a median age of twenty-five and a half (25.5) years old. One
38
participant (N=1) put age twenty-one, one (N=1) put twenty- three, two (N=2) put
twenty-four, four (N=4) put twenty-five, two (N=2) put twenty-six and one (N=1) put age
thirty. The foster youth tend to believe that ILSP services should be provided to youth
between the age of fifteen (15) and twenty-four (24).
Policy
When youth were asked how much they know about the Foster Care
Independence Act of 1999 more than half (N=6) of them know nothing about the Act.
The youth were asked if they knew the detail of how policies and laws affect the
Independent Living Skills Program. A total of 36.4% (N=4) of the youth marked yes and
63.6% (N=7) of the youth marked no indicating that they did not know the details of how
policies and laws affect the program. A total of 100% (N=11) of the youth agreed that
foster youth should be involved in creating policies and laws that affect the services they
receive. A total of 90.9% (N=10) circled strongly agree and 9.1% (N=1) circled agree on
the survey. When asked if policies or laws that affect the services received by foster
youth need to be changed, 81.8% (N=9) of the youth agreed. Only 18.2% (N=2) of the
youth indicated that they were neutral. The fact that of the respondents agreed that foster
youth should be involved with creating legislation that affect their services, but the
majority of them indicated that they did not know how the details of the laws and policies
affect the ILS Program suggests that foster youth are interested in being involved in
creating services to address their needs but lack the access to be actively involved in the
creation of such policy or legislation.
39
Service Needed after Emancipation
The respondents indicated that the 1999 Foster Care Independence Act policy was
implemented in the Contra Costa County Independent Living Skills Program. Services
such as housing, education, employment and mentoring were provided to the former
foster youth. The survey asked the participants to identify the services provided to
transitioning youth by the Independent Living Skills Program. The majority of the
participants (N=9) checked the boxes for education, housing, employment and mentoring.
Only two (N=2) received housing and mentoring services.
The survey asked participants to identify the most helpful Independent Living
Skills services that they received after they emancipated. Their answers indicated
different needs among the former foster youth respondents. The majority (N=9) of the
youth indicated that through the Independent Living Skills Program they received
services in education, employment, housing and mentoring. The majority of the youth
found two of these services the most helpful: housing (N=6) and financial services (N=7).
The youth also indicated that receiving Medi-Cal services was very helpful to them after
they emancipated from the system. Almost all of the youth (N=10) stated it was the staff
and management of the Independent Living Skills Program that contributed to the success
of the program. One (N=1) youth indicated it was the funding that contributed to the
success of the program. This researcher observed the importance the staff and
management had on the program’s success. The quality of the staff and services
provided to the youth were the strongest indicator for the youth as to why the program
was successful.
40
A large majority (N=9) of youth marked that they had received money as a form
of compensation for participating in the program. One youth (N=1) indicated that he/she
had received food and gift cards as a form of compensation for participation. Every
youth surveyed (N=11) indicated that the compensation they received was important for
them. The fact that all of the youth participants felt that compensation was a vital part of
the program demonstrates the importance of full and complete funding for the program.
When asked how the youth would rate the Independent Living Skills services they
received from the program 90.9% (N=10) of the respondents marked excellent and 9.1%
(N=1) marked good.
Housing, Education, Employment, Mentoring
Survey respondents who were foster youth were asked about the situations of the
other emancipated foster youth that they knew. In regards to stable housing, 54.6%
(N=6) of the respondents stated that less than half of the emancipated youth they knew
had stable housing and 18.2% (N=2) of the youth indicated that they did not know. In
spite of the fact that housing services continue to be a challenge, all of the recipients
indicated (N=11) on the survey that if they experienced an emergency related to housing
they would contact the Independent Living Skills Program staff. The staff and
management team have established this basic support service for each one of their youth.
The former foster youth population was surveyed on what percent of emancipated
youth that they knew had achieved their academic goals. The majority (N=6) of the
respondents stated that of the emancipated youth they knew only 30% or fewer had
achieved their academic goal and 18.2% (N=2) of the youth indicated that they did not
41
know. The youth were asked about their current level of education. A total of 36.4 %
(N=4) of the youth had a high school diploma, 45.5% (N=5) had some college, 18.2%
(N=2) had a GED and 9.1% (N=1) marked trade school. For the majority of the youth to
have some college is an indicator that the ILS Program is providing an important service
for the foster youth who strive for a higher education.
The former foster youth population was surveyed on what percent of emancipated
youth that they knew of had employment. From the respondents 45.5% (N=5) stated that
of the emancipated youth they knew only 50% or fewer had employment and 18.2%
(N=2) of the youth indicated that they did not know. The survey asked the emancipated
youth about their current employment situation. A total of 36.4% (N=4) indicated that
they had employment, 27.3% (N=3) did not have employment, and 63.7% (N=7)
indicated that they were looking for employment.
A large majority (N=10) of the respondents indicated on the survey that the
Independent Living Skills Program staff mentor the youth in Contra Costa County. A
total of 81.8% (N=9) of the youth marked that the Social Workers mentor the foster youth
in the County, 27.3% (N=3) said foster parents, 18.2% (N=2) said teachers, and 18.2%
(N=2) said their family mentors the youth. Research indicates that mentoring services are
an important part of having a positive transition into adulthood. The survey results
indicate that the ILSP staff is able to build rapport with the youth and maintain a
mentoring relationship that provides the youth with support.
42
Professional's Demographics
This study examined the personal experiences of seventeen (N=17) social workers
who are currently employed by Contra Costa County. The participants’ number of years
working for Contra Costa County ranged from six months to twenty-two years. The
median number of years employed by the County was 11.25 years. One participant had
been working for six months (6), one for ten months (10), two for three years (3), two for
six years (6), one for nine years (9), four for ten years (10), one for fourteen years (14),
one for fifteen years (15), one for twenty years (20), one for twenty-two years (22), and
one participant left this question blank on the survey.
Policy
When asked how much the professionals know about the Foster Care
Independence Act of 1999, 17.6% (N=3) circled a lot, 23.5% (N=4) circled some, 52.9%
(N=9) circled a little, and 5.9 % (N=1) circled none. The professionals were asked if they
knew the details of the Foster Care Independence Act of 1999. From the sample, 47.1%
(N=8) marked yes, 47.1% (N=8) marked no (indicating that they did not know the details
of the policy) and one (5.9%, N=1) left the question blank on the survey.
All of the (N=17) professionals agreed that foster youth should be involved in
creating policies and laws that affect the services they receive. A total of 76.5% (N=13)
of the sample marked strongly agree and 23.5% (N=4) marked agree on the survey.
When asked if policies or laws that affect the services received by foster youth need to be
changed, 70.6% (N=12) of the respondents agreed and 29.4% (N=5) marked neutral. The
43
respondents show a belief in empowering the foster youth to have a voice in determining
what their needs are and how to address them.
ILSP Services
A total of 29.4% (N=5) of the professional indicated that the Independent Living
Skills Program provided services in education, employment, housing and mentoring.
Housing was marked by 35.4% (N=6) as one of the most helpful services the youth
received from the program after emancipation. Financial services were also indicated by
35.4% (N=6), and 53.1% (N=9) marked education as one of the most helpful services
received from the program post emancipation. Along with the foster youth responses, the
social workers indicated that housing service was a helpful resource to the youth after
they emancipated from the system (N=16).
A large majority of the professionals surveyed (N=16) stated it was the staff and
management of the Independent Living Skills Program that contributed to the success of
the program. One (N=1) indicated it was the funding that contributed to the success of
the program. All of the social workers (N=17) marked that the youth receive money as a
form of compensation for participating in the program. The majority of the surveyed
(N=16) indicated that the compensation the youth receive was important. One (N=1)
respondent indicated that the compensation the youth received was not very important.
Over all the professionals agreed with the foster youth when indicating that receiving
compensations from the program is important. When asked how the professionals would
rate the Independent Living Skills services in the County, 47.1% (N=18) marked
excellent, and 52.9% (N=9) marked good.
44
Housing, Employment, Education, Mentoring
The professional population was surveyed on what percentage of emancipated
foster youth that they knew of had stable housing. The majority of the respondents (N=9)
stated that of the emancipated youth they knew only 50% or fewer had stable housing,
11.8% (N=2) indicated 70% or higher had stable housing, 29.4%% (N=5) of the
professionals indicated that they did not know, and 5.9% (N=1) left the question blank.
The social worker population was surveyed on what percent of emancipated youth
that they knew of had employment. A total of 47.2% (N=8) of the respondents stated that
of the emancipated youth they knew only 50% or fewer had employment, 11.8% (N=2)
indicated 60% or higher had employment, 35.3% (N=6) of the professionals indicated
that they did not know, and 5.9% (N=1) left the question blank. It is unknown as to why
such a large part of the sample (N=7) did not have an answer to this question. This may
suggest that once the foster youth are no longer apart of the system the social workers
lose track of what becomes of their clients. It is a possibility that that if the social
workers had lower case loads that they would have more time to research the outcomes or
quality of services provided to the youth.
The social worker population was surveyed on what percent of emancipated youth
that they knew had achieved their academic goals. Only 41.3% (N=7) of the respondents
stated that of the emancipated youth they knew 35% or fewer had reached their
educational goals, 17.7% (N=3) indicated 60% or higher had reached their goals, 35.3%
(N=6) of the professionals indicated that they did not know, and 5.9% (N=1) left the
question blank.
45
The majority (N=15) of respondents indicated on the survey that the Independent
Living Skills Program staff mentor the youth in Contra Costa County. A total of 82.6%
(N=14) of the professionals marked that the social workers mentor the foster youth in the
County, 76.7% (N=13) said foster parents, 53.1% (N=9) said the family mentors the
youth and 5.9% (N=1) left the question blank.
Overall Findings and Discussion
Chi Square statistics were used to track the correlation and differences of
variables for the former foster youth. No statistically significant correlations or
differences were detected (see Table 1). Descriptive statistics of the responses reflect
general patters or trends among the foster youth.
Table 1
Emancipated Foster Youth Data
Variable
X2
df
p Value
Age Vs. Preparedness
.423
6
.612
Age Vs. Most helpful
.292
16
.792
.223
16
.803
8
.718
services
Education level Vs.
Employment Situation
Education level Vs. Ability .166
to pay bills
Overall, the older a youth is when he/she enters the foster care system the less
time he/she has to prepare for adulthood and participate in ILSP services. However, the
general response from the surveys indicated that youth aged thirteen (13) and older felt
46
prepared for adulthood when they emancipated. The youth’s age at emancipation and the
Independent Living Skills Services he/she felt were most helpful to him/her after
emancipation were analyzed. The respondents who emancipated at the age of eighteen
(18) or older indicated that housing, education, and financial services were most helpful
for them after emancipation. When looking at the education level of the youth surveyed
and their employment situation, most of the youth who indicated that their education
level was a high school diploma were looking for employment. The youth who indicated
on the survey that their education level was a GED or trade school marked that they did
not have employment. When looking at the education level of the youth surveyed and
their ability to pay their bills, overall the youth who had a high school diploma could pay
their bills and the youth who had some college were not able to pay their bills. This may
be due to the high cost of attending college or that a youth who is in college has more
bills such as tuition, books and supplies.
Chi Square statistics were used to track the correlation and differences of
variables for the current service providers. No statistically significant correlations or
differences were detected (see Table 2). Descriptive statistics of the responses reflect
general patters or trends among the current service providers.
The professional’s number of years working for Contra Costa County and what
they thought was the most important service offered by the Independent Living Skills
Program for the youth was analyzed. Overall, the respondents viewed housing and
education as the most important service offered to the youth.
When comparing the
number of years working for Contra Costa County and what they felt contributed to the
47
success of the Independent Living Skills Program, the service providers who have been
working for the county for ten years (10) or more indicated that they felt the ILSP staff
and management and funding contributed to the success of the program. This researcher
also analyzed the number of years working for Contra Costa County versus how much
the professionals knew about the Foster Care Independence Act of 1999 and found that
the workers who have been employed for ten (10) or more years knew at least a little
about the policy. Also analyzed was the number of years working for Contra Costa
County versus if the professionals knew about the details of the Foster Care
Independence Act of 1999. The social workers who have been working for the county
for ten (10) or more years indicated that they did not know the details of the policy.
Table 2
Social Worker Data
Variable
X2
df
P Value
Years working Vs. Most
.446
28
.707
.135
16
.773
.594
12
.637
.240
4
.531
important service
Years working Vs.
Contributors for program
success
Years working Vs.
Knowledge of FCIA
Years working Vs.
Knowledge of details of
FCIA
48
Years working Vs.
.028
21
.845
.445
24
.797
.058
21
.834
Percentage of youth have
stable housing
Years working Vs.
Percentage of youth have
reached educational goals
Years working Vs.
Percentage of youth have
employment
The number of years working for Contra Costa County was compared to the
percentage of emancipated youth the professionals thought had stable housing. Overall,
the professionals who have been employed for fewer than ten (10) years indicated that
forty percent (40%) or less of foster youth they knew of had stable housing. The
professionals who have been employed for over ten (10) years indicated that seventy
percent (70%) or higher of foster youth they knew of had stable housing. The
professionals’ number of years working for Contra Costa County versus what percentage
of emancipated youth they thought had achieved their educational goal was also
compared. The professionals who have been employed for fewer than ten (10) years
indicated that thirty-five percent (35%) or less of foster youth they knew of had achieved
their educational goals. The professionals who have been employed for over ten (10)
years indicated that sixty percent (60%) or higher of foster youth they knew of had
achieved their educational goals. The professionals’ number of years working for Contra
Costa County versus what percentage of emancipated youth they thought had
employment was analyzed by this researcher. The professionals who have been employed
49
for fewer than ten (10) years indicated that fifty percent (50%) or less of foster youth they
knew of had employment. The professionals who have been employed for over ten (10)
years indicated that sixty percent (60%) or higher of foster youth they knew of had
employment.
Contra Costa County has successfully implemented the 1999 Foster Care
Independence Act using its Independent Living Skills Program and provides the foster
youth all with of the services in accordance with the policy. While statistically
significant relationships and differences cannot be determined by the current study,
positive effects of the ILSP are indicated.
The rich and insightful comments from the former foster youth respondents are
not easily captured in the statistical analysis of the Quantitative data. Applying the
content analysis approach and notes from the surveys provide ethnographic responses and
a much richer and more inclusive understanding of the Contra Costa County Independent
Living Skills Program. The emerging themes from the answers to the open-ended
questions are the youth’s knowledge of what their needs are, the program’s inadequate
funding, and the hard work, passion, dedication and high quality of the Contra Costa
County Independent Living Skills Program staff and management. Given that the data
analysis has not provided statistical significance, the data has much to offer in terms of
ideas that have practical significance.
The emancipated foster youth stated in the survey that the Independent Living
Skills Program services provided great support for the emancipated foster youth who
received them, and, therefore, they should be funded and maintained. When asked what
50
the participants would do with one million dollars to create an Independent Living Skills
program in the county one youth stated, “I would give them (Contra Costa County ILSP)
the money to keep doing what they are doing.” Another youth stated, “I would use it to
buy multiple apartment complexes and work with ILSP to work with the young adults
and young parents in my program and teach the youth about loyalty, self respect as well
as the other important qualities found in a respectful, successful, and honest adult.” One
youth stated, “The same as this program but with more housing services available
especially youth to get into section 8 first priority and help with employment services.”
One youth stated, “Motivational programs to achieve educational/personal goals.”
Overall the foster youth indicated that they like the current ILSP services they are
receiving and understand that it takes more funding to provide them with resources that
are still in need such as more housing options.
One youth indicated on the survey the reason why he/she did not feel prepared for
emancipation: “I didn’t get much assistance of where to live, getting a job or what school
options there were.” This same person indicated on the survey that the reason they rated
the ILSP as “Good” was, “I wasn’t exposed to ILSP that much, but when I was an adult I
found out I could utilize services...” When asked what the youth would change about the
ILSP he/she wrote on the survey, “I would give ILSP more funds for transitional
housing/educational expenses.” A different emancipated foster youth stated, “They are
absolutely wonderful, and I hope they get the funding necessary to help the maximum
amount of youth as possible.”
51
The professional survey asked what part of the Foster Care Independence Act
policy they would change. One respondent stated, “Research indicates that most young
adults are not prepared to leave home before the age of 24-26. Therefore, I would extend
the eligible age for services till 26 for those who opt in to stay.” Another question on the
survey was if the professional was given one million dollars what kind of program they
would create. One response was, “[to] create a program that provides all ILS services
and supportive resources under one roof. (I.E. mental health, physical, dental, laundry
services, educational services, housing unit, vocational training) The idea is that once a
youth is here they can access all services at one facility, eliminate getting lost or falling
through cracks.” Another professional stated, “A program that provides education,
housing and financial resources, workshops catered to the needs of the foster youth in
that county; taking into consideration high school graduation rates, stable housing and
employment rates. Also utilizing foster youth opinions/suggestions of workshop topics.”
A theme that emerged out of both survey answers was the need for more funding.
One professional stated, “The concept of ILSP is great but has so much more potential if
funding was available and polices allowed for flexibility.” Another indicated on the
survey, “Funding plays a vital role to the amount of resources, workshops that will be
available to foster youth.” One participant wrote, “Funding is of course important, but
effective implementation of this funding is essential in providing youth the practical skills
they need to be successful independent adults.”
A second common theme found in both the professional and former foster youth
survey was the hard work, passion, dedication and high quality of the Contra Costa
52
County Independent Living Skills Program staff and management. The remarks on the
emancipated foster youth survey are as follows: “I believe that staff contributes the most
because of the dedication and drive they have to help the youth.” One respondent wrote,
“They help you achieve your goals by going above and beyond.” One person wrote,
“They seemed to actually care and got involved with helping foster youth with what their
needs are.” Other answers written on the survey by the respondents were: “They are like
my county parents.” “Great attitude, high energy, great knowledge.” And, “They are so
willing to help the youth succeed.”
The remarks on the professional survey are as follows: “Caring supportive staff
that goes out of their way to provide services and support to each and every youth. The
ability to make life long connections. These youth know that staff are sincere and
genuinely care.” “The staff and management are professional and create an inviting and
interactive atmosphere. They have great resources, workshops, special guest speakers
and educational services that the foster youth need and take advantage of.” “The staff
who have stood behind this cause and now continue to have passion for the work they do.
They take each youth’s values and successes personally which show the youth that
someone is invested in their lives.” “Dedication of staff to support/mentor/empower
foster youth in employment, education and housing.” And “They are an amazing group
of people filled with so much compassion, patience and understanding.”
Chapter 5
CONCLUSION
53
Summary
The purpose of this study was to explore the successes and challenges
surrounding the implementation of the 1999 Foster Care Independence Act (FCIA) in
Contra Costa County. This research focused on the interpretation and implementation of
the policy in the areas of housing, education, employment and mentoring. This
descriptive study used a questionnaire to seek input from individuals who have extensive
knowledge of the Independent Living Skills Program in Contra Costa County. They
included social workers employed by Contra Costa County and emancipated former
foster youth who received Independent Living Skills services in Contra Costa County.
The quantitative data was analyzed using the SPSS computation tool for discovering any
differences, similarities, or relationships in a given set of observations of variables. This
researcher used SPSS to calculate the chi-square and cross tabulation of the values to
determine statistical and practical significance. The closed ended survey questions
provided inferential data for the analysis.
The results of the study show that the success of the Foster Care Independence
Act implementation in the Contra Costa County Independent Living Skills Program is
that the program is providing the youth with the required services of housing, education,
employment and mentoring. Another strong achievement not required by the FCIA
legislation is the strong staff and management of the Contra Costa County ILS Program.
The respondents in the survey over all had a strong opinion about the importance of the
high quality of the staff and management, and that was one of the main reasons they felt
the program was able to be successful. The challenges found in the implementation of
54
the policy in this county were the strong need for more housing, education, employment
and mentoring services. The need for more services shows that there is a need for more
funding of the program.
The emancipated former foster youth are the reason for the 1999 Foster Care
Independence Act. The youth are the reason the policy was developed, passed and
implemented. The youth are the recipients of the implemented services. They are
voicing their needs and are asking for more funding for their Independent Living Skills
Program. The foster youth have stated in the survey that they should be involved in
developing the policies and programs delivering services to them. This reveals the need
for the adults in the foster youths’ lives to be reminded that they need to work with the
youths and not for them. The social workers, teachers, and foster parents should be
reminded that the youths are the experts in their lives and know what they need. The
adults in the foster youths’ lives should stand beside the youths when creating policies or
programs and not stand in front of the youths making all of the decisions for them.
Implications for social work
Social workers have a responsibility to be a social justice advocate for clients.
Social workers have the job of working alongside clients to fight for services and
resources that the clients need. As found in the literature review, legislation and policy
focused on transitioning foster youth is not providing all of the resources needed for the
youth to assume an adult role. The county social worker can work with the emancipating
foster youth to help create legislation to produce more funding and provide more needed
services. The 1999 Foster Care Independent Act was a strong start for providing foster
55
youth a program to assist with their transition into adulthood. However, as stated by the
former foster youth respondents, there is a great need for more funding, housing options,
educational options, employment opportunities and mentorships.
The information found in this study can be used by social work practitioners as
well as agencies that serve the foster youth population to better understand the successes
and challenges of the 1999 Foster Care Independence Act implementation in the
Independent Living Skills Program in Contra Costa County. This study demonstrated the
importance of developing and maintaining widespread Independent Living Skills
Program services for transitioning youth. The findings in this study can also be used to
advocate and better serve emancipated foster youth. The youth clearly stated in the
survey responses that they need more housing options, more educational options and
more employment options. This study shows that there is a need for more foster youth
involvement when developing the policy structure for foster youth programs. Foster
youth could benefit from more involvement in creating the programs that are meant to
give them a greater chance for a successful outcome. The child welfare agencies should
develop a better tracking and evaluation system to collect evidence for successful
outcomes of youth in the system after they emancipate. The child welfare system should
still be knowledgeable about what happens to their youth even after they are no longer a
considered foster child.
Evaluation/Limitations
If presented with an opportunity to recreate this study, this researcher would focus
on only one sample population and use only one survey to gather more responses. This
56
researcher would focus on the emancipated foster youth only and revise the questions on
the survey to gain a better understanding of what their experience has been in the
Independent Living Skills Program in Contra Costa County. This researcher would open
the age requirements to allow older former foster youth to complete a survey. This writer
would also change the sample requirements to include the perspective of the emancipated
foster youth who did not access the Independent Living Skills services to find what they
felt about their transition to adulthood without being in the program. A comparison could
be conducted using the responses of the emancipated foster youth who participated in the
Independent Living Skills Program and the emancipated foster youth who did not. This
comparison has the potential to show the benefit of the foster youth receiving the
Independent Living Skills.
This researcher would also provide a copy of the 1999 Foster Care Independence
Act to the youth to keep after completing the survey to help educate them in the policies
that affect their services. This researcher would have focused on qualitative data and
completed a number of case studies to focus on the narrative of the former foster youth
and their experiences. The foster youth are the experts in their lives, and they know what
they need to have a successful transition into adulthood. The structure of how policy and
legislation is created needs to be changed to always involve the population it is meant to
impact. The youth advisory boards are an important part of the current systems, but a
new feedback model needs to be inserted in the policy making process.
The 1999 Foster Care Independence Act is a productive policy, but it lacks
funding support from the federal and state level, and it leaves the program without the
57
financial resources it needs to function as the policy originally intended. Without the
proper funding, the foster youth are processed through the foster care system where the
services that are being provided are not the services that need to be obtained. Without the
proper funding the Independent Living Skills Program cannot effectively deliver the
services the youth are asking for like more housing and more education services.
The focus of research needs to be on the individual youth. More attention needs
to be paid to the outcomes of the former foster youth. It is not enough to have polices
created with the intention of delivering the needed services for the youth, but the funding
needs to support the policy and the programs in the implementation process. Having a
policy that focuses on the importance of foster youth issues, but not enough funding to
assist the youth with a basic human right such as housing, shows the foster youth that
they are not valued in our society or by our policy creators.
APPENDIX A
Foster Youth Survey
Emancipated Former Foster youth Survey Questionnaire
This questionnaire is to study the accomplishment of the Foster Care Independent Act of
1999 in Contra Costa County and its impact on emancipated foster youth. Your participation
is important. If you consent to participate please fill out this questionnaire and return it to the
yellow folder. No names will be used and you can refuse to answer any or all of the questions
for any reason.
1).Gender: (circle one)
Male
2).Age: _____________
Female
3).Race/Ethnicity: (check one)
Hispanic-American
African American
Caucasian
Asian-
58
American Native-American
Other: (please specify) ________.
4).How much do you know about the Foster Care Independent Act of 1999?
A lot
Some
A little
None
5).What does the Independent Living Program provide to transitioning foster youth: (please
check all that apply)
Education services
Housing Services
Employment Services
Mentoring services
6).Do you know where the funding for the Independent Living Skills Program comes from?
State
Federal
Some of the above
Taxes
Social Security
All off the above
None of the above
7).Do you know who John H. Chaffee is? Former foster youth Congressman
Senator President
Social Worker
8).Do you know the details of how policies and laws affect the Independent Living
Program?
Yes
No
9).Foster youth should be involved in creating policies and laws that affect the services they
receive. (circle one)
Strongly agree
Agree
Neutral Disagree
Strongly disagree
10).Policies or laws that affect the services received by foster youth need to be changed?
(circle one)
Strongly agree
Agree
Neutral Disagree
Strongly disagree
11).If you had the authority to change the ILS Program, what part would you change?
______________________________________________________________________________
______________________________________________________________________________
12).How old were you when you entered the foster care system? _____________.
13).How old were you when you emancipated from the foster care system? _____________.
14).Did you feel prepared to become an adult when you were emancipated? Yes
No
15).Why?______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
59
16).How old were you when you first learned about the Independent Living Program?
_______.
17).Why did you choose to participate in the ILP program? (Please explain why)
______________________________________________________________________________
______________________________________________________________________________
18).Did someone encourage you to seek ILP services? If yes, who was it?
______________________________________________________________________________
______________________________________________________________________________
19).What services were the most helpful to you after you left foster care? (circle all that
apply).
Workshops
Housing services
Medi-Cal services
_______________.
Mentoring services
Educational services
Employment services
Financial services
other
20).At what age do you think ILP services should be available to foster
youth?_______________.
21).At what age should these services no longer be available to youth?
_____________________.
Please answer the following questions and check all that apply to you.
22).If I had a housing emergency I would contact the staff from the ILS Program.
Yes
No
23).My education level is:
GED
High School Diploma
College Graduate
Some college
Trade School
Other________
24).My employment situation is:
I have employment
I do not have employment
25).I have a checking/savings bank account: Yes
26).I am able to pay my bills: Yes
No
I am looking for employment
No
I pay some/most of my bills
27).In your opinion, what contributes to the success of this ILP program? (check all that
apply)
60
Policy/Procedures
Funding
Staff/Management
Other__________
28).Why?______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
29).In your opinion, what about this ILS Program contributes to emancipated former foster
youth success?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
30).Roughly about what percent of emancipated former foster youth that you know have
stable housing in this County after leaving the system?______________________________
31).Roughly about what percent of emancipated former foster youth that you know have
achieved their academic goal in this County after leaving the system?_________________
32).Roughly about what percent of emancipated former foster youth that you know have
employment in this County after leaving the system?________________________________
33).In your opinion, what trade or field do these employed former foster youth tend to be
involved in after leaving the system?
Technology
Social Services Medical/Health
Culinary
Political/Legislative
Environmental
Media
Education
Other__________
34).In your opinion, who mentors the foster youth in this County? (check all that apply)
ILP Staff
Teachers
Other__________
Social Workers
Foster Parents
Family
35).Did you receive any type of compensation for participating in ILSP services? (Please
check all that apply).
Money food/snacks
Gift Card
Other___________
36).How important have these types of compensations been for you? (check one)
Very important important
not really important
not important
37).How would you rate the ILP services you participated in: (check one)
Excellent
Good
Satisfactory
Poor
61
38).Why?______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
39).If you were given one million dollars to create an Independent Living Program for the
foster youth in this county, what kind of program would you create?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
40).Is there anything else you would like to say about the ILP program or services?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Thank you so much for your time!
APPENDIX B
Professional Survey
Professional Survey Questionnaire
This questionnaire is to study the accomplishment of the Foster Care Independent Act of
1999 in Contra Costa County and its impact on emancipated foster youth. Your participation
is important. If you consent to participate please fill out this questionnaire and return it to the
yellow folder. No names will be used and you can refuse to answer any or all of the questions
for any reason.
1). Number of years working for this County:________
2). How much do you know about the Foster Care Independent Act of 1999?
A lot
Some
A little
None
3). Do you know the details of how policies and laws affect the Independent Living
Program?
Yes
No
4). Foster youth should be involved in creating policies and laws that affect the services
they receive. (circle one)
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
62
5). Policies or laws that affect the services received by foster youth need to be changed?
(circle one)
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
6). If you have the authority to do so, what part of the Act would you change?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7).What is the most important service the Independent Living Program provides to
transitioning foster youth in this County?
Education services
Housing Services
Employment Services Mentoring
8). Do you know where the funding for the Independent Living Skills Program comes
from?
State
Federal
Taxes
Some of the above
All off the above
Social Security
None of the above
9). Do you know who John H. Chaffee is? Former foster youth
Senator President
Congressman
Social Worker
10). Do you encourage foster youth to enroll in the ILP program? (Please explain
why/why not)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
11).What services do you feel are the most helpful to youth after leaving foster care?
(Please check all that apply).
Workshops
Housing services
Medi-Cal services
Mentoring services
Educational services
Employment services
Financial services
other ___________.
As a professional you know that foster youth are eligible for ILP services starting at
age16 until their 21st birthday.
63
12).In your opinion, at what age should ILP services be available to foster youth?
___________.
13).In your opinion, at what age should ILP services no longer be available to foster
youth? ________.
14).Do the youth you serve receive any type of compensation for participating in ILP
services? (Please check all that apply).
Money
food/snacks
Gift Card
Other___________
15).How important have these types of compensations been for youth? (check one)
Very important Important
Not very important
Not important
16).In your professional opinion, what contributes to the success of this ILP program?
(check all that apply)
Policy/Procedures
Funding
Staff/Management
Other__________
17).Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
18).In your professional opinion, what about this ILS Program contributes to
emancipated former foster youth success?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
19).Roughly about what percent of emancipated former foster youth achieve stable
housing in this County after leaving the system?
_____________________________________________________________________
20).Roughly about what percent of emancipated former foster youth achieve their
academic goal in this County after leaving the system?
_____________________________________________________________________
64
21).Roughly about what percent of emancipated former foster youth achieve
employment in this County after leaving the system?
____________________________________________________________________
22).In your opinion, what trade or field do the employed former foster youth tend to be
involved in after leaving the system?
Technology
Social Services
Medical/Health
Culinary
Political/Legislative
Media
Environmental
Education
Other__________
23).In your opinion, who are the mentors of the foster youth you serve? (check all that
apply)
ILP Staff
Teachers
Other__________
Social Workers
Foster Parents
Family
24).How would you rate the ILP services in this county? (Check one)
Excellent
Good Satisfactory
Poor
25).Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
26).If you were given one million dollars to create an Independent Living Program for
the foster youth in this county, what kind of program would you create?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
27).Is there anything else you would like to say about the ILP program or services?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
65
___________________________________________________________________________
___________________________________________________________________________
Thank you so much for your time!
REFERENCES
Allen, M., Bonner, K., & Greenan, L. (1988). Federal legislative support for independent
living. Child Welfare, 67, 19-32.
Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach (3rd ed.).
Upper Saddle River, NJ: Pearson-Prentice Hall.
Avery, R.J. & Freundlich, M. (2009) You’re all grown up now: Termination of foster
care support at age 18. Journal of Adolescence, 32, 247-257. doi:
10.1016/j.adolescence.2008.03.009
Barth et al, (2005) From Anticipation to Evidence: Research on the Adoption and Safe
Families Act, 12 Va. J. Social Policy & Legislation. 371, 372-373.
Barth, R. (1990). On their own: The experiences of youth after foster care. Child and
Adolescent Social Work, 7(5), 419-440. doi: 10.1007/BF00756380
Brandford, C., & English, D. (2004). Foster youth transition to independence study.
Seattle, WA: Office of Children’s Administration Research, Washington State
Department of Social and Health Services.
66
Burt, M., Aron, L. Y., & Lee, E. (2001). Helping America’s homeless: Emergency shelter
or affordable housing. Washington, DC: Urban Institute Press.
California Welfare & Instution Code 303 West, (2006).
Children’s Advocacy Institute, AB 12 (Beal) Fact Sheet: California Fostering
Connections to Success Act. (n.d.). Retrieved from
http://www.caichildlaw.org/Misc/AB12FactSheet-02.13.09.pdf
Children’s Advocacy Institute, AB 490 (Steinberg) Fact Sheet: Helping Foster Children
Make the Grade. (n.d.). Retrieved from http://www.caichildlaw.org/Misc/AB490
Child Welfare League of America. (CWLA). (2009). CWLA Testimony before the ways
and means subcommittee on human resources for the hearing on challenges
confronting older children leaving foster care . Retrieved July18, 2010, from
http://www.cwla.org/ advocacy/2009legagenda07.htm.
Collins, M. E. (2004). Enhancing services to youths leaving foster care: Analysis of
recent legislation and its potential impact. Children and Youth Services Review,
26,1051-1065. doi:10.1016/j.childyouth.2004.08.005
Cook, R. (1994). Are we helping foster care youth prepare for their future? Children and
Youth Services Review, 16, 213-229. doi: 10.1016/0190-7409(94)90007-8
Cook, R., Fleishman, E. & Grimes, V. (1991). A national evaluation of title IV-E foster
care independent living programs for youth: Phase 2. Final report, Rockville,
MD: Westat.
Courtney, M. E., & Heuring, H. D. (2005). The transition to adulthood for youth "aging
out" of the foster care system. In Osgood, E., Foster, M. E., Flanagan, C., & Ruth,
67
R. G. (Eds.). On your own without a net: The transitions to adulthood for
vulnerable populations. Chicago: University of Chicago Press.
Courtney, M.E., & Dworsky, A. (2006). Early outcomes for youth adults transitioning
from out-of-home care in the USA. Child and Family Social Work; 11, 209-219.
doi: 10.1111/j.1365-2206.2006.00433.x
Courtney, M. E.,.Dworsky, A., Cusick, G. R., Havlicek, J., Perez, A., & Keller, T.
(2007). Midwest evaluation of the adult functioning of former foster care youth:
Outcomes at age 21. Chicago: Chapin Hall Center for Children, University of
Chicago. Retrieved from
http://www.chapinhall.org/sites/default/files/ChapinHallDocument_2.pdf
Courtney, M. E.,.Dworsky, A., Ruth, A., Keller, T., Havlicek, J. & Bost, J. (2005).
Midwest evaluation of the adult functioning of former foster care youth:
Outcomes at age 19. Chicago: Chapin Hall Center for Children, University of
Chicago. Retrieved from
http://www.chapinhall.org/sites/default/files/ChapinHallDocument_4.pdf
Courtney, M. E., Terao, S., & Bost, N. (2004). Midwest evaluation of the adult
functioning of former foster care youth: Conditions of youth preparing to leave
state care in Illinois. Chicago: Chapin Hall Center for Children, University of
Chicago. Retrieved from
http://www.chapinhall.org/sites/default/files/ChapinHallDocument_9.pdf
Courtney, M.E., Piliavin, I., Grogan-Kaylor, A. & Nesmith, A. (2001) Foster youth in
transition to adulthood: a longitudinal view of youth leaving care. Child Welfare,
68
80, 685-717. Retrieved from
http://www.thenightministry.org/070_facts_figures/030_research_links/
060_homeless_youth/courtneyfosteryouthtransitions.pdf
Dunlap, B. (2006). Dependents Who Become Delinquents: Implementing Dual
Jurisdiction in California Under Assembly Bill 129, Child & Family Advocate ,5,
507.
Dwrosky, A. (2005) The economic self-sufficiency of Wisconsin’s former foster youth.
Children and Youth Services Review, 27, 1085-1118.
doi:10.1016/j.childyouth.2004.12.032
Dwrosky, A., & Perez, A. (2010). Helping former foster youth graduate from college
through campus support programs. Children and Youth Services Review, 32(2),
255-263. doi: 10.1016/j.childyouth.2009.09.004
Emerson, J. (2006). Strategies for working with college students from foster care. Esource for College Transitions. National Resource Center for the First-Year
Experience and Students in Tansition, 3(4). 3-4.
Fernandes, A. L. (2008). Youth Transitioning From Foster Care: Background, Federal
Programs, and Issues for Congres. Congressional Research Service. Retrieved
from http://www.fosteringconnections.org/tools/assets/files/CRS-older-youthreport.pdf
Festinger, T. (1983) No One Ever Asked Us: A Postscript for Foster Care. Columbia
University Press, New York.
Foster Care Independence Act, 42 U.S.C. § 1305 (1999).
69
Fowler,P. J., Toro, P. A., Tompsett, C. J., & Hobden, K. (2006). Youth aging out of foster
care in southeast Michigan: A follow-up study. Paper presented to the Michigan
Department of Human Services, Wayne State University, Detroit, MI.
Fox, A. & Berrick, D. B. (2007) A Response to No One Ever Asked Us : A Review of
Children’s Experiences in Out-of-Home Care, Child & Adolescent Social Work
Journal. 23-24. doi: 10.1007/s10560-006-0057-6
Franklin, C., & Jordan, C. (2006). Brief Systems Methods for Social Work Family
Practice. Mason, OH: Thomson Brooks/Cole.
Freundlich, M., & Avery, R. (2006). Transitioning from congregate care: Preparation and
coutcomes. Journal of Child and Family Studies, 15(4), 507-518. doi:
10.1007/s10826-006-9023-3
Furstenberg, F. F., Rumbaut, R. G., & Settersten, R. A. (2005). On the frontier of
adulthood. Chicago: University of Chicago Press.
Greeson, K.P., J. & Bowen, K., N. (2008). "She holds my hand" The experiences of
foster youth with their natural mentors. Children and Youth Services Review, 30,
1178-1188. doi: 10.1016/j.childyouth.2008.03.003.
Goerge, R. M., Bilaver, L., & Lee, B. J. (2002). Employment outcomes for youth aging
out of foster care. Chicago, IL: Chapin Hall Center for Children, University of
Chicago.
Independent Living Skills Program. (2010). Information provided by staff.
Jaklitsch, B. (2003). The John H. Chafee Foster Care Independence Program: Aftercare
services. Tulsa, OK: National Resource Center for Youth Services.
70
Jones, M.A. & Moses, B. (1984) West Virginia’s Former Foster Children: Their
Experiences in Care and Their Lives as Young Adults. Child Welfare League of
America, New York.
Krinsky, M. A. (2006) A Care for Reform of the Child Welfare System. Family Court
Review, 45, 541-542. doi: 10.1111/j.1744-1617.2007.00169.x
Leathers, S. J., & Testa, M. F. (2006). Foster youth emancipating from Care:
Caseworkers’ reports on needs and services. Child Welfare League of America,
36, 463-498. doi: 0009-4021/2006/030463-36
Lindsey, E. W., & Ahmed, F. U. (1999). The North Carolina Independent Living
Program: A comparison of outcomes for participants and non-participants.
Children and Youth Services, 21, 389-412. doi:10.1016/S0190-7409(99)00028-6
Meier, E.G. (1965) Current circumstances of former foster children. Child Welfare, 44,
196-206.
Merdinger, J., Hines, A., Osterling, K., & Wyatt, P. (2005). Pathways to college for
former foster youth: Understanding the factors that contribute to educational
success. Child Welfare, 84(6), 867-896. Retrieved from
http://web.ebscohost.com.proxy.lib.csus.edu/
ehost/pdfviewer/pdfviewer?hid=7&sid=6435fc47-8e8e-4ce0-9f1c9caf433ed1e0%40sessionmgr15&vid=2
Naccarato, T., Hernandez, L. (2010) Scholarships and supports available to foster care
alumni: A study of 12 programs across the US. Children and Youth Services
Review, 32, 758-766. doi: 10.1016/j.childyouth.2010.01.014
71
Naccarato, T., and DeLorenzo, E. (2008). Transitional youth services: Practice
implications from a systematic review. Child Adolescent Social Work Journal, 25,
287-308. doi: 10.1007/s10560-008-0127-z
National Resource Center for Youth Development (2004). Available at:
http://www.nrcys.ou/edu/NRCYD/State_Pages/f
National Foster Care Awareness Project (NFCAP) (2000b). Frequently asked questions
II: About the Foster Care Independence Act of 1999 and the John H. Chafee
Foster Care Independence Program. NFCAP: Available at: www.casey.org
Pecora, P., Kessler, R., Williams, J., O’Brien, K., Downs, C., English, D. et al. (2005)
Improving Family Foster Care: Findings from the Northwest Foster Care Alumni
Study. Casey Family Programs, Seattle, WA.
Pecora, P., Williams, J., Kessler, R., Downs, A. C., O’Brien, K., Hiripi, E., & Morello, S.
(2003) Assessing the effects of foster care: Early results from the Casey National
Alumni Study. Seattle: Casey Family Programs.
Planty, M., Provasnik, S., Hussar, W., Snyder, T., Kena, G., Hampden-Thompson, G.,
Dinkes, R., & Choy, S. (2007). The condition of education: 2007. Washington,
DC: National Center for Education Statistics.
Reilly, T. (2003). Transition from care: status and outcomes of youth who age out of
foster care. Children Welfare: 82(6), 727-746. Retrieve from EBSCO database.
Schriver, J. M. (2003). Human behavior and the social environment: Shifting paradigms
in essential knowledge for social work practice. Boston: Pearson.
72
Seyfried, S., Pecora, P. J., Downs, C., Levine, P., & Emerson, J. (2000). Assessing the
educational outcomes of children in long-term foster care. School Social Work
Journal, 24(2), 47-60.
U.S. General Accounting Office. (1999, November). Report to the Honorable Nancy L.
Johnson, U.S. House of Representatives , Foster care: Effectiveness of
independent living services unknown. Retrieved July 23, 2010, from
http://www.gao.gov.
U.S. Department of Health and Human Services. (1999) Title IV-E Independent Living
Programs: A Decade in Review. United States Government Printing Office,
Washington, DC.
U.S. Census Bureau (2006). Mean earnings by highest degree earned: 2006: Table 224
Washington, DC.
Wolanin, T. R. (2005). Higher education opportunities for foster youth: A primer for
policymakers. Washington, DC: The Institute for Higher Education Policy.
Woodhouse, B. B. (2002) Horton Looks at the ALI Principles. J.L. & Family Studies. 4,
151-159.