FOSTER YOUTH WITH DISABILITIES AND VOCATIONAL REHABILITATION:
A PROGRAM MANUAL AND JOB CLUB CURRICULUM
Wesley R. Roberson
B.A., California State University, Sacramento 2005
PROJECT
Submitted in partial satisfaction of
The requirements for the degree of
MASTERS OF SCIENCE
in
EDUCATION
(Vocational Rehabilitation)
at
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
FALL
2009
FOSTER YOUTH WITH DISABILITIES AND VOCATIONAL REHABILITATION:
A PROGRAM MANUAL AND JOB CLUB CURRICULUM
A Project
by
Wesley R. Roberson
Approved by:
____________________________, Committee Chair
Guy E. Deaner, Ph.D, C.R.C
________________________
Date
ii
Student: Wesley R. Roberson
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 this Project.
__________________________________________
Vanessa Sheared, Ed.D, Dean
Department of Special Education, Rehabilitation,
School Psychology and Deaf Studies
iii
_______________
Date
Abstract
of
FOSTER YOUTH WITH DISABILITIES AND VOCATIONAL REHABILITATION:
A PROGRAM MANUAL AND JOB CLUB CURICULUM
by
Wesley R. Roberson
The purpose of this project was to develop a program manual and job club curriculum
for PRIDE Industries Disabilities Services Program Manager, Qualified Rehabilitation
Professionals, Vocational Rehabilitation Counselors, other professionals, and students
in the California State University Sacramento Vocational Rehabilitation master’s level
graduate program by providing an instructional manual on vocational rehabilitation for
foster youth with disabilities. This author feels it is imperative for those in the field of
vocational rehabilitation to understand that many foster youth have significant mental
heath and developmental disabilities which create barriers in attaining and maintaining
gainful employment when applying for rehabilitation services. Research material was
attained form periodicals, professional journals, related books, state and county
websites. The program manual and job club curriculum were developed to help readers
and my incumbent to attain the required information to continue providing vocational
rehabilitation services to foster youth with mental health disabilities in my absence and
to provide information often overlooked or not part of the current curriculum in the
vocational rehabilitation so that they must have a better understanding of the world of
disability amongst foster youth during their professional career. This author also hopes
iv
the department will consider adding curriculum on the subject of disabilities amongst
foster youth to the Vocational Rehabilitation Counselor master’s degree program.
_____________________________________, Committee Chair
Guy E. Deaner, Ph.D., C.R.C
v
ACKNOWLEDGEMENTS
I would like to thank first and foremost my grandmother for instilling a deeply
seated value in education and never letting me falter in educational path. I would like to
thank Dr. Deaner, Dr. Koch from the Department of Special Education, Rehabilitation,
School Psychology and Deaf Studies for providing me the guidance, educational
preparation and encouragement to create this program guide. I would also like to
acknowledge Al Holmes, M.S. and Mark Erlichman, M.S. from the California
Department of Rehabilitation for providing me the opportunity to intern at the Roseville
office and their wisdom with respect to the field of Vocational Rehabilitation. I wish to
thank Jenifer Hacker, Vic Wurstein, M.S. and Jennifer Alpert Palchak, M.B.A., M.S.
for their passion towards the success of our collaborative partnership between the
California Department of Rehabilitation, Placer County Office of Education and PRIDE
Industries, with Foster Youth Services Program.
I would like to thank my colleagues Kaitlin Patrick, M.S. and Tasnim Diaf, B.S.
for their continued dedication towards better serving foster youth consumers’ with
mental health disabilities. My deepest gratitude to Mark Frayser, M.S. Mark has been
my mentor, who provided wisdom, and guidance, as well as for befriending me
throughout my Graduate Program experience. I would like to acknowledge my mother
for her inexorable dedication my upbringing and the sacrifices she has made for me to
be where I am today. Lastly, I would like to acknowledge my wife for her unrelenting
vi
encouragement, love and patience with me throughout the creation of this program
manual and job club curriculum.
vii
TABLE OF CONTENTS
Page
Acknowledgements ............................................................................................. vi
Chapter
1
INTRODUCTION ..................................................................................................... 1
Statement of the Problem ..................................................................................... 2
Limitations of the Project ..................................................................................... 5
Definition of Terms .............................................................................................. 6
Organization of the Project ................................................................................. 14
2
REVIEW OF RELATED LITERATURE............................................................... 16
Defining a Person with a Mental Health Disability............................................ 16
Foster Youth and Independent Living Programs ................................................ 18
Foster Youth and Mental Health Disability........................................................ 22
Foster Youth and Education ............................................................................... 24
Foster Youth and Homelessness ......................................................................... 26
Foster Youth and Employment ........................................................................... 31
Foster Youth and Vocational Rehabilitation ...................................................... 34
Post-Foster Care ................................................................................................. 36
Summary............................................................................................................. 38
3
METHODOLOGY .................................................................................................. 41
4
FINDINGS .............................................................................................................. 46
viii
Summary............................................................................................................. 46
Recommendations .............................................................................................. 48
Appendix A.
A Manual for Foster Youth with Disabilities and Vocational
Rehabilitation ..................................................................................................... 51
Appendix B.
A Job Club Curriculum for Foster Youth with Disabilities ................ 133
References .................................................................................................................... 193
ix
1
Chapter 1
INTRODUCTION
In the United States, the child welfare system oversees the care of over 500,000
children (Lovitt, Emerson, & Sorenson, 2005). The mission of this public system is to
protect children who have been physically or sexually abused or neglected and to
reduce the risk of endangerment. These children are typically removed from their
parents’ custody by the courts and placed in out-of-home care with relatives, in foster
homes, or in group homes. (Zetlin, 2006). Children in foster care have been found to
have a high prevalence of health problems, including developmental delays, and mental
and physical disabilities (Ensign, 2001). The problems associated with the foster care
system do not end at emancipation. According to the Casey Family Programs, there is a
consistent lack of positive adult outcomes of foster youth who have been in out-ofhome care, including disproportionately high school dropout rates, unemployment,
homelessness, and incarceration (Zetlin, Weinberg & Shea, 2001).
With respect to education, foster children with disabilities experience academic,
emotional and behavioral difficulties that hinder school success and make this an
especially at risk population (Zetlin, 2006). Studies of local or regional populations in
California have identified that between 28 percent and 52 percent of foster children and
youth are placed in special education, generally as a result of either a learning disability
or an emotional disturbance (Weinberg, Zetlin, & Shea, 2001). While only 10 percent of
the general school population is placed in special education, almost a third to half of the
foster population receives special education services (Zetlin, 2006).
2
Over half the children in foster care have moderate to severe mental health
problems. Foster youth with mental illness disabilities earn significantly less than the
general population as a result of their specific life situations, foster youth progress more
slowly into the labor market. For example, a study in San Francisco indicated the
median weekly salary of an employed former foster youth is $205, compared to $265 of
the general population (Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercareagingout02/). In addition, nearly 40 percent of transitioning youth will be homeless
within 18 months of discharge (Retrieved 5/12/2009 from:
http://www.JohnBurtonFoundation.org). Of the foster youth who emancipate from the
system 25 percent of these foster youth will become incarcerated within the first 2 years
of emancipation from the foster care system (Retrieved 5/12/2009 from:
http://www.JohnBurtonFoundation.org).
Statement of the Problem
Currently there is no formal written manual or job club for the PRIDE Industries
Foster Youth Services Program. The purpose of this project was to develop a program
manual and Job Club curriculum for PRIDE Industries Disabilities Services Program
Manager, Qualified Rehabilitation Professionals, Vocational Rehabilitation Counselors,
other professionals, and students in the California State University Sacramento
Vocational Rehabilitation Master’s level graduate program by providing an
instructional manual on vocational rehabilitation for foster youth with disabilities. Other
Master’s projects have outlined a self-esteem curriculum for foster care youth in
3
Sacramento County (Hughes, 1992), and a vocational transition planning guide for
students with serious emotional disturbances and their families (Siler, 1993), while
another provided a pre-vocational work readiness workshop curriculum for individuals
with severe mental illness (Sweatt, 2006), but nothing in combination of foster youth
with disabilities and vocational rehabilitation.
The program manual, which is presented as Appendix A, will serve to educate
Qualified Rehabilitation Professionals, Vocational Rehabilitation Counselors, other
professionals, students in the California State University Sacramento Vocational
Rehabilitation Master’s level graduate program and, PRIDE Industries foster youth
services program incumbent about the distinctive conditions and challenges of serving
foster youth, who have mental health disabilities, or the co-morbid occurrence of
multiple mental health related disabilities. The manual will also help the vocational
rehabilitation professional and student clarify the medical aspect of mental illness
among foster youth, impact on daily function, and vocational rehabilitation potential for
foster youth with mental illness disability or co-morbidly occurring mental illness.
The program Manual will provide Qualified Rehabilitation Professionals,
Vocational Rehabilitation Counselors, other professionals, students in the California
State University Sacramento Vocational Rehabilitation Master’s level graduate program
and, PRIDE Industries foster youth services program incumbent with a cumulative
explanation and complete documentation of how run the Foster Youth Service Program
within the scope of work that PRIDE Industries is expected to fulfill in the collaborative
partnership. The guide shall involve but is not limited to: definition of the target
4
population and the vocational barriers they face based on their disability, definition of
desired measurable outcomes how to achieve them and what they mean in respect to the
success of the program, an explanation of the collaborative partnership and the roles
they play in the program, a detailed account of the services provided to the Foster Youth
with disabilities, an explanation of the referral process in chronological sequence,
explanation of required documents for work and how to attain them for the consumers,
definition of the scope of work for the Program Manager and their role in the
collaborative partnership.
Appendix B will consist of a job club curriculum for foster youth with mental
disabilities. The job club curriculum consists of eight lessons which are designed to
assist the vocational rehabilitation professional who is working with foster youth with
mental health disabilities to attain and hone the essential skills, behaviors and tools to
attain and maintain entry level gainful employment. The eight week job club group
design will provide the youth with following vocationally relevant documents and
experiences upon completion of the course: cover letter, master application, mock
interview worksheet and experience, resume, letter of recommendation, transferable
skills assessment, vocational exploration and search, thank you letter, and appropriate
workplace dress code.
The problem this author presents is that there currently is no formal written
program manual for the Foster Youth Services Department of PRIDE Industries. Nor is
there a formal written job club for the Foster Youth Services Program of PRIDE
Industries either. Up until the this point in time the Foster Youth Services Program
5
design, rules, case management, and curriculum have been passed on orally and through
on the job training. Much of the knowledge of the program rests with one person, the
author, and it is not in written format. In addition, prior to designing the program
manual, group design and resource guide, the author does not have a previous manual to
base his foundation for the creation of this manual. Should this individual leave their
position at PRIDE Industries, there is currently no other person who could continue to
run the Foster Youth Services Program.
Consequently, there is a lack of training and education for current and potential
vocational rehabilitation professionals with respect to working with foster youth who
have mental illness disability. Even further, these foster youth consumers often times
have potential co-morbidly occurring mental illness disabilities and face homelessness
upon emancipation. Providing vocational rehabilitation services for this population is a
complex and difficult task because currently there is only one pilot program with the
Department of Rehabilitation that is specifically designed to provide vocational
rehabilitation services to this population. Less than one third of foster youth receive
mental health and or vocational rehabilitation services; one reason is there is a shortage
of professionals who have experience in working with this population (Austin, 2004).
Limitations of the Project
Information provided in the program manual, group design and resource guide is
directly related to the author’s bias and does not reflect any other individual’s view
point. The information gathered is biased to author’s timeline which was limited to
6
September 2008 to November 2009. Another limitation of this project includes
geographical limits to the South Placer County School District, which stretches from the
city of Auburn to the city of Antelope. Another limitation this author faced was that
there is very limited research on the foster youth population and vocational
rehabilitation. Other limitations include curriculum specific to the foster youth with
mental health with disabilities population. In addition, the manual is designed
specifically for vocational professionals working with foster youth with disability.
Definition of Terms
Americans with Disabilities Act
Signed into law on July 26, 1990, the Americans with Disabilities Act (ADA) is
a wide ranging legislation intended to make American society more accessible to people
with disabilities. The ADA’s protection applies primarily, but not exclusively, to
disabled individuals. An individual is “disabled” if he or she meets at least one of the
following tests: (a) He or she has a physical or mental impairment that substantially
limits one or more of his/her major life activities; (b) he or she has a record of such
impairment; or (c) he or she is regarded as having such impairment. The ADA is
divided into five titles:
1. Employment (Title I): Business must provide reasonable accommodations to
protect the rights of individuals with disabilities in all aspects of employment. Possible
changes may include restructuring jobs, altering the layout of work situations, or
modifying equipment. Employment aspects may include the application process, hiring,
7
wages, benefits, and all other aspects of employment. Medical examinations are highly
regulated.
2. Public Services (Title II): Public services, which include state and local
government instrumentalities, the National Railroad Passenger Corporation, and other
community authorities, cannot deny services to people with disabilities participation in
programs or activities which are available to people without disabilities. In addition,
public transportation systems, such as public transit buses, must be accessible to
individuals with disabilities.
3. Public Accommodations (Title III): All new construction and modification
must be accessible to individuals with disabilities. For existing facilities, barriers to
service must be removed if readily achievable. Public accommodations include facilities
such as restaurants, hotels, grocery stores, retail stores, and so forth, as well as privately
owned transportation systems.
4. Telecommunications (Title IV): Telecommunication companies offering
telephone service to the general public must have telephone relay service to individuals
who use telecommunication devices for the deaf (TYYs) or similar devices.
5. Miscellaneous (Title V): Includes a provision prohibiting either (a) coercing
or threatening or (b) retaliating against the disabled or those attempting to aid people
with disabilities in asserting their rights under the ADA (Retrieved 5/13/2009 from:
http://www.jan.wvu.edu/LINKS/adasummary.htm).
8
Aging Out
Foster youth, who were emancipated from all types of foster care and reached
their 18th birthday while in foster care (Retrieved May 13, 2009 from:
http://aspe.hhs.gov/hsp/fostercare-agingout02/).
Attention-Deficit/Hyperactivity Disorder
The essential features of Attention-Deficit/Hyper Activity Disorder is persistent
pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed
and more severe than is typically observed in individuals at a comparable level of
development (Diagnostic and Statistical Manual IV TR, 2000).
Autonomy
“The principle of autonomy applies to acting in a manner that respects the
clients’ freedom to control their own lives—to make their own choices” (California
Department of Rehabilitation, 2006, n.p.).
California Department of Rehabilitation
The California Department of Rehabilitation (DOR) works in partnership with
consumers and other stakeholders to provide services and advocacy resulting in
employment, independent living, and equality for individuals with disabilities
(California DOR, 2008).
Disability
Disability is defined broadly in the U.S. census and includes long-lasting
conditions that limit sight, hearing, or basic physical activity, as well as physical,
emotional, or mental conditions lasting six months or more that limit cognitive abilities,
9
caring for oneself at home, going outside the home to shop or visit a doctor’s office, or
working (Jekielek & Brown, 2005). In 2000, over 15 percent of young adults ages 18 to
24 were reported to have one or more disabilities and many of these conditions may
present an impediment to a successful transition to adulthood in their more serious
forms (Jekielek & Brown, 2005).
Emancipated Youth
Emancipation is a legal process that gives a teenager who is 16 or older legal
independence from his or her parents or guardians. Emancipation can be an important
legal tool for certain teenagers, but you should give it careful thought before moving
ahead (Retrieve 10/7/2009 from:
http://www.larcc.org/pamphlets/children_family/teen_emancipation.htm).
Foster care
Children are placed into the foster care system primarily because of abuse,
neglect, uncontrollable behavior, or dependency. Foster care is intended to be a
temporary service with a goal of reunifying children with their parents whenever
possible. However, many children cannot be reunified, primarily because the courts and
the child protective services system determine that they would be at continued risk of
abuse or neglect or because their parents are simply not able to care for them. For an
increasing proportion of these children, adoption or subsidized guardianship with kin
are alternatives to reunification (Wulczyn, Brunner, & George, 2000).
10
Foster Youth
A child without parental support and protection, placed with a person or family
to be cared for, usually by local welfare services or by court order. The foster parent(s)
do not have custody, nor is there an adoption, but they are expected to treat the foster
child as they would their own in regard to food, housing, clothing and education. Most
foster parents are paid by the local government or a state agency (Retrieved 6/13/09
from: http://legal-dictionary.thefreedictionary.com/foster+care).
Foster Youth Rights
The rights of children and youth in foster care were established by AB 899
(Chapter, 683, Statutes of 2001) as specified in W&IC section 16001.9. The bill
requires the Ombudsman Office to design posters regarding these rights and provide the
posters to every foster care facility that cares for six or more children and youth. Social
workers are mandated by the bill to explain the rights to every child and youth in foster
care, in age-appropriate language, at least every six months, and that licensed homes
housing six or more foster children and youth post the rights within easy and regular
access for the children and youth living there (Retrieved 6/13/09 from:
http://www.fosteryouthhelp.ca.gov/PDFs/DataSummary0708.pdf).
Group Homes
Group homes provide the most restrictive out-of-home placement option for
children in foster care. They provide a placement option for children with significant
emotional or behavioral problems who require more restrictive environments. The
licensed group home is defined as a facility of any capacity which provides 24-hour
11
nonmedical care and supervision to children in a structured environment, with such
services provided at least in part by staff employed by the licensee. Group homes run
the gamut from large institutional type environments which provide an intense
therapeutic setting, often called "residential treatment centers," to small home
environments which incorporate a "house parent" model. As a result, group home
placements provide various levels of structure, supervision and services (Retrieved
6/12/09 from: http://www.childsworld.ca.gov/PG1349.htm).
Group homes may offer specific services targeted to a specific population of
children or a range of services depending on the design of their program. These services
include substance abuse, minor-parent (mothers and babies), infant programs, mental
health treatment, vocational training, mental health day treatment, sex offenders, wards
only, emancipation and reunification. Many programs provide more than one service
and list their primary service function as reunification of children with the biological
family. A high number also list their primary function as emancipation (Retrieved
6/12/09 from: http://www.childsworld.ca.gov/PG1349.htm).
Independent Living Program
In 1986, Congress enacted The Consolidated Omnibus Reconciliation Act of
1985 (P.L. 96-272) that added Section 477 to Title IV-E of the Social Security Act. This
act allocated funds to states to help foster youth make transition to adulthood and
created the Independent Living Program [ILP] (Retrieved May 13, 2009 from:
http://oig.hhs.gov/oei/reports/oei-01-93-00090.pdf). On December 14, 1999, the John
Chafee Foster Care Independence Act of 1999 (P.L. 106-169) was enacted into law.
12
This act increased the funding and flexibility for ILP. It expanded ILP eligibility to 20
year olds and allowed up to 30 percent of ILP funds to be used for room and board for
emancipated/probation youth up to age 21 (Retrieved 5/13/09 from:
http://www.nilausa.org/membersonly/Chafee%20CD%20final.pdf).
Kinship Care
"Relative" means an adult who is related to the child by blood, adoption, or
affinity within the fifth degree of kinship, including stepparents, stepsiblings, and all
relatives whose status is proceeded by the words "great," "great-great," or "grand," or
the spouse of any of these persons, even if the marriage was terminated by death or
dissolution. However, only the following relatives shall be given preferential
consideration for the placement of the child: an adult who is a grandparent, aunt, uncle,
or sibling (Retrieved 6/12/09 from: http://www.childsworld.ca.gov/PG1351.htm).
Substance Abuse
The essential feature of Substance Abuse is a maladaptive pattern of substance
use manifested by recurrent and significant adverse consequences related to the
repeated use of substances (Diagnostic and Statistical Manual IV TR, 2000).
Transitional Housing Placement Program
Transitional Housing Placement Program (THPP) is a program designed to help
support successful emancipation for foster/probation youth by the California
Department of Social Services [CDSS]. The Transitional Housing Placement Program
(THPP) is a community care licensed placement opportunity for youth in foster care.
The goal of THPP is to help participants emancipate successfully by providing a safe
13
environment for youth to practice the skills learned in ILP. Participants may live alone,
with departmental approval, or with roommates in apartments and single-family
dwellings with regular support and supervision provided by THPP agency staff, county
social workers, and ILP coordinators. While each county has its own policies, at a
minimum, applicants must meet certain criteria. They must be at least 16 years old and
not more than 18 years old, unless they are in all probability, going to finish high school
before their 19th birthday. They must be in out-of-home placement under the
supervision of the county department of social services or the county probation
department, and actively participating in an ILP (Retrieved 6/13/09 from:
http://www.childsworld.ca.gov/PG1353.htm). THPP allows carefully supervise 16 to 19
year old foster/probation youth to live on their own while attending high school. The
program was originally a pilot authorized by AB 2774 (Chapter 873/Staues of 1998)
and is currently available in all counties.
Transitional Housing Program for Emancipated Foster/Probation Youth (THP-Plus)
THP-Plus eligible youth are young adults who have emancipated from
foster/probation care and are 18 through 24 years old, and are pursuing the countyapproved goals they have developed in the STEP/THP-Plus Transitional Independent
Living Plan (TILP). Participation in the THP-Plus is subject to: county participation in
the program, the availability of safe and affordable housing and the availability of
program providers. The maximum time for THP-Plus participation is 24 cumulative
months (Retrieved 6/12/09 from: http://www.childsworld.ca.gov/PG1353.htm).
14
Transitional Independent Living Plan (TILP)
Each participant in THP-Plus will utilize a STEP/THP-Plus TILP which
describes the educational/vocational, or other goals related to self-sufficiency mutually
agreed upon by the youth and the county welfare or probation department or
independent living program coordinator. The youth must be participating in the
activities identified in the STEP/THP-Plus TILP. The form shall be up-dated at least
annually. Participants are responsible for informing the county whenever changes occur
that affect payment of aid, including changes in address, living circumstances,
educational, career, and training programs (Retrieved 6/13/09 from:
http://www.childsworld.ca.gov/res/pdf/TILivingPlan.pdf).
Organization of the Project
Chapter 2 is a review of the related literature relevant for this project. Chapter 3
is comprised of the methodology used by the author to define and describe the foster
youth program manual and job club and how they were developed. Chapter 4 contains
the findings and recommendations.
Appendix A is a program manual entitled “Foster Youth with Mental Health
Disabilities and Vocational Rehabilitation: A Program Manual” intended to enlighten
the Vocational Rehabilitation Counseling graduate student, current Vocational
Rehabilitation Counselor, Qualified Rehabilitation Professionals, and other professional
in related fields on the subject of foster youth with mental health disabilities and
vocational rehabilitation. Appendix B is a manual entitled “Foster Youth Job Club
Manual” which is designed to provide the Vocational Rehabilitation Counseling
15
graduate student, current Vocational Rehabilitation Counselor, Qualified Rehabilitation
Professionals, and other professional in related fields with an eight week preemployment curriculum for foster youth with mental health disabilities in a group
setting. References used to prepare this project comprise the final section.
16
Chapter 2
REVIEW OF RELATED LITERATURE
The background of related literature to this project will be reviewed, with the
central focal point of discussion covering the following areas:

Defining a Person with a Mental Health Disability

Foster Youth and Independent Living Programs

Foster Youth and Mental Health Disability

Foster Youth and Education

Foster Youth and Homelessness

Foster Youth and Employment

Vocational Rehabilitation and Foster Youth with Disabilities

Post Foster Care

Summary
Defining a Person with a Mental Health Disability
A mental health disability is a mental impairment that substantially limits a
major life activity. The term "mental health disability" is defined as: a mental
impairment that substantially limits one or more major life activities, a record of a
mental impairment that substantially limits one or more major life activities or being
regarded as having a mental impairment that substantially limits one or more major life
activities (Retrieved 5/12/09 from: www.dol.gov/odep/pubs/facts/transitioning.htm).
According to the National Institute of Mental Health, the leading cause of disability in
17
the U.S. for ages 15-44 is major depressive disorder (and this is only one type of mental
health impairment (Retrieved 5/19/09 from:
www.dol.gov/odep/pubs/facts/transitioning.htm).
Some common mental health impairments are: Depression, which affects a
person's mood, concentration, sleep, activity, appetite, social behavior and feelings.
Bipolar disorder (manic depression), which causes a person to experience extreme highs
and lows. Another mental health disability, Schizophrenia, which affects a person's
ability to think, clearly, manages emotions, make decisions and relate to others. PostTraumatic Stress Disorder (PTSD), which occurs after exposure to a terrifying event or
ordeal. Obsessive-Compulsive Disorder (OCD), which causes intense recurring
unwanted thoughts (obsessions) or (compulsions). Panic Disorders, which cause
unexpected and repeated episodes of intense fear accompanied by physical symptoms
such as chest pain, heart palpitations, shortness of breath, dizziness or abdominal
distress (Retrieved 5/19/09 from: www.dol.gov/odep/pubs/facts/transitioning.htm).
Transitioning to work can be a challenge for foster youth with mental health
impairments. Nonetheless, understanding one’s own disability, disclosure options, and
rights under the ADA can help make the transition a successful one. With regards
towards attaining accommodations for a mental health disability, disclosure of a
disability in an employment setting is ultimately a personal decision and can change
depending upon the situation and the need for an accommodation (Retrieved 5/19/09
from: www.dol.gov/odep/pubs/facts/transitioning.htm). People with disabilities can
request an accommodation at any time during the application process or while
18
employed. To request an accommodation, a person must inform their employer of the
need for an adjustment or change at work for a reason related to their disability
(Retrieved 5/19/09 from: www.dol.gov/odep/pubs/facts/transitioning.htm).
Some common reasonable accommodations for person with mental health
impairments include: flexible leave to attend counseling, making up time missed,
schedule a later start time, maintaining open lines of communication with supervisor,
scheduling regular meetings with supervisor to discuss work-related issues, and
providing a mentor, a team leader or a buddy to facilitate social and work-related
interactions. Encouragement to participate in team activities, use an electronic calendar
marked with meetings and deadlines, use E-mail as a time management tool, daily or
weekly performance goals, assistance in prioritizing tasks, a written to-do list, which
can be reviewed on a regular basis and dividing large assignments into smaller tasks.
Additional accommodations include: a personal data assistant or other electronic
organizer, short breaks to walk around the block, praise and positive reinforcement,
permission to call or instant message a support person, a quiet location/space
enclosures, and the ability to wear a headset or ear sets and listening to music or "white
noise" (Retrieved 5/19/09 from: www.dol.gov/odep/pubs/facts/transitioning.htm).
Foster Youth and Independent Living Programs
Children are placed into the foster care system primarily because of abuse,
neglect, uncontrollable behavior, or dependency. Foster care is intended to be a
temporary service with a goal of reunifying children with their parents whenever
19
possible. However, many children cannot be reunified, primarily because the courts and
the child protective services system determine that they would be at continued risk of
abuse or neglect or because their parents are simply not able to care for them.
(Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/). Unfortunately,
there are a small proportion of children who enter the foster care system who do not
achieve a permanent status with their parents, kin, or adoptive parents. These foster
children ultimately live in foster care until they reach the age of majority (18 years of
age in all but a few states). There are approximately 20,000 foster youth per year in the
United States who stay in foster care until they are emancipated after their eighteenth
birthday (Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/).
78,278 children were in the foster care system in California on July 1, 2006 (Retrieved
5/12/09 from:
http://cssr.berkeley.edu/cwscmsreports/Pointintime/fostercare/childwel/ageandethnic.as
p).
Consequently some of these foster youth will return to their families after
emancipation. Sixty-two percent of the young people leaving the system in FY 2003
were reunified with their birth parents or primary caregivers (Retrieved 5/12/09 from:
http://ndas.cwla.org/data_stats/access/predefined/Report.asp?ReportID=127). Of
children with state agency involvement adopted in FY 2003, 51 percent were adopted
by their non-relative foster parents and 45 percent were adopted by relatives (Retrieved
5/12/09 from:
20
http://cssr.berkeley.edu/cwscmsreports/Pointintime/fostercare/childwel/ageandethnic.
asp).
With regard to the reason for foster care placement, neglect was the principal
reason for foster care placement of the aging-out groups in California (61.1 percent).
The “other” reason for placement includes children who enter the foster care system for
dependency reasons — a set of circumstances that are not maltreatment that prevent a
child and parent from living together. This could include a child being an orphan or a
child’s parent being in jail or prison (Retrieved 5/2/09 from:
http://aspe.hhs.gov/hsp/fostercare-agingout02/). The distributions of age at initial
placement of the aging out and reunification groups in California range from 42.6
percent of the foster youth who are aging out and who entered foster care between the
ages of 11 and 15 compared with 65.5 percent of the reunified group. The aging-out
groups tended to have been in out of home care longer than the reunified groups
(placement time longer than 2 years) with more than 60 percent of the children in the
reunified groups were in their most recent foster care spells less than 2 years. (Retrieved
5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/).
However, there are many foster youth who do not have any type of support from
means other than government programs. Independent Living Programs (ILP) target
teenagers in foster care whose permanency plans are neither family reunification nor
adoption, and for whom foster care is a permanent situation until they "age out" of the
foster care system (Georgiades, 2005). Congress passed the Foster Care Independence
Act of 1999, which replaced the Independent Living Program with the newly
21
established John H. Chafee Foster Care Independence Program and doubled the
maximum amount of money that states could draw down each year to $140 million
(Courtney & Dworsky, 2006). This law doubles funding for the federal Independent
Living Program, allows states to extend health insurance coverage under Medicaid for
foster youth to age 21, and places a strong emphasis on developing outcome measures
and carrying out empirical investigations on IL programs (Department of Health &
Human Services (DHSS), 2001).
In addition to giving states a fiscal incentive to enhance their independent living
programs, the Foster Care Independence Act mandates states to provide the US
Department of Health and Human Services (DHHS) with data on a variety of outcome
measures (e.g. educational attainment, employment, avoidance of dependency,
homelessness, non-marital childbirth, incarceration and high-risk behaviors) and
requires the DHHS to conduct evaluations of innovative or potentially significant state
efforts to prepare foster youth for independent living (Courtney & Dworsky, 2006).
This law was later amended to authorize Congress to appropriate up to $60
million for payments to states for post-secondary educational and training vouchers of
up to $5000 for youth likely to experience difficulty during the transition to adulthood
after the age of 18 (Courtney & Dworsky, 2006). The "Subsidized Independent Living"
program allows teens 16 years old or older to live in an approved setting and receive a
monthly stipend for living expenses. The monthly stipend is assessed on an individual
basis, based on the cost of living and the youth's monthly expenses. Participants must
attend school full-time and work part-time (Georgiades, 2005). However, some studies
22
suggest that youth completing Independent Living Programs fare worse than
mainstream youth in adulthood in areas such as education, employment and economic
self-sufficiency, housing, mental health, avoidance of early parenting, sexual risk
taking, criminal involvement, transportation issues, money management skills, and
enhancement of social support networks (as cited in Georgiades, 2005).
In a 2005 study by Georgiades, foster youth receiving Independent Living
Program (ILP) services were compared with foster youth who qualify for Independent
Living Program (ILP) services. The non-Independent Living Program group was much
more likely than the Independent Living Program group to lack a HS diploma or GED,
be unemployed, have much lower monthly job earnings, depend upon public aid and
friends and relatives for survival, live in jail or with friends, relatives, or foster parents,
lack a driver's license, and experience more intense transportation problems in
adulthood (Georgiades, 2005). The non-ILP group members had more children,
reported lesser ability to control anger, were more likely to be arrested, and were less
likely to perceive themselves as successful. However, there were no substantial
differences between the two groups in terms of frequency of depression, alcohol use,
drug use, sexual-risk taking, availability of help when needed, self-perceived ability to
make friendships, self-perceived parenting ability (Georgiades, 2005).
Foster Youth and Mental Health Disability
There were 78,278 children were in the foster care system in California on July
1, 2006 (Retrieved 5/12/09 from: http://www.childsworld.ca.gov/FosterPare_350.htm).
23
Of the 78,278 children in foster care more than 80 percent of children in foster care
have developmental, emotional, or behavioral problems. Studies have linked foster care
to conduct disorder (Retrieved 2/15/09 from
http://www.acf.hhs.gov/programs/cb/stats_research/index.htm). One study found that 44
percent of young adults who had been in foster care reported being involved in
delinquent activities that led to court charges (Retrieved 2/15/09 from
http://www.acf.hhs.gov/programs/cb/stats_research/index.htm). Foster youth face
barriers towards attaining autonomy as they become adults. Children in foster care are
more likely to experience emotional difficulties than other children (as cited in
Georgiades, 2005). Post-traumatic stress syndrome occurs among foster children at a
rate twice as high as among U.S. war veterans, 15 percent of foster youth attempted or
contemplated suicide, and 29 percent spent some time in a psychiatric hospital
(Retrieved 5/12/09 from: http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2007/04/08/EDGEBOSDP71.DTL).
In a recent study in California, youth who crossed from the foster-care system
into the juvenile-justice delinquency system indicates that 66 percent of the youth had a
mental-health problem. In addition, there is a shortage of available mental-health
providers, poor record keeping and the absence of continuity of care further diminish
children's odds for a stable adult future (Retrieved 5/12/09 from:
http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2007/04/08/EDGEBOSDP71.DTL). The
experience of foster children in the child welfare system neither nurtures nor helps them
24
to develop into productive, functioning adults. One third of youth who age out of the
foster care system have evidence of mental health problems. The most prevalent
diagnoses being Post Traumatic Stress Disorder, alcohol or substance abuse, and major
depression (Retrieved 5/12/09 from: www.clcla.org/facts_educ.htm).
Research shows that less than one-third of children received mental-health
services during the year following contact with the child-welfare system, despite
overwhelming evidence that early intervention may be an important element in reducing
long-term negative consequences. Others are treated through administration of
medication alone -- a critical tool in many instances, but one that isn't a panacea in all
cases and that commonly needs to be accompanied by therapeutic remedies not
available in a timely manner for most foster youth, based on reports from youth and
caregivers (Retrieved 5/12/09 from: http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2007/04/08/EDGEBOSDP71.DTL).
Foster Youth and Education
One of the most reliable predictors of future well-being is educational
achievement. In a 2006 study by Courtney and Dworsky, it was found that many foster
youth approach the transition to adulthood with significant educational deficits, and the
lasting effects of these deficits are evident in the educational attainment of our study
participants at age 19. More than one-third (37.1 percent) had neither a high school
diploma nor a general equivalency degree (GED) (Courtney & Dworsky, 2006). Even
further, research shows that only 1 percent to 5 percent of foster youth ever graduate
25
from college (Ferrell, 2004). This effects foster youth adversely because adults with
higher levels of education have jobs with higher wages and opportunities for
advancement, and also have better health outcomes (Jekielek & Brown, 2005).
In an attempt to combat this phenomenon, California's AB490 legislation emphasizes a
stable school placement, placement in the least restrictive educational program, and
access to the same academic resources, services, and extracurricular and enrichment
activities as other children (Zetlin, Weinberg & Shea, 2001). However, when compare
to their counter parts, children in out-of-home care were more likely than other children
in their classes to struggle academically and socially in school (Altshuler, 2003). Foster
youth also had higher rates of absenteeism and disciplinary referrals; 75 percent
performed below grade level; and more than 50 percent have been retained at least one
year in school (Parrish, DuBois, Delano, Dixon, Webster, Berrick, & Bolus, 2001).
With respect to academic performance, foster youths in foster care performed
significantly lower on standardized achievement tests in reading and mathematics and
earned lower grades in these subjects than non-foster youths (Emerson & Lovitt,
2003).The behavioral problems that foster youths exhibit in school settings range from
aggressive, demanding, immature, and attention seeking behaviors to withdrawn,
anxious, and over compliant behaviors (Zetlin, Weinberg & Shea, 2001). In a 2002
study conducted by the Foster Youth Alliance (FYA) found that forty-four percent of
foster youth are less likely to have graduated from high school in Alameda County
(Choca, Minof, Angen, Byrnes, Kenneally, Norris, Peam & Rivers, 2004). According to
the Jon Burton Foundation other studies have found that between 44 - 77 percent of
26
emancipating youth have completed high school as compared to 93 percent of nonfoster care youth (Retrieved 5/12/09 from: http://www.JohnBurtonFoundation.org).
Foster Youth and Homelessness
There is a widespread belief that young people who “age out” of foster care near
the time that they turn 18 are particularly vulnerable to poor economic and social
outcomes as they enter adulthood (Retrieved 5/2/09 from:
http://aspe.hhs.gov/hsp/fostercare-agingout02/). Without housing, youth are less likely
to complete their education, find employment, and gain access to health care, all of
which jeopardize their ability to make a successful transition to independence
(Retrieved 5/12/09 from: http://eec.co.la.ca.us/pubfiles/cntyops/0202EmancipationServices.htm). Underlying the reality of homelessness for emancipated
foster youth is that are three other interconnected factors supporting emotional wellbeing: relationships, education, and employment (Choca et al., 2004).Without a solid
foundation in these three areas, youth are more likely to experience housing problems
and have fewer resources to address them. Far too many young people leaving foster
care "couch surf" by moving from one friend's place to another, go to homeless shelters,
or live on the street for days or weeks at a time (Choca et al., 2004).
In the state of California, which has some of the nation's highest housing costs, a
person requires an average wage of $21.18 per hour, or $44,000 annually (Choca et al.,
2004). This is an unimaginable salary for most young foster care alumni. Within 18
months of emancipation 40-50 percent of foster youth become homeless (retrieved
27
5/5/09 from www.heysf.org). This is due to the fact that unlike youth in the same age
range, foster youth have no family support system to support them in times of need.
Upon release from the foster care system 65 percent of youth leaving foster care need
immediate housing upon their release (Retrieved 5/5/09 from: www.heysf.org).
Nationally, 27 percent of the homeless population spent time in foster care (Retrieved
5/5/09 from: www.heysf.org).
According to an April 2003 Press Release from the Office of the Governor of
California, the cost to the community occurs within 2-4 years of emancipation because
40 percent of emancipated youth have been on public assistance or incarcerated by that
time (Retrieved 5/12/09 from: http://www.buildingc3.com/item.asp?id=196). Housing
an emancipated foster youth in a program providing support services (mental health,
educational and vocational counseling, job placement, financial literacy and life skills
training, mentoring) such as Hillsides in Pasadena - $20,000 - $25,000. Incarceration for
the same young adult - between $55,000 and $115,000 (depending upon the type of
facility), according to the State's Safety and Welfare Remedial Plan filed in April of this
year. Residence in a mental health facility for the same young adult costs around
$215,000 (Retrieved 5/12/09 from: http://www.buildingc3.com/item.asp?id=196).
In 1999, several public and private agencies formed the Sacramento
Emancipation Collaboration to help young people leaving foster care because they were
unhappy with the current model of service for transitioning foster youth (Choca et al.,
2004). The Sacramento Emancipation Collaboration members share functions and fund
services through a blend of public and private money, detailed as follows for the first
28
year of the collaboration: The Sacramento County Department of Human Assistance
oversees all of the housing programs and provides $500,000 in HUD home funds for
operation, staffing, and administrative services (Choca et al., 2004). The Department of
Health and Human Services contributes $367,000 in Chafee 30 percent funds to support
independent-living services at housing sites. The Sacramento Housing and
Redevelopment Agency funded $500,000 for housing and provided approximately 200
housing choice vouchers in the first two years of programming. Casey Family Programs
funds case-management services and community training through a $602,000 contract
with the Sacramento Employment and Training Agency (SETA) and provides a $50,000
flexible funding grant for services not otherwise funded. In addition to providing
services funded through Casey, SETA offers access to other funding streams including
Welfare to Work and Cal Works (Choca et al., 2004).
In Sacramento County, the current leading provider in housing services is
Adolfo Housing Services for foster youth. Adolfo Housing Services provides former
foster youth with a continuum of housing options combined with supportive services for
foster care alumni younger than 25 (Choca et al., 2004). Through several community
agencies, Adolfo offers transitional and permanent housing options and rent subsidies,
including Shelter Plus Care Certificates for participants with low incomes and barriers
that impede their ability to maintain housing, and housing choice vouchers for foster
care alumni able to live successfully on their own (Choca et al., 2004). Adolfo offers
transitional and permanent housing options and rent subsidies, including Shelter Plus
Care Certificates for participants with low incomes and barriers that impede their ability
29
to maintain housing, and housing choice vouchers for foster care alumni able to live
successfully on their own (Choca et al., 2004).
Permanent housing, available from Lutheran Social Services and Transitional
Living and Community Support, provides subsidized housing and assistance to former
foster youth who have mental health issues and other barriers that significantly impede
their ability to live independently. As they develop skills, youth are supported in
moving to increasingly more independent living options. The two programs received the
service contract together. Together the two programs have provided permanent
supported housing for 25 former foster youth with mental health disabilities, with one
program serving 13 foster youth and the other serving 12 foster youth (Choca et al.,
2004). In conjunction with their housing services a similar process is beginning to
happening in employment services, including services for disabled alumni foster youth
planners are creating specialized services that are being piloted in other sites to support
youths' ability to earn a living wage (Choca et al., 2004).
However, some foster youth have special issues that are not easily solved by
typical transitional housing models. These challenges include physical or mental
disabilities, long-term medical problems, and chemical dependency (Choca et al.,
2004). Each child has his or her own history, personality, talents, and limitations as is
true of all foster youth (Wertheimer, 2002). Nevertheless, research suggests that most
children who have experience with the foster care system share a number of common
characteristics. With respect to common characteristics, foster youth are more likely to
30
have a compromised development and exhibit higher levels of risky behavior
(Wertheimer, 2002).
These characteristics are not isolated to foster care and can impede on the foster
youth’s life skills. In a study in 2005 by Georgiades, the Daniel Memorial Institute Life
Assessment (DMILA) was used to assess independent living skills. It can be selfadministered at a youth's convenient location and can be completed within about 45
minutes (Georgiades, 2005). The DMILA begins with a very brief personal information
inventory and continues with 90 multiple-choice questions, which cover the following
14 Independent Living areas: money management consumer awareness, food
management, personal appearance, health, housekeeping, transportation, educational
planning, job seeking skills, job maintenance skills, emergency and safety skills,
knowledge of community resources, interpersonal skills, legal skills, and housing
(Georgiades, 2005).
It was found that those foster youth who were ILP recipients did not score
substantially higher than the non-ILP recipient group on the job seeking skills and job
maintenance skills domains of the DMILA (Georgiades, 2005). This lack performance
in the foster youth’s scores with respect in the areas of job seeking skills and job
maintenance skills may be attributed underlying mental health impairments that impede
these individuals from acquire adequate skills in these areas (Georgiades, 2005).
Independent living skills are not enough, emergency housing, specific for the foster
youth population, is required (Choca et al., 2004).
31
However, former foster youth are still failing attaining adequate housing and a
livable wage in Sacramento County. Foster youth need affordable longer range housing
solutions; otherwise, those who are not able to grow their incomes at the same rate or at
a faster pace than rising rents will face homelessness all over again at the completion of
their transitional housing stay (Choca et al., 2004 ). In California, more specifically
Sacramento there is a shortage of transitional housing, and as a result, foster youth are
falling through the cracks. For foster care alumni, the lack of housing is made worse by
the fact that when a vacancy opens up, it may be filled by some other sector of the
population, as the beds are not always designated for youth formerly in foster care. In
addition, many youth in foster care do not meet the criteria for the existing transitional
living programs or other subsidized housing. Agencies need to expand the inventory of
specialized transitional housing units specifically for youth formerly in foster care
(Choca et al., 2004).
Foster Youth and Employment
Many foster youth with mental health disabilities share similar experiences
when they enter the workforce for the first time (Retrieved 5/19/09 from:
www.dol.gov/odep/pubs/facts/transitioning.htm). Common challenges include:
maintaining regular attendance, dealing with the change of starting a new job,
nervousness about interacting with others, understanding how to manage time,
organizing information, handling stress and emotions, and maintaining focus (Retrieved
5/19/09 from: www.dol.gov/odep/pubs/facts/transitioning.htm). With a lack of copying
skills and poor execution of the soft skills required for entry level employment, foster
32
youth with mental health impairments have difficulty entering their first employment
opportunity.
The need for youth leaving foster care to have training and access to jobs that
pay a living wage with health care benefits cannot be emphasized enough as a key way
to address the housing challenges these young adults face (Choca et al., 2004). In 2002,
the Foster Youth Alliance (FYA) conducted a study that compared youth emancipating
from foster care with youth not in foster care between the ages of 18 and 21. The study
showed that twenty-two percent of youth in foster care are less likely to be employed
than their non-foster care counterparts (Choca et al., 2004).
In a 2002 study by Chapin Hall Center for Children at the University of Chicago
and the Center for Social Services Research, University of California Berkeley, they
studied foster youth in Illinois, South Carolina and California, it was evident that foster
youth aging out of foster care are underemployed. No more than 45 percent of the aging
out youth have earnings in any of the three states during any one of the 13 quarters of
the study. About 30 percent of youth aging out of foster care in Illinois, 23 percent in
California, and 14 percent in South Carolina had no earnings during the entire 13quarter period (Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/).
Foster youth earn significantly less than youth in the general population. Additionally
due to their specific circumstances faced by both foster youth and former foster youth,
they progress more slowly into the labor market than non-foster youth (Retrieved 5/5/09
from www.heysf.org).
33
Even further, in California, if a foster youth did not work prior to exiting their
foster care placement, there was a slightly more than 50-50 chance that these foster
youth would be begin employment after exiting the foster care system. In California, the
percentage of aging-out youth who had earnings grew steadily during the 13-quarter
study period to a high of about 42 percent. In addition, in California, the older the foster
youth were at the time of initial placement in foster care, the more likely they were to
have earnings. (Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/).
Dworsky and Courtney found that youth exiting from traditional foster care (placed in a
foster family), were more likely to work than youth that exited from group homes and
institutions (Dworsky & Courtney, 2001).
Unlike their non-foster youth counter parts, foster youth who do work begin to
do so early. In all three states, youth were more likely to earn income for the first time
during the four quarters prior to and the quarter of their eighteenth birthday than in the
two years following (Retrieved 5/2/09 from: http://aspe.hhs.gov/hsp/fostercareagingout02/). Foster youth average less than $6,000 per year in wages, which is
substantially below the 1997 poverty level of $7,890 for a single individual (Retrieved
5/2/09 from: http://aspe.hhs.gov/hsp/fostercare-agingout02/). Foster youth aging out of
foster care progress more slowly in the labor market than other youth. When compared
to low-income and aging-out youth in California see a larger increase in their earnings
than foster youth who are reunified (Retrieved 5/2/09 from:
http://aspe.hhs.gov/hsp/fostercare-agingout02/).
34
Foster Youth and Vocational Rehabilitation
Families and natural supports can play an important role in the success of a
vocational rehabilitation program, if the individual with a disability requests, desires, or
needs such supports (California Department of Rehabilitation [DOR], 2006). However,
because adolescent foster youth have been removed from their parents for maltreatment,
most will have experienced some form of trauma and will not have ongoing parental
support or guidance during their transition into young adults (Osterling & Hines, 2006).
Research suggests that youth who have emancipated from the foster care system often
experience a variety of challenges, less is known about the characteristics of older
adolescent foster youth currently in the system, or how mentoring programs might help
buffer these youth from poor outcomes once they leave the system (Osterling & Hines,
2006).
Herein lays the problem. The current traditional model for providing
employment training services has been lumped into ILP and Transitional Aged Youth
Services. In Placer County, the Children System of Care (CSOC) contracts with a local
private provider who is responsible for providing one-on-one and small group
Independent Living Skills to every youth in out-of-home care in Placer County
(Retrieved 61/09 from:
http://www.placer.ca.gov/Departments/hhs/children/Collaborative%20Services.aspx#Fo
ster%20Care%20Nursing). Foster youth placed in other counties receive their services
in the county in which they reside. However, processing referrals and tracking the youth
is a joint responsibility of the Social Worker/Probation Officer and the private provider.
35
Youth receive individualized instruction and support in a variety of areas that will
ensure a successful transition to adulthood including obtaining a driver’s license,
housing needs, job readiness, and budgeting. The youth determine their greatest need by
completing an initial self-assessment and a Transitional Independent Living Plan, which
is, reviewed an updated at least every six months (Retrieved 61/09 from:
http://www.placer.ca.gov/Departments/hhs/children/Collaborative%20Services.aspx#Fo
ster%20Care%20Nursing).
In Placer County, California there currently is a program in place to tailor
towards addressing the vocational needs of foster youth with mental health disabilities.
In a collaborative partnership with the Placer County Office of Education and the
California Department of Rehabilitation, the Kaleidoscope of Education Foster Youth
Services (KEYS), addresses the critical needs of emancipated foster youth (Retrieved
6/1/09 from: http://www.prideindustries.com/index.cfm?navid=115). Currently the only
program offered by the Department of Rehabilitation that is tailored to serve foster
youth with mental health and or physical disabilities is in Placer County. The program
is a collaborative partnership between the California Department of Rehabilitation,
Roseville branch, Placer County Office of Education and PRIDE Industries (Retrieved
6/13/09 from: http://www.prideindustries.com/index.cfm?navid=115). PRIDE
Industries’ role in the partnership provides support, guidance and self-determination
coaching to foster youth, along with specific skills and resource building through the
Foster Youth Services Program. This training and support provides a platform for
young adults to begin building successful adult lives (Retrieved 61/09 from:
36
http://www.prideindustries.com/index.cfm?navid=115). PRIDE Industries Foster Youth
Services program offers the following services: assessment, resume development,
interview readiness, job preparation, job coaching, and direct placement into
employment. PRIDE Industries Foster Youth Services Program also assists foster youth
consumers by providing mentoring, community access training, assistance in
transportation, transitional housing referrals and community resource referrals
(Retrieved 61/09 from: http://www.prideindustries.com/index.cfm?navid=115).
Post-Foster Care
The trauma of abuse or neglect, disruption from frequent placement moves and
school transfers, and lack of adequate nurturing, guidance, and support result too often
in former foster youths not attaining the skills they need to support themselves as adults
(Zetlin, Weinberg and Shea, 2006). Foster youth averaged less than $6,000 per year in
wages, which was substantially below the 1997 poverty level of $7,890 for a single
individual (Choca et al., 2004). Because former foster youth live below the poverty line
it is estimated that 40 percent of former foster youth are a cost to the community
(Retrieved 5/12/09 from: http://www.JohnBurtonFoundation.org).
The generational repercussions of a youth’s involvement in foster care are bleak
in breaking the cycle of foster care. Parents with a history of foster care are almost
twice as likely as parents with no such history to see their own children placed in foster
care or become homeless. In October 2005, 68 percent of children and youth in the
California child welfare system had at least one sibling in foster care (Retrieved 5/12/09
37
from: http://www.casey.org/MediaCenter/MediaKit/FactSheet.htm). The very structure
of their thought has been conditioned by the contradictions of the concrete, existential
situation by which they were shaped (Freire, 1993). Some foster youth have special
issues that are not easily solved by typical transitional housing models. These
challenges include physical or mental disabilities, long-term medical problems, and
chemical dependency (Choca et al., 2004). Each child has his or her own history,
personality, talents, and limitations as is true of all foster youth (Wertheimer, 2002).
Nevertheless, research suggests that most children who have experience with the foster
care system share a number of common characteristics. With respect to common
characteristics, foster youth are more likely to have a compromised development and
exhibit higher levels of risky behavior (Wertheimer, 2002).
These characteristics are not isolated to foster care and can impede on the foster
youth’s life skills. In a study in 2005 by Georgiades, the Daniel Memorial Institute Life
Assessment (DMILA) was used to assess independent living skills. It can be selfadministered at a youth's convenient location and can be completed within about 45
minutes (Georgiades, 2005). The DMILA begins with a very brief personal information
inventory and continues with 90 multiple-choice questions, which cover the following
14 Independent Living areas: money management consumer awareness, food
management, personal appearance, health, housekeeping, transportation, educational
planning, job seeking skills, job maintenance skills, emergency and safety skills,
knowledge of community resources, interpersonal skills, legal skills, and housing
(Georgiades, 2005).
38
It was found that those foster youth who were ILP recipients did not score
substantially higher than the non-ILP recipient group on the job seeking skills and job
maintenance skills domains of the DMILA (Georgiades, 2005). This lack performance
in the foster youth’s scores with respect in the areas of job seeking skills and job
maintenance skills may be attributed underlying mental health impairments that impede
these individuals from acquire adequate skills in these areas (Georgiades, 2005).
Just providing housing for emancipating foster youth without appropriate
supportive services that promote employment, education opportunities, and emotional
wellbeing is a recipe for failure, and for many, only puts off the bleak reality of
homelessness a little while longer (Choca et al., 2004). Because each housing
environment brings with it varying requirements for independent functioning, it is
critical that the support systems be provided so that youth are successful and grow in
their capacity to move toward greater independence. Beyond case management, other
support systems needed include education, job skills training and employment,
transportation, substance abuse treatment, mental health treatment, medical and dental
care, and development and maintenance of social support systems (Choca et al., 2004).
Summary
In Summation, foster youth with mental health disabilities face significant
barriers towards employment and could benefit from vocational rehabilitation. In
California that more than 80 percent of children in foster care have developmental,
emotional or behavioral problems (Retrieved 5/19/ from: http://clcla.org/facts
educ.htm). The current system of providing post foster care services in California in its
39
current structure of Independent Living Program Services is not meeting the vocational
rehabilitation needs of foster youth with mental health disabilities. Within two to four
years after emancipation: 51 percent of foster youth are unemployed and 62 percent
have not maintained a job for at least one year (Retrieved 5/19/ from:
http://clcla.org/facts educ.htm). Without attaining the essential soft skills, preemployment preparation and appropriate work place etiquette these foster youth will not
be able to attain the financial means to support themselves post foster care and
ultimately will become homeless.
Even further, without housing and employment, foster youth with mental health
disabilities are ill equipped to attend college or vocational schools. Therefore, this
author feels that by providing a foster youth services program manual, job club
curriculum and education to Vocational Rehabilitation Counselors, Qualified
Rehabilitation Professionals, PRIDE Industries Disabilities Services Program Manager,
other professionals and students in the California State University Sacramento
Vocational Rehabilitation Master’s level graduate program, that these professionals can
better serve foster youth consumers within their community before they exit from the
foster care system. It is believed by this author, that by targeting those foster youth
consumers between the ages of 16-19 years old, vocational rehabilitation counselor and
or qualified vocational rehabilitation professional are better able to prepared these
consumers with the skills to attain and maintain gainful employment prior to exiting
foster care.
40
As a vocational rehabilitation counselor and or qualified vocational
rehabilitation professional working with foster youth with mental health disabilities, it
has been found by this author that there is additional prevocational work for the
vocational rehabilitation service provider to perform in order to get the foster youth
consumer ready for the vocational rehabilitation process. Unlike the typical consumer
receiving services at the Department of Rehabilitation, foster youth consumers have
little to no work experience and lack “right to work documents” (California
Identification and Social Security Card). In addition, due to the mobile nature of the
living arrangements most foster youth have encountered, foster youth consumers often
do not have medical documentation indicating they have a disability. Therefore, when
working with foster youth consumers, the vocational rehabilitation counselor and or
qualified vocational rehabilitation professionals’ are encouraged by this author to take a
more proactive mentoring role in all aspects of the rehabilitation process with the foster
youth consumer.
41
Chapter 3
METHODOLOGY
The author began by realizing that a Master’s Project was unlike any other
academic venture he had ever attempted. Through mentoring from recent graduates
from the Vocational Rehabilitation Counseling Masters Program, it became apparent
that the author needed to take the Masters Project in sections. The compartmentalization
of the Master’s Project by the author was done to address his initial apprehension
towards the Master’s Project when initially interpreted by the author as an
insurmountable problem in its entirety.
At this point the author asked for specific guidance from his faculty advisor, Dr.
Guy Deaner and his mentor, Mark Frayser, M.S. regarding the exploration and
culmination of the project. While meeting with Mark Frasyer, M.S., it became apparent
that creating a program manual for the Foster Youth Services Program would be
beneficial for both the Department of Rehabilitation and PRIDE Industries because no
current manual existed.
Supporting research was gathered through several resources including
government publications, journal articles, and literature by the CASHEE foundation, the
John Burton Foundation, studies performed by U.C. Berkley, the California Department
of Rehabilitation consumer handbook, assorted state and federal government websites.
Information was also gathered from the California Department of Rehabilitation and
PRIDE Industries records of foster youth consumers from January 2006 through June
2009.
42
The gathering of information for the Foster Youth Services Program Manual
was created through integrating information attained from literature, web sites, and
related sources. Other resources included a survey of foster youth consumer data that
focused on disability, services provided, and successful/unsuccessful outcomes (PRIDE
Industries, 2009). The author used as a base various documents that were developed by
the author while at PRIDE Industries over the three years in which the author has been
employed by PRIDE Industries. The information was divided into two categorical
Appendices-A and B. The author chose to separate the information into different
sections to give the reader a clear and concise overview of the problem and solution, a
repeatable program model, and the vocational rehabilitation tools in the form of a job
club designed for foster youth with mental health disabilities.
Appendix A is a program manual on foster youth with disabilities and vocational
rehabilitation. An informative and thorough manual to assist graduate students in the
California State University Sacramento Vocational Rehabilitation master’s program,
Vocational Rehabilitation Counselors, Qualified Rehabilitation Professionals, and other
professionals in related fields was compiled. This manual has been designed to provide
those Qualified Rehabilitation professions working with foster youth with mental health
disabilities with a foundation and skills set to better provide vocational rehabilitation
services to foster youth consumers.
Appendix-B is the Foster Youth Services Job Club. The Foster Youth Services
Job Club has been designed to further enhance services provided to foster youth
consumers. The Foster Youth Services Job Club was designed so that Qualified
43
Rehabilitation Professionals, Vocational Rehabilitation Counselors, other professionals,
and students in the California State University Sacramento Vocational Rehabilitation
master’s level graduate program can replicate the individualized vocational
rehabilitation services provided to foster youth consumers in a group setting. The Foster
Youth Services Job Club lessons include the following:
Lesson One, Week 1: Orientation
The PRIDE Industries Job Developers will introduce the program and its
components to the students. They will lead the students in a group “ice breaker”
activity. This exercise will engage the students and encourage a relationship between
the Job Developers and the class. Following the “ice breaker” activity, the class will be
led through an employment brainstorming lesson. This lesson is designed to assist the
students in thinking about different aspects to consider when job searching, for
example, identifying skills, likes/dislikes, and goals. The job developers will recap the
lesson and summarize key points.
Lesson Two, Week 2: Transferable Skills
This lesson begins with an introduction to the concept of transferable skills and
the importance of knowing what transferable skills apply to each student. The students
will watch a video from the Discovery Channel TV show titled “Dirty Jobs.” The
students will identify and explain transferable skills used on the show and why they are
important. Next, the Job Developers will introduce an activity that further explains the
importance of transferable skills by identifying similar skills used by professionals in
44
different fields. The Job Developers will conclude by answering questions and
summarizing the lesson.
Lesson Three, Week 3: Master Application
This week the lesson will begin with a handout that explains what an application
is and what it is used for. The students will have the opportunity to complete a master
application. This application is a general application the students will complete and
keep for future reference when filling out an application for a specific job. The Job
Developers will provide assistance, guidance, and tips for the students to use when
completing an application.
Lesson Four, Week 4 & Week 5: What is a Resume?
Resumes are an important first impression for the employer regarding the
applicant. The format and content of a resume can either make or break the applicant’s
opportunity for employment. Because this part of employment preparation is so
important, the program spends two weeks explaining, developing, and finalizing
resumes for each student. This lesson covers the different formats used for writing
resumes, sample resumes, skills and ability brainstorming, and resume development and
critique. The Job Developers will ensure that every student has a quality resume of their
own for themselves after they complete the program.
Lesson Five, Week 6: Cover and Thank You Letters
This lesson begins with an “ice breaker” activity that encourages the students to
talk with one another about employment experiences. It is a fun activity that gets the
class up, moving, and ready to discuss other important aspects of employment. Many
45
first time job seekers underestimate the importance of a cover letter. This activity is
designed to ensure all the students know how to write an effective cover letter. The Job
Developers will assist in developing a quality cover letter with each student. The bulk
of this lesson focuses on writing a cover letter. Also included in this lesson is how to
write a thank you letter. This is another letter that is often ignored with first time job
seekers. The Job Developers will address important components of a thank you letter
and each student will have a sample letter to take with them.
Lesson Six, Week 7 & Week 8: Interview Techniques
At this point in the program, students have learned many important aspects that
are imperative to securing employment. The final step in the search for employment is
the interview. This is often the most nerve-racking aspect for applicants, as well as the
most important. The Job Developers will spend two weeks providing advice, tips and
skill development to the students regarding successful interview techniques. The
students will be given a list of common interview questions and they will have the
chance to answer each question. They will also be given guidance for the best way to
answer interview questions. Finally the students will be given the opportunity to
participate in mock interviews. This will better prepare them for proper interview
etiquette, thinking on the spot, and practicing their answers in a realistic setting.
46
Chapter 4
FINDINGS
Summary
The author created a foster youth program manual which provides the reader the
information necessary to better provide vocational rehabilitation services to foster youth
consumers. When gathering information for this project, it became evident that there is
currently little to no information on vocational rehabilitation for foster youth with
mental health disabilities. Currently there is only one specialized vocational
rehabilitation program for foster youth with mental health disabilities by the California
Department of Rehabilitation, Roseville. However the collaborative partnership
between the California Department of Rehabilitation, Roseville, Placer County Office
of Education (PCOE) and PRIDE Industries area of service is limited to the South
Placer County School District with the city of Auburn being the exception. This small
area of service limits the current number of vocational rehabilitation counselors and
rehabilitation service professionals from providing specialized vocational rehabilitation
services to foster youth consumers.
The Foster Youth Services Program Manual will provide Qualified
Rehabilitation Professionals, Vocational Rehabilitation Counselors, other professionals,
and students in the California State University Sacramento Vocational Rehabilitation
master’s level graduate program with a cumulative explanation and complete
documentation of how run the Foster Youth Service Program. The manual provides a
detailed account of the scope of work that each collaborative partner (California
47
Department of Rehabilitation, Placer County Office of Education and PRIDE
Industries) is expected to fulfill in the collaborative partnership. The Program manual
shall explain and define: the target population and their vocational barriers that the
foster youth face based on their disability, definition of desired measurable outcomes
and how to achieve their vocational goals, explain how to operate and maintain the
success of the current program, a detailed explanation of the collaborative partnership
and the roles each partner plays within the program, a detailed account of the services
provided to the foster youth with disabilities, an explanation of the referral process in
chronological sequence, explanation of required documents for work and how to attain
them for the foster youth consumers, definition of the scope of work for the PRIDE
Industries Program Manager and their role in the collaborative partnership.
Both the Foster Youth Services Program Manual and the Foster Youth Services
Job Club are designed to help promote a positive working relationship and mentorship
between consumer and vocational rehabilitation professional. It is believed that the use
of mentoring programs to improve outcomes for at-risk foster youth has grown steadily
in recent years (Osterling & Hines, 2006).Therefore when discussing vocational
rehabilitation with a consumer, developing Individual Plans for Employment which
might be developed as the individual’s first experience in the work force or might
include schooling the component of being a foster youth with a mental health disability
is often overlooked. The vocational rehabilitation professional must understand the
phenomenological lens in which an individual from the foster care system paired with a
mental health disability sees and interacts with their world. The injured,
48
developmentally disabled, physically disabled and mentally retarded individuals have
issues other than unemployment/autonomy. An understanding of the multifaceted nature
of emotional imbalance and the potentially traumatic effects of the foster care system
varies. As a vocational rehabilitation professional, one must be cognizant of the
individual from a holistic perspective. This is done so the mutual experience of the
process of vocational rehabilitation by both consumer and counselor is ultimately
conducted in such a way that skills acquired by the foster youth consumer are lasting
and enduring.
Recommendations
The vocational rehabilitation counselor, qualified rehabilitation professional,
other professionals, and vocational rehabilitation graduate students must become
knowledgeable of the complex nature of vocational rehabilitation with foster youth who
have mental health disabilities.
It has been found by the author that the vocational rehabilitation process with
foster youth consumers is more work intensive for vocational rehabilitation counselors
and vocational rehabilitation professionals than a non-foster youth consumer. It is stated
by the California Department of Rehabilitation that services are individualized and
service provision is dependent upon consumer’s vocational rehabilitation needs to
achieve successful employment outcome, unique circumstances, and availability of
resources that will provide the services needed (California Department of
Rehabilitation, 2006). Therefore vocational rehabilitation counselors and vocational
49
rehabilitation professionals need to creatively collaborate, a service plan with their
foster youth consumers and their support services (if available).
There are unique barriers faced by foster youth towards employment. Because of
the transient nature of foster youth in the foster care system, foster youths’ living
situations are volatile. Often times, foster youth consumers do not have their right to
work documentation (California Identification Card and Social Security Card), nor do
they have the knowledge or financial backing to attain these documents. Therefore, as
vocational rehabilitation counselors and vocational rehabilitation professionals must
assist the foster youth consumer in attaining these documents before the foster youth
consumer can fully participate in the vocational rehabilitation process.
It is recommended by the author that as a vocational rehabilitation counselors
and vocational rehabilitation professionals there is a need to educate themselves about
additional services for foster youth beyond the scope of traditional vocational
rehabilitation. These services include: special education services, local foster care
agencies, group homes, homeless shelters, Independent Living Programs, Transitional
Housing Placement Programs, public transportation, and free or low cost mental health
and health care services. It is recommended by this author that vocational rehabilitation
counselors and vocational rehabilitation professionals need to take a holistic approach
to best serve foster youth consumers. Before a foster youth consumer can fully
participate in the vocational rehabilitation process, at a minimum, foster youth
consumers need to have their housing needs met and be mentally stable.
50
As vocational rehabilitation counselors and vocational rehabilitation
professionals, it is recommended that a mentoring approach can be useful in the
rehabilitation process. In a study by Osterling and Hines (2006) it was found that there
is also some evidence to suggest that older foster youth may have special needs that
should be addressed if mentoring is to be successful. In addition these authors speculate
that maltreated foster youth may be less trusting of their mentor and, thus, it may be
more difficult to establish close and supportive mentor-youth relationships (Osterling &
Hines, 2006).
It is believed by this author that foster youth in throughout California could
greatly benefit from vocational rehabilitation services. For example, in the much larger
neighboring county of Sacramento, there currently is no specialized program from the
California Department of Rehabilitation that addresses the specific needs of potential
foster consumers. Nor is there a specialized program by the Sacramento County Office
of Education to serve their foster youth students. These foster youth could greatly
benefit from the vocational rehabilitation counseling process as well as the positive
mentoring role set by the vocational rehabilitation counselors and vocational
rehabilitation professionals. Instead these foster youth get lumped into the “at risk”
population that is served through Transition Placement Program (TPP) provided by the
Department of Rehabilitation, workability if the foster youth has a learning disability, or
through alternative education.
51
APPENDIX A
Foster Youth With Disabilities and Vocational Rehabilitation:
A Program Manual
52
Contents
Page
Mission ........................................................................................................................... 55
Introduction .................................................................................................................... 56
Population and Demographics ............................................................................ 57
Program Design .............................................................................................................. 58
Collaborative Partnership ................................................................................... 58
Participant Criteria.............................................................................................. 61
Scope of Work .................................................................................................... 61
Personnel ............................................................................................................ 67
Job Description ................................................................................................... 68
Measurable Outcomes ........................................................................................ 75
Application and Referral Process ................................................................................... 76
Referring Agencies ............................................................................................. 77
K.E.Y.S. Referral Form ...................................................................................... 79
Department of Rehabilitation Application for Services ..................................... 83
Eligibility Requirements ..................................................................................... 89
Program Rules .................................................................................................... 90
Conducting an Intake .......................................................................................... 93
PRIDE Industries Intake Form ........................................................................... 95
Job Development .......................................................................................................... 104
Creating Relationships with Employer ............................................................. 104
53
Pre-Vocational Barriers towards Employment ................................................. 104
Role within the Community ............................................................................. 106
Pre-employment Preparation ........................................................................................ 107
Resume Development ....................................................................................... 107
Employment Brainstorming Worksheet ........................................................... 108
Resume Worksheet ........................................................................................... 111
Mock Interview ................................................................................................ 113
Interview Question Worksheet ......................................................................... 115
Interview Checklist ........................................................................................... 116
Cover Letter Development ............................................................................... 117
Cover Letter Worksheet ................................................................................... 118
Setting Vocational Goals with the Consumer .................................................. 120
Skill Acquisition and Exploration .................................................................... 120
Barriers to Employment ................................................................................... 121
Daily Operations ........................................................................................................... 123
Working relationship with a Consumer ............................................................ 123
Vocational Assessments ................................................................................... 124
ESA (Essential Skills Assessment) .................................................................. 125
Case Management ........................................................................................................ 126
Case Notes ........................................................................................................ 126
Foster Youth Services (K.E.Y.S.) Client Contact Sheet .................................. 128
Employment Services Placement Information ................................................. 129
54
Monthly Report ................................................................................................ 131
Tracking Desired Outcomes ............................................................................. 132
55
Mission

Mission: To create jobs for people with disabilities.

Vision: To be the premier employer of people with disabilities, the vendor of
choice in markets we serve and the recognized leader in meeting the needs of
individuals overcoming barriers to employment.

Core Values:
1. Mission: Creating good jobs for people with disabilities while operating
our business profitably.
2. People: Working together, we create a challenging and rewarding
environment, energized by the knowledge that our efforts make a
positive difference in the community and the world.
3. Customers: Our customers -- partners in our mission -- look to us for
quality, responsiveness and value. We are committed to their complete
satisfaction.
4. Culture: Our success comes from the PRIDE way of doing business,
characterized by entrepreneurship, integrity, passion, innovation,
continuous improvement and a touch of zaniness.

Strategic Goals:
1. To achieve "vendor of choice" status in our core lines of business.
2. To align our organization, structure and systems to efficiently and
effectively support our mission, our growth, and our core lines of
business.
56
3. To have superior information about our customers, our markets, and our
financial and operational performance.
4. To attract, develop, and retain the key personnel to support our mission,
vision, and business objectives.
Introduction
The purpose of this project was to develop a program manual and resource guide
for PRIDE Industries Disabilities Services Program Manager, Qualified Rehabilitation
Professionals, Vocational Rehabilitation Counselors, other professionals, and students
in the California State University Sacramento Vocational Rehabilitation master’s level
graduate program by providing an instructional manual on vocational rehabilitation for
foster youth with disabilities. In addition, this project was to develop a program manual
and resource guide for PRIDE Industries Disabilities Services Program Manager,
Qualified Rehabilitation Professionals, Vocational Rehabilitation Counselors, other
professionals, and students in the California State University Sacramento Vocational
Rehabilitation master’s level graduate program by providing an instructional manual on
vocational rehabilitation for foster youth with disabilities.
It is expected that the Foster Youth Service Program Manual will provide
PRIDE Industries with a cumulative explanation and complete documentation of how
run the Foster Youth Service Program within the scope of work that PRIDE Industries
is expected to fulfill in the collaborative partnership. The guide shall involve but is not
limited to: definition of the target population and the vocational barriers the foster youth
57
face based on their disability, definition of desired measurable outcomes how to achieve
them and what they mean in respect to the success of the program, an explanation of the
collaborative partnership and the roles they play in the program, a detailed account of
the services provided to the Foster Youth with disabilities, an explanation of the referral
process in chronological sequence, explanation of required documents for work and
how to attain them for the consumers, definition of the scope of work for the Program
Manager and their role in the collaborative partnership.
Population and Demographics
All foster youth who have entered or applied to the program as of June 1, 2009
have been diagnosed with mental health disability. All foster youth who enroll in the
program must be diagnosed with a physical or mental disability that impairs them from
attaining gainful employment. The Foster Youth Services Program (K.E.Y.S) serves
foster youth who reside in the Placer county area from the City of Auburn to the City of
Antelope, California. All foster youth who receive services from the program have to
have been placed in an out of home placement in order to qualify for the Foster Youth
Services Program. The foster youth whom the program serves typically live in group
homes, independently, kinship care, foster care, in college dorms or have been reunited
with biological parents.
The target age of the foster youth who receive services from this program are
from ages 16 to 19 years old. Over two thirds of foster youth consumers who receive
services are male. A little under one third of the foster youth consumers have been
58
female. The average length of time spent in foster care for the foster youth consumers
greatly varies and the duration of time is reflective of their specific circumstances.
Program Design
Collaborative Partnership
The K.E.Y.S Program (Kaleidoscope for Employment Youth Services) is a
collaborative partnership between Placer County Office of Education (PCOE), the
California Department of Rehabilitation, Roseville and PRIDE Industries. The K.E.Y.S.
program operates on a three year contract cycle and the fiscal year runs from June to
June. Throughout the fiscal year all three collaborative partners meet quarterly to report
their progress with regards to their specific duties within the contract. Each
collaborative partner has a specific roll in the services they provide to the foster youth
with disabilities. Initially, PCOE provides the initial monetary funds to the California
Department of Rehabilitation, Roseville in which the federal Department of
Rehabilitation provides a four fold cash match to fund the operation costs of the
program.
The role of PCOE is to recruit and refer foster youth who are eligible for
services to the K.E.Y.S. Program. Two social workers maintain an active recruiting
relationship with group homes, high schools and their workability programs, alternative
education high schools, probation, R.A.F.T (Rallying Around Family Teams), county
social workers, Placer County receiving homes, Children System of Care and Koinonia
Group Home to find applicants who meet the essential criteria for access the K.E.Y.S
Program and conduct a basic intake which includes a California Department of
59
Rehabilitation application (see Appendix D). This intake is designed to attain the
following information: name, age, gender, social security number, address, contact
number, mental health disability (as listed on the five axis of the DSM IV TR) with
DSM IV TR code, bio-psychosocial narrative (Individual Education Plan, IEP),
signature from mental health professional making the diagnosis, California Department
of Rehabilitation Application and a brief narrative of the social workers impressions of
their encounter with the foster youth. The social worker then submits their
intake/referral to the California Department of Rehabilitation, Roseville.
Once the PCOE referral packet is sent to the California Department of
Rehabilitation, Roseville; the Senior Vocational Rehabilitation Counselor, SVRC has
ten day to contact the foster youth applicant and set up an intake/orientation. The initial
role of the Senior Vocational Rehabilitation Counselor, SVRC is to determine if the
foster youth applicant is eligible for services based on K.E.Y.S referral packet, intake
with foster youth consumer, medically relevant documentation indicating a disability,
social security income and social security disability income. The SVRC utilizes the
gathered information to determine the foster youth applicant’s level of significance of
disability. The SVRC has 90 days to determine eligibility. During this time the SVRC
can authorize Pre-vocation Services Assistance, PVSA with the foster youth services
department of PRIDE Industries to attain right to work documents (California
Identification Card, Birth Certificate and Social Security Card), vocational assessment
or essential skills assessment (ESA) and the requisition of any other relevant medically
documents to better support the evidence of a disability.
60
Once the foster youth is determined to have a disability that prevents them from
attaining and maintaining gainful employment, the SVRC meets again with the foster
youth consumer to provide vocational guidance and counseling to collaboratively
develop an Individual Plan for Employment (IEP). After an IEP is created, the SVRC,
will authorize employment services with the foster youth services department of PRIDE
Industries. When the foster youth consumer is in an Individual Plan for Employment,
the SVRC can authorize the following additional services: job coaching, interview
clothing stipend, gas stipend/bus pass and job retention services. The SVRC contacts
the foster youth consumer once a month and meets with the foster youth consumer on
an as needs basis.
The role of the Job Developer from the Foster Youth Services Department of
PRIDE Industries is to provide individual case management services, pre-vocational
and vocational services, job retention, community services referrals and mentorship. In
addition to case management, the PRIDE Industries Job Developer teaches an 8-10
week job club which provides training in the area of pre-vocational skills, soft skills,
pro-social skills, career interest inventories/assessment, goal acquisition and
independent living skills. Once the foster youth consumer has successfully completed
the pre-vocational training, the PRIDE Industries job developer will place the foster
youth consumer based on their interests and skill set in gainful employment within the
community.
Once the foster youth consumer is placed in employment, the PRIDE Industries
Job Developer maintains an active working relationship with the employer to the
61
success of the vocational placement of the foster youth consumer. At this time the
PRIDE Industries Job Developer can request an authorization for Job Coaching services
from the California Department of Rehabilitation, Roseville SVRC to assist the youth in
their development of understand of the essential skills, functions of the job.
Participant Criteria
The foster youth has to be between the ages of 16-19 years old. The Youth has
to be in an out of home placement (i.e. group, Juvenile hall, foster home, living
independently or kinship care). The foster youth must have a diagnosed mental or
physical disability that is impairing the youth from attaining gainful employment. Each
youth must have verifying medical documentation of their disability prior to being
determined eligible for services. Prior to being placed into an Individual Plan for
Employment, each foster youth much have in their possession a valid California
Identification card or Drivers License and an original copy of their social security card.
The foster youth must be willing to make a one year commitment towards participating
in the program.
Scope of Work
I.
Introduction
This Case Service Contract (CSC) is designed to provide services through
PRIDE Industries to shared clients of Placer County Office of Education and the
Department of Rehabilitation (DOR), Northern Sierra District as part of the Placer COE
Foster Youth Transition Partnership Program. The intent of these services is to prepare
62
and assist the PCOE student/DOR client served to obtain and maintain meaningful
employment. This contract is to serve significantly disabled High Risk Foster Youth
residing in Placer County and receiving services through Placer County Office of
Education Foster Youth Program and identified by DOR and Placer COE FYP as a
cooperative program client who is expected to benefit from contract services.
PRIDE staff will work closely with the staff of PCOE and DOR counselor(s)
throughout the referral, eligibility, planning, and follow-up processes to ensure
coordinated service provisions that will lead to successful competitive employment
outcomes in accordance with the PCOE student/DOR client’s Individualized Plan for
Employment (IPE) vocational goal.
PRIDE staff will provide employment services which will prepare PCOE
students/DOR clients to obtain and retain competitive employment. Services will be
authorized by the DOR counselor based on individual PCOE student/DOR client’s need
and informed choice. The services available under this contract are designed to prepare
PCOE students/DOR clients with the skills necessary to secure and maintain
competitive employment in agreement with their IPE.
All services provided through this agreement shall be provided only to PCOE
students/DOR clients for whom the service(s) have been authorized. Upon
authorization for services by the DOR counselor in the Northern Sierra District the
following services will be provided to 45 unduplicated PCOE students/DOR clients for
Fiscal Year 2008/09, and 30 unduplicated PCOE students/DOR clients for Fiscal Year
2009/10.
63
II.
Services to be provided
Pre-Vocational Services
o Description of Service
A Pre-Vocational class will be taught to pre-plan student-clients at multiple
school locations throughout Placer County to cover topics on:
o
o
o
o
o
Career exploration and information
Appropriate work behaviors, time management, budgeting and social skills
Relevant work practices and work safety
Appropriate grooming, hygiene, nutrition, medical care and social skills
Self advocacy, Youth Facilitator Skills, and leadership development
These locations include Koinonia, Alder Grove and South Placer schools. In
addition, each student-client will receive a portfolio that includes the following
information:










Career exploration report
Career interest report
Individualized resume.
Individualized master application.
Individualized cover letter.
Sample thank you notes.
Letters of Reference.
Copy of birth certificate or documentation that it has been applied for.
Copy of social security card or documentation that it has been applied
for.
Copy of California ID or documentation that it has been applied for.
2. Service Outcomes/Number to be served
For fiscal year 08-09 (starting mid-year from 1/1/09 to 6/30/09), there will
be 25 DOR clients who receive this service.
B. Employment Services
1. Description of Service
64
-
Employment Preparation – PRIDE staff will provide job seeking skills training
and preparation, either individually or in a group setting, to students/DOR
clients prior to entering into a specific job search. Activities include:

Assessment/review of appropriateness of referral and job choice.

Analysis of pertinent collateral information and reports of prior work
experiences and performance

Instruction of student/DOR client individually and/or groups regarding
techniques for obtaining and maintaining employment, such as:
o
o
o
o
o
o
o
o
o
o
-
Interviewing techniques
Resume development
Application preparation
Community access
Appropriate work behaviors, time management, budgeting and social
skills
Relevant work practices and work safety
Appropriate grooming, hygiene, nutrition, medical care and social
skills
Self advocacy, Youth Facilitator Skills, and leadership development
Job search
Job retention
Assistance in becoming knowledgeable regarding the impact of employment on
a student/DOR client’s disability and benefits, as well as providing information
on accessing such benefits.
-
Job Development, Placement and Follow Up – The Employment Specialist will
assist job ready students/DOR clients obtain employment in the community by
identifying specific job openings that are appropriate and consistent with each
student/DOR client’s IPE, assisting in placing the student/DOR client in the job,
65
orient the student/DOR client to the job, and identify specific ongoing support
and resource needs. Activities include:

Contact employers and build networks to develop and/or identify job
opportunities

Work site analysis, as needed

Job site consultation to identify or modify barriers

Negotiate job carving or other job accommodations

Maintain an organized system of current job openings

Assisting students/DOR clients to find jobs which match their Individual Plan
for Employment vocational goal

Assisting students/DOR clients become knowledgeable regarding the conditions
of their employment, such as:

o Job description
o Name of immediate supervisor
o Responsibilities of the employee
o Wage payment practices
o Benefits
o Conflict resolution procedures
o Health and safety practices
A limited amount of contact with the student/DOR client and/or their employer
to ensure job satisfaction.
2. Service Outcomes/Number to be served.
During Fiscal Year 2007-08 there shall be:
 30 PCOE/PRIDE/DOR clients who shall receive employment preparation services
 20 PCOE/PRIDE/DOR clients will be placed in competitive employment consistent
with the IPE
66
 10 of these placements will result in a DOR 26 closure
During Fiscal Year 2008/09, there shall be:
 30 PCOE/PRIDE/DOR clients who shall receive employment preparation services
 20 PCOE/PRIDE/DOR clients will be placed in competitive employment consistent
with the IPE
 10 of these placements will result in a DOR 26 closure
During Fiscal Year 2008/09, there shall be:
 30 PCOE/PRIDE/DOR clients who shall receive employment preparation services
 20 PCOE/PRIDE/DOR clients will be placed in competitive employment consistent
with the IPE
 10 of these placements will result in a DOR 26 closure
III.
Contract Administrator/Program Coordinator
Department of Rehabilitation
Alfonso Nguyen
721 Capitol Mall
Sacramento, CA 95814
(916) 558-5307 P
(916) 558-5303 FAX
aknguyen@dor.ca.gov
PRIDE Industries
Sharon Mendy
10300 Foothills Blvd., Dept.1800
Roseville, CA 95747
(916) 788-2242
(916) 788-2507 FAX
smendy@PRIDEindustries.com
67
I.
Contract Monitoring and Reporting
PRIDE Industries Contract Administrator shall monitor the contract by:







II.
Submitting 801B service invoice and CAS 170AA on a monthly basis to
DOR
Ensuring personnel activity reports or time allocation documents are
maintained by contract staff and reflect accurate reporting
Submitting personnel activity reports, other time allocation documents and
accounting records as requested by DOR Contract Administrator
Submittal of a monthly outcome tracking report to DOR
Meeting with contract partners to discuss contract progress at least quarterly
Attendance at quarterly contract meetings
Preparing and submitting monthly client progress reports to the assigned
vocational rehabilitation counselor
Transportation of DOR Clients
PRIDE staff will on occasion transport DOR clients.
Personnel
Job Developer: has the primary responsibility for the implementation of Employment
Services in the case service contract.
 Attending meetings with local DOR Counselor(s), case management meetings with
PCOE Foster Youth Program staff, and local Foster Youth group home facilities and
operators, and other DOR recommended meetings
 Developing and maintaining positive relations with the business community and
affiliated organizations in order to implement an employment marketing strategy to
business and employers, conducting job analysis of various employment positions,
and maintaining an on-going log of employer contacts and follow up information for
students/DOR clients served in this contract
 Maintaining strong communication with DOR counselor, PCOE, public school staff,
and Foster Youth agency staff.
 Providing employment preparation services to authorized students/DOR clients;
Conducting pre/post employment job readiness assessments, career interest
inventory and establishing individualized needs-based services
 Working closely with students/DOR clients to develop appropriate job placements
in the community in accordance with students/DOR clients’ interests, skills, abilities
and qualifications
68




Providing follow-up services to students/DOR clients placed in employment to
ensure job retention
Attend quarterly contract meetings
Complete monthly personnel activity reports
Complete all necessary documentation related to services such as complete intake
with new student/DOR client, complete career assessment packet for student/DOR
client, develop a specific plan to identify areas to be addressed in collaboration with
the DOR counselor for placement plan, complete all interim and final reports on
services provided, and maintain daily activity notes and logs for students/DOR
clients
Provide direct services to students/DOR clients such as developing placement sites,
conducting Job Club activities, coordinating community tours, arranging guest
speakers, and resume development.
Job Description
JOB TITLE: Rehabilitation Services Manager
DEPARTMENT: Rehabilitation/General
REPORTS TO: Manager or Vice President
FLSA STATUS: Exempt
APPROVAL DATE: October 2007
SUPERVISES: Rehabilitation Services Supervisor(s), Case Manager(s)
POSITION SUMMARY: Under minimal supervision, manages Rehabilitation Services
Supervisors, Case Managers, and the services provided by PRIDE for mentally and
developmentally disabled clients at a Company site or facility. Employees in this job
class, serve as a managerial liaison with governmental agencies, employers, staff, and
family members to provide updates and required reports on the client/employee’s
current condition and progress. This job requires comprehensive knowledge of
management, case
management, resources available to disabled people throughout the community, and the
ability to oversee the provision of necessary services and development plans to each
client.
TYPICAL DUTIES:
1. Supervises staff; ensures a competent, motivated staff through hiring, training,
counseling, supervising and reviewing the performance of employees. Schedules and
prioritizes tasks. Ensures adherence to procedures, regulations and guidelines while
minimizing errors.
2. Ensures rehabilitation leadership and accountability at site level. Reviews staff’s
documentation and reporting for completion and accuracy in accordance with
licensing requirements.
3. Manages site programs including behavior support, production and employment.
4. Maintains relationships with external entities necessary to effectively communicate
69
progress on disabled clients/employees. These entities may include licensing
agencies, state oversight agencies, and funding agencies vital to continued support.
5. Acts as a member of multiple internal and external committees; conducts a variety of
meetings including staff meetings on a regular basis.
6. Oversees, directs and controls the budget for all site based programs.
7. Acts as an information source regarding all site based programs and department
operations.
8. Performs other duties and special projects as assigned.
MINIMUM QUALIFICATIONS:
· Bachelor’s degree in Health and Human Services, Social Sciences or related field; or
comparable combination of formal education and experience;
· Five or more years of experience in case management, social services, or a related
including a minimum of three years of prior supervisory/management experience.
· Community relationships and knowledge of available funding resources;
· Effective oral and written communication skills to present information and respond to
questions from groups of clients, customers, and managers; and for producing
narrative reports, recommendations and correspondence;
· Human relations skills to develop strong working relationships with other staff,
clients,
schools, and external entities related to program objectives;
· High level of computer literacy including knowledge of database and presentation
software, Internet software, spreadsheet and word processing ability.
· Demonstrated leadership, organizational, reasoning, and analytical skills.
· Mathematical skills to include the ability to apply concepts such as fractions,
percentages, ratios, and proportions to practical situations.
· Knowledge of departmental operations, organization policies, applicable laws,
procedures, and processes.
· Ability to hire, train, and discipline employees; appraise employee performance,
reward and discipline employees, address employee relations complaints and resolve
problems.
· Flexibility in responding to changing work priorities and handling multiple projects at
the same time;
· Demonstrated organizational, problem solving and common sense skills.
· Some positions may require travel to local facilities.
CERTIFICATES REQUIRED: California Driver’s License and proof of current
automobile insurance, First Aid, CPR Certification
PHYSICAL REQUIREMENTS: Employees may experience the following physical
demands for extended periods of time:
· Sitting, standing and walking (75-95%)
· Keyboarding (45-55%)
70
· Viewing computer screens (45-55%)
· Travel to contract or partner sites (15-25%)
WORK ENVIRONMENT: Work is performed in a business office, group home, and/or
industrial environment with limited privacy and exposure to noise from others. Local
travel is often associated with this position.
DISCLAIMER: The above information on this description has been designed to
indicate the general nature and level of work performed by employees within this
classification. It is not designed to contain or be interpreted as a comprehensive
inventory of all duties, responsibilities, and qualifications required of employees to this
job. Employees are expected to follow their supervisor’s instructions and to perform the
tasks requested by their supervisors.
Employee Name (please print) _______________________________________
Employee Signature ______________________________ Today’s Date ______
71
JOB TITLE: Job Developer
DEPARTMENT: Rehabilitation/General
REPORTS TO: Supervisor or Manager
FLSA STATUS: Nonexempt
APPROVAL DATE: October 2007
SUPERVISES: N/A
POSITION SUMMARY: Under general supervision, provides employment services for
people with disabilities or who are ex-offenders. Employees in this job class offer
support and guidance in identifying employment opportunities in the community, and
matching clients with appropriate jobs. They also work with employers to identify job
opportunities with clients and maintain a positive relationship with the employer. This
job requires knowledge of job placement fundamentals and the ability to match clients
with appropriate employment opportunities and organizations.
TYPICAL DUTIES:
1. * Works with organizations in the community to identify potential jobs for clients
with disabilities or who are ex-offenders. Organizations may include business,
industry, government, associations or other potential employers.
2. * Markets PRIDE Industries employment services to develop job opportunities
through cold-calling, developing current relationships with employers, and
expanding job opportunities through current employer relationships.
3. * Provides job placement services by conducting client interviews to assess
skills, interests, aptitudes and other qualities, and matching clients with
employment opportunities. This is done through an intake evaluation, writing an
comprehensive employment services plan, identifying appropriate job
classifications and skills, and job placement.
4. * Reviews client information and identifies individuals who fit job requirements as
described by the employer. Matches the client’s expertise, interests, and
behavior to both the employer and the job.
5. * Assists clients with resume writing and preparation, completion and follow-up
on employment applications. Provides leads and tips on how to conduct job
searches through the media and the internet.
6. * Completes references and background checks on clients.
7. * Maintains reports, documentation, and files to update information and track all
clients utilizing databases and case files.
8. * Travels to employer locations to provide information on the organization,
generate interest in its programs and services, and identify potential jobs for
clients.
9. Performs other duties and special projects as assigned.
MINIMUM QUALIFICATIONS:
· High School Diploma or G.E.D.; Associate’s degree (A.A.) in business or
72
behavioral science preferred; or equivalent amount of related work experience;
· One or more years of recruitment experience to include interviewing and
applicant appraisal;
· Employment skills to identify jobs that would match clients’ needs and interests;
· Customer service and sales skills to promote the organization’s services to
employers;
· Computer literacy and skills to use business software and the Internet in a variety
of applications, including memos, schedules, spreadsheets, and data entry;
· Flexibility in adapting to changing work priorities and handling multiple projects at
the same time;
· Ability to communicate effectively both orally and in writing, to include oral
presentations;
· Knowledge of business English including vocabulary, spelling, and correct
grammatical usage and punctuation;
· Human relations skills to maintain effective working relationships with other staff
and clients;
· Ability to travel by automobile approximately 20% of the time.
· Demonstrated organizational, problem solving and common sense skills.
CERTIFICATES REQUIRED: California Driver’s License and proof of current
automobile insurance.
PHYSICAL REQUIREMENTS: Employees may experience the following physical
demands for extended periods of time:
· Sitting, standing and walking (75-95%)
· Keyboarding (75-95%)
· Viewing computer screens (75-95%)
· Travel to local or regional employers, job fairs, and prisons (15-25%)
· May occasionally lift or move heavy boxes (Up to 25 pounds)
WORK ENVIRONMENT: Work is performed in a business office environment. Work
is also performed in industrial workplaces and visits to correctional institutions which
pose high-security, potentially violent environments.
DISCLAIMER: The above information on this description has been designed to
indicate the general nature and level of work performed by employees within this
classification. It is not designed to contain or be interpreted as a comprehensive
inventory of all duties, responsibilities, and qualifications required of employees to this
job. Employees are expected to follow their supervisor’s instructions and to perform the
tasks requested by their supervisors.
* Denotes Essential Job Function
Employee Name (please print) _______________________________________
Employee Signature ______________________________ Today’s Date ______
73
JOB TITLE: Independent Living Skills Instructor
DEPARTMENT: Rehabilitation/General
REPORTS TO: Supervisor or Manager
FLSA STATUS: Nonexempt
APPROVAL DATE: October 2007
SUPERVISES: N/A
POSITION SUMMARY: Under general supervision, teaches clients with
moderate to severe physical and behavioral disabilities to live on their own in the
community. Employees in this job class teach clients living skills to include;
health, nutrition, hygiene, budgeting and money management, laundry, cooking,
shopping for household and personal items, making and keeping appointments,
medication, and other related life skills. This job requires knowledge of self-help
and independent living and the ability to patiently teach clients with disabilities
skills to become more independent.
TYPICAL DUTIES:
1. * Communicates with clients, their families, doctors, dentists, employers,
pharmacists and others on items that relate to the client and his/her well
being. Teaches clients to effectively communicate with those who they
interact with.
2. * Teaches clients with mental and/or physical disabilities how to live
without continual care. Skills taught include cooking, housekeeping,
budgeting and money management, personal, home and public safety,
grocery and general shopping, and how to live independently in the
community.
3. * Teaches clients health, nutrition, and hygiene and their relative
importance. Examples include how to make and keep doctors
appointments and manage their health through nutritional guidance and
medication maintenance.
4. * Acts as an advocate for clients. Some situations include; clarifying
information with medical staff, helping resolve disputes with apartment
managers, resolving issues with local merchants and professionals.
5. *Maintains case files to include case notes, incident reports, health and
safety risk assessments, Independent Living Plan, time cards, employee
evaluations, performance summaries, wage evaluations, work
assessments and related paperwork on a daily basis.
6. * Position requires frequent local and occasional regional travel by
automobile to visit and/or transport clients to appointments and run
errands.
7. Performs other duties and special projects as assigned.
74
MINIMUM QUALIFICATIONS:
 High school diploma or GED.
 Must be at least 25 years of age.
 One or more years of experience working with people with disabilities
preferred;
 Prior experience providing direction and assistance to others, preferably disabled
individuals.
 Ability and patience to work with disabled individuals and help them acquire
life skills over time.
 Computer literacy and skills to use business software and the Internet in a
variety of applications, including memos, schedules, spreadsheets, and data
entry;
 Ability to communicate effectively both orally and in writing;
 Knowledge of business English including vocabulary, spelling, and correct
grammatical usage and punctuation;
 Flexibility to adapt to changing work priorities and handle multiple projects at
the same time;
 Human Relations skills to maintain effective working relationships with other
staff, employers and clients.
 Ability to travel by automobile approximately 40% - 70% of the time.
 Demonstrated organizational, problem solving and common sense skills.
CERTIFICATES REQUIRED: California Driver’s License and proof of current
automobile insurance.
PHYSICAL REQUIREMENTS: Employees may experience the following physical
demands for extended periods of time:
 Sitting, standing and walking (75-95%)
 Keyboarding (75-95%)
 Viewing computer screens (75-95%)
 Local travel to client sites and local businesses (40-70%)
WORK ENVIRONMENT: Work is performed in a business office, group home, and/or
industrial environment with limited privacy and exposure to noise from others. Work is
occasionally performed outdoors for group outings and transportation needs. Frequent
local travel is often associated with this position.
DISCLAIMER: The above information on this description has been designed to
indicate the general nature and level of work performed by employees within this
classification. It is not designed to contain or be interpreted as a comprehensive
inventory of all duties, responsibilities, and qualifications required of employees to this
75
job. Employees are expected to follow their supervisor’s instructions and to perform the
tasks requested by their supervisors.
* Denotes Essential Job Function
Employee Name (please print) _______________________________________
Employee Signature ______________________________ Today’s Date ______
Measurable Outcomes
There are several measurable outcomes per year the foster youth services
program strives to attain. These outcomes include: the number of foster youth who are
referred to the program, number of individual plans for employment written for foster
youth consumers, number of placements into gainful employment, the number of
successful closure “26 Status” and the number of unsuccessful closure “28 Status”.
With respect to the number of foster youth who are referred to the program, there needs
to be a minimum of 45 foster youth referred to the program to meet the contract goal.
There needs to be 35 new individual plans for employment (IPE’s) written over the next
fiscal year.
The contract indicates there needs to be a minimum of 30 placements of foster
youth consumers into gainful employment over the fiscal year. However, not all of the
30 working of foster youth consumers need to complete 90 days of employment within
any one fiscal year. Because the fiscal year is from June 30th of one year to June 30th of
the next year, there is overlap of foster youth consumers receiving employment services
across fiscal years. Of the 30 foster youth consumers placed in gainful employment, 16
foster youth consumers need to complete 90 days or longer of employment and close
76
“26 Status”. The maximum number of unsuccessful closures of foster you cases is not
to exceed 48 percent of the entire foster youth caseload.
Application and Referral Process
The initial referral form, (K.E.Y.S Referral form) is to be completed by the
Placer County Office of Education social workers. The intent of the form is to provide a
brief snapshot of the foster youth with a disabilities current psychosocial status,
limitations towards employment and potential for vocational rehabilitation. Along with
this referral form, the PCOE social workers assists the foster youth in completing the
California Department of Rehabilitation application for services. The PCOE social
worker must have a California Department of Rehabilitation Services application for
services at the time completing the referral packet or else the referral will not be
processed until California Department of Rehabilitation Services application is
complete. The PCOE social worker must to read the privacy statement to the potential
foster youth consumer as well as the section titled “Your Rights and Remedies
Regarding Your Rehabilitation Program.” If the potential foster youth consumer is a
minor at the time that the referral packet is completed all documents require the
additional signature of a legal guardian.
In addition, the PCOE social workers gathers any medical or psychological
documentation that provides evidence the foster youth has a diagnosed disability. These
documents included Individual Education Plans (IEP), psychological testing records
with diagnosis, psychological evaluation from a licensed mental health professional, or
any medical records indicating disability. Once both the K.E.Y.S referral form and
77
California Department of Rehabilitation application for services is completed and
records verifying disability are attained by the PCOE social workers, then the referral
form and supporting documents are delivered to the California Department of
Rehabilitation and PRIDE Industries.
Referring Agencies
Koinonia Group Homes
5980 Webb St.
Loomis, CA 95650
916 652-0171
Susan Stone
Workability Roseville High School
1 Tiger Way
Roseville, CA 95678
916 782-3753 / Ex. 3082
Barbara Watts
Oakmont High School
1710 Cirby Way
Roseville, CA 95661
916 782-3781 Ex. 2050
Laurie Caya
Woodcreek High School
Roseville, CA 95678
916 771-6565 Ex. 4627
Cynthia Kendal-Smith
Granite Bay High School
1 Grizzly Way
Granite Bay, CA 95746
916 786-8678 Ex. 5841
Maria Wellington
Antelope High School
4635 Elverta Road
Antelope, CA 95843
78
916 726-1400 Ex. 6181
Tracy Lillie
Workability
Lincoln & Phoenix H.S.
870 J St
Lincoln, CA 95648-1757
916 645-6360
Darcy Glahn
Work Experience/Specialized Academic Instruction
Placer County Office of Education
360 Nevada Street
Auburn, CA 95603
dglahn@placercoe.k12.ca.us
530 906-9716
Edwina Pereles-Argront
RAFT
11564 C Ave.
Auburn, CA 95603
530 889-6732
epereles@placer.ca.gov
Ruth Flores
5000 Rocklin Road
Rocklin, CA 95677
916-789-2796
rflores@sierracollege.edu
Tami Brodnik
Unity Care Group, Inc.
Independent Living Program
11716 Enterprise Drive
Auburn, CA 95603
530 886-5473
Christina Nicholson
Whole Person Learning
11816 Kemper Rd
Auburn, CA 95603-9500
(530) 823-6903
wplcep@pacbell.net
79
K.E.Y.S. Referral Form
K.E.Y.S.
(KALEIDOSCOPE of EMPLOYMENT for YOUTH SUCCESS)
REFERRAL FORM
***Thank you for your referral. Please attach any records that may be relevant to the
youth’s qualifying disability, including psychological evaluations, IEPs, pertinent case
notes, family history, etc.***
1. Name: ________________________________
D.O.B.: ________________________
SSN: __________________________
Phone #: ______________________________
Address:___________________________________________________________
City: _____________________________Zip:_____________________________
School: _________________________________________
Grade: _______________
2. Does youth receive special education services?
YES
NO
Please list any learning disabilities the youth has:
______________________________________________________________________
______________________________________________________________________
80
3. If youth has a DSM-IV diagnosis, please list below:
Axis I
Axis II
Axis III
Axis IV
Axis V
4. Please list any medication youth is currently taking:
___________________________
Dosage: __________
Length of time on current medication: ___________________
Who prescribed medication?
_______________________________________________
5. Describe any physical limitations the youth has:
_________________________________
6. Is the client currently involved in any pre-vocational programs or volunteer work?:
YES
NO
7. List any arrest records (misdemeanors and felonies), including outcome, time served,
probation, parole, etc. ______________________________________________
______________________________________________________________________
81
8. Is youth currently receiving Independent Living Plan services?
YES
NO
If yes, from what county? ___________________
ILP Worker: ___________________
9. Please check the appropriate boxes concerning the youth’s functional limitations:

Able to tolerate full day of
employment (if no, how many
hours a day __________)

Able to get along with others

Able to deal with authority

Able to handle responsibility

Able to concentrate

Able to use good judgment

Needs structure

Is able to learn at a _________
pace/level

Is easily frustrated

Is motivated and cooperative

Is in control of impulses

Able to handle stress

Can work alone
82
Occupations/Situations to be avoided:
__________________________________________
10. Is transportation available to the youth?:
YES
NO
Certified psychiatrist/Licensed Psychologist:
________________________________________
Name of person completing referral form:
__________________________________________
Phone #: ________________________
Signature: _________________________________
Date: ____________________________________
**PLEASE RETURN TO JENNIFER HACKER @ CSOC CONROY**
#916-784-6437
83
Department of Rehabilitation Application for Services
STATE OF CALIFORNIA
DEPARTMENT OF REHABILITATION
VOCATIONAL REHABILITATION SERVICES APPLICATION
DR 222 (REGS/Rev. 03/04)
Privacy Statement: The Information Practices Act of 1977 (Civil Code Section
1798.17) and the Federal Privacy Act (5 USC 552a (e)(3)) require this notice to be
provided to individuals when collecting personal information. The information
requested on this form, including the Social Security Number, is necessary to
properly identify the individual to ensure that the Department provides services to the
correct individual. Failure to provide the information requested may result in delays
in services. Department authority: Welfare & Institutions Code Sec. 19005,
19005.1, 19010.
Last Name
Street Address
City
Other Name(s) Used
First Name
Middle
Initial
Mailing Address If Different
Zip Code
County
Telephone
Social Security
Age Date Of Birth Driver's License/I.D.
Number
Number
Number
Please describe your physical or mental impairment which constitutes or results in a
substantial impediment to employment.
How can we help you?
Who referred you?
84
Full name of person not in your home who will always know where you live:
Address
City
RELEASE OF INFORMATION TO
PROSPECTIVE EMPLOYERS:
I hereby authorize the Department of
Rehabilitation to release information (except
medical and psychological) to prospective
employers for the purpose of assisting me in job
placement. I understand that only information
necessary to assist me in job placement will be
released. This consent applies until such time as
my case is closed or I specifically withdraw my
consent.
Phone Number
Relationship
ORIENTATION MATERIALS:
I have received & read my "Client
Information Booklet" and have
discussed with my Counselor: Civil
Rights, Eligibility Requirements,
Informed Choice, Confidentiality,
Appeals Procedures, and the Client
Assistance Program (CAP).
YES
YES
NO
NO
The Immigration Reform and Control Act of 1986, states employers should only hire
American citizens and aliens who are authorized to work in the United States. To verify
your employment eligibility, please check box below. This does not replace
requirements of employers as specified under the Immigration Reform and Control Act
of 1986.
I am:
1.
A citizen or national of the United States.
2.
An alien lawfully admitted for permanent residence
(Alien Number A ________________).
3.
An alien authorized by the Immigration and Naturalization
Service to work in the United States (Alien Number A
________________ or
Admission Number _______________, expiration of
employment authorization, if any _________).
4.
None of the above.
85
SEE REVERSE FOR YOUR APPEAL RIGHTS INFORMATION AND HOW TO
CONTACT YOUR CAP ADVOCATE.
Applicant's Signature
Date Signed
Parent/Guardian's Signature
(required for minor)
TO BE COMPLETED BY COUNSELOR
Counselor's Signature
Date
Counselor's Name
Signed
(Printed)
DISTRIBUTION:
Original (Pink) - Case Folder
Copy (White) – Applicant
Counselor's Phone
Number
86
STATE OF CALIFORNIA
DEPARTMENT OF REHABILITATION
VOCATIONAL REHABILITATION SERVICES APPLICATION ATTACHMENT
DR 1000 (Rev. 10/07)
YOUR RIGHTS AND REMEDIES REGARDING YOUR REHABILITATION
PROGRAM
If questions or problems arise while you are an applicant or client of the
Department of Rehabilitation, please talk with your Rehabilitation Counselor
and/or call the Client Assistance Program (CAP). You may bring a family
member or other representative with you any time you meet with Department
staff.
If you are dissatisfied with any action or decision of the Department, you have
the right to speak to a Rehabilitation Supervisor, have an Administrative Review
by the District Administrator, or file a formal request for a mediation and/or Fair
Hearing. In fact, you can always file for a mediation and/or Fair Hearing at any
time; however, many problems can be resolved informally and more quickly at
the local level.
You have the right to take any of the following steps should issues arise:
COUNSELOR: Many misunderstandings and problems can be solved by talking
them over with your Rehabilitation Counselor. Sometimes your counselor may
not know that a problem exists. It is your responsibility to tell him or her.
87
SUPERVISOR: If you believe that you and your counselor cannot resolve the
issue, you may ask for a meeting with your counselor's supervisor to discuss the
problem.
ADMINISTRATIVE REVIEW: If the issue is not resolved with the
Rehabilitation Supervisor, you may request an Administrative Review by the
District Administrator. The Administrative Review must be requested within one
year of the decision with which you disagree. If the issue is still not resolved at
this level, you may request a mediation and/or Fair Hearing within 30 days.
MEDIATION: You may request confidential mediation at any time within one
year of the action or decision with which you disagree. If you and the
Department representatives are not able to resolve the issue directly, a qualified,
impartial mediator can help you find solutions that are satisfactory for both of
you. If the Department agrees to mediate, a mediation will be held within 25
calendar days from receipt of your request, unless you agree to a later date.
Request for Mediation forms are available from Department staff and/or CAP
advocates. A written request or completed request form (DR107) should be
mailed to the DOR Mediation Coordinator, Office of Administrative Hearings,
2349 Gateway Oaks Drive, Suite 200, Sacramento, CA 95833 (Voice 916-2630654) or faxed to 916-376-6318 or 916-263-0549. TTY users may call 711 and
give the California Relay Service (CRS) operator the mediation office phone
number. The CRS operator will then connect and relay the call. Requests for
88
mediation may also be made at the same time a request for Fair Hearing is filed
with the Rehabilitation Appeals Board.
FAIR HEARING: At any time within one year of the action or decision with
which you disagree (within 30 days if you had an administrative review) you may
request a Fair Hearing. This is your opportunity to present your case to the
Rehabilitation Appeals Board. The Board is composed of seven members who
are citizens from the community, appointed by the Governor. At the hearing, you
have the right to present information to the Board, explaining why you feel the
Department should change a decision it has made. The Department of
Rehabilitation is also allowed to provide information to the Board. After the
hearing, a written, final decision will be made by the Board. Requests for Fair
Hearing forms are available from Department staff and/or CAP advocates.
Completed request forms should be sent to Rehabilitation Appeals Board,
Department of Rehabilitation, P.O. Box 944222, Sacramento, CA 94244-2220
(Voice 916-558-5860 or TTY 916-558-5862).
The Fair Hearing will be scheduled within 45 days of your request, unless
you agree to a delay. You may appear at the hearing in person or have the matter
heard on the written record. If the Fair Hearing decision does not satisfy you,
you have the right to file a petition with the California Superior Court (within six
months) to review the matter.
DISCRIMINATION: If you have reason to believe that actions or decisions
were based on discrimination against your protected status, such as race, religion,
89
sex, etc., you have the right to contact the Department's Office of Civil Rights
and Affirmative Action for discrimination counseling or to file a discrimination
complaint. Assistance regarding discrimination concerns can be obtained from
the Office of Civil Rights and Affirmative Action by calling Voice 916-558-5850
or TTY 916-558-5852.
CLIENT ASSISTANCE PROGRAM: The Client Assistance Program may be
available to assist you during the entire rehabilitation and appeals processes. You
can call them toll free at Voice 800-952-5544 or TTY 866-712-1085.
Eligibility Requirements
The foster youth applicant must be between the ages 16-19 years old. The foster
youth consumer must have a physical or mental impairment that results in a substantial
impediment to employment and can benefit in terms of employment outcome. The
foster youth consumer must also require vocational rehabilitation services to get or keep
a job. Prior to initial intake the foster youth consumer is required to have the following
documentation: SSI or SSDI award letter, or medical records indicating an impairment,
or obvious apparent disability, and written referral from an outside agency or school
transcripts. From the initial intake appointment the senior vocational rehabilitation
counselor has 90 days to determine eligibility and place the foster youth consumer in an
individual plan for employment. Once the foster youth consumer is determined eligible
for services, then consumer will begin receiving pre-employment preparation services
from PRIDE Industries.
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Program Rules
1. PRIDE Industries Foster youth Services program is not an entitlement program
and has the right to refuse services to any consumer who is potential dangerous
themselves’ and staff, any consumer who does not have all require
documentation to be determined as eligible, any consumer who does not want to
fully participate in the program, and any consumer who is so severely disabled
that they require services beyond the scope of work provided by the foster youth
services program.
2. All vocational rehabilitation professionals who are providing vocational
rehabilitation services to the foster youth consumers are to keep their
relationships with the foster youth consumers strictly professional. The
following activities are prohibited from the working relationship with the foster
youth consumers: PRIDE Industries staff cannot take the foster youth consumer
to their own home, PRIDE Industries staff cannot date a foster youth consumer
at any time, PRIDE Industries staff cannot receive gifts or money from a foster
youth consumer, PRIDE Industries staff cannot pay any of the foster youth
consumers or their family’s bills, and the PRIDE Industries staff cannot provide
any foster youth consumer with any illegal substances.
3. All vocational rehabilitation professionals do not have to subject themselves to
verbal and or physical abuse from a foster youth consumer. The vocational
rehabilitation professional can terminate services to the foster youth consumer if
the vocational rehabilitation professional is being abused in this way.
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4. The foster youth consumer is not guaranteed employment. The foster youth
consumer needs to take an active roll in their own vocational rehabilitation.
Should the foster youth consumer fail to be an active participant in their own
vocational rehabilitation, the vocational rehabilitation profession does not have
to place them into gainful employment.
5. The foster youth consumer has the right to request access to any of their records
that are maintained by the California Department of Rehabilitation and or
PRIDE Industries. The Department of Rehabilitation and PRIDE Industries shall
promptly let the consumer or chosen representative inspect, or shall provide the
consumer copies of any documentation or item of information in their case
record at the charge not to exceed ten cents per page copied (retrieved 5/10/09
from www.dor.ca.gov).
6. The foster youth consumer has the right to privacy. Only the information about
the consumer that is relevant and necessary to carry out the purpose of the
Department of Rehabilitation and PRIDE Industries’ program will be collected.
This information will only be used in processing the consumer’s program of
services, including resolving consumer complaints or appeals (retrieved 5/10/09
from www.dor.ca.gov).
7. The foster youth consumer has the right to request an amendment to their
records to seek correction of any misinformation in the foster youth consumer’s
case records by making a request to the senior vocational rehabilitation
counselor who is assigned to the foster youth consumer. This request should be
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written as specific as possible. If the Rehabilitation Supervisor does not agree
with the foster youth consumer’s amendment to the record, the foster youth
consumer may request an administrative review or a Fair Hearing (retrieved
5/10/09 from www.dor.ca.gov). Note: if the foster youth consumer or their
guardian is not satisfied with the results of the review or hearing does not agree
with the foster youth consumer’s amendment to their record, the foster youth
consumer or guardian may submit a written statement of reasonable length with
their views of the dispute information. This statement will be put in the foster
youth consumer’s case file (retrieved 5/10/09 from www.dor.ca.gov).
8. Should the foster youth consumer relocate out of Placer County, the vocational
rehabilitation professionals from the foster youth services program do not have
to continue providing services to the foster youth consumer. However, the foster
youth consumer has the right to transfer their case with the Department of
Rehabilitation to another office should they relocate. (*Note: the foster youth
services program is exclusive to Placer County and the foster youth consumer
who transfers out of county may not receive the same level of services from the
Department of Rehabilitation in the new county in which they reside).
9. All foster youth consumers who are receive employment services are eligible for
the PRIDE Industries clothing/gas stipend (pending available funds)
complement of GAP Clothing Company and Union Bank.
10. Upon completion of 90 days of employment, the foster youth consumer is closed
successfully with the Department of Rehabilitation. However, the foster youth
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consumer signed a one year contract with PRIDE Industries upon entering the
foster youth services program. Therefore the foster youth consumer is still
eligible for services from PRIDE Industries for up to one year of their
enrollment date to receive services from their vocational rehabilitation
professional at PRIDE Industries.
11. All vocational rehabilitation professionals working for PRIDE Industries cannot
abuse the travel expense allotment and or the discretionary funds for
employment success items. Should these funds be misappropriated, the
vocational rehabilitation professional will receive disciplinary actions and or
potential termination.
12. All PRIDE Industries vocational rehabilitation professionals who are working
with foster youth consumers must adhere to all additional rules and regulations
established by the PRIDE Industries employee hand book.
Conducting an Intake
Prior to scheduling an intake with a foster youth with a disability, the PRIDE
Industries Job Developer should meet with the Department of Rehabilitation Counselor
to discuss the foster youth with a disability and their vocational rehabilitation potential
prior to conducting an intake. The Job Developer should schedule a meeting with the
Vocational Rehabilitation Counselor to review the medical documentation provided in
the referral packet from PCOE. From the information provided in the referral packet,
the Job Developer and Vocational Rehabilitation Counselor can collaboratively
formulate a strategy to provide the appropriate services: (ESA) Essential Skill
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assessment, (PVSA) Pre-Vocational Skill Assessment, (IPE) Individual Plan for
Employment; for the foster youth consumer based on their disability, limitations, and
their skills. Note: it is not until the Vocational Rehabilitation Counselor and Job
Developer have met with the foster youth consumer that a finalized decision on services
is determined.
All intakes are to be scheduled at a time in which both the Vocational
Rehabilitation Counselor and the PRIDE Industries Job Developer can be present when
meeting with the foster youth with a disability and their social supports. It is imperative
that the PRIDE Industries Job Developer and Vocational Rehabilitation Counselor
utilize one another’s questions to better extrapolate the vocationally relevant
information from the foster youth during the intake. When conducting an intake with a
foster youth with a disability it is crucial to be thorough while establishing rapport.
Often times the direct questions from the PRIDE Industries intake will not illicit a
response that provides adequate information with regards to vocational limitations and
or placement. Therefore it is crucial to attain an Individual Education Plan from their
school or psychological evaluation from and licensed mental health professional with
the referral packet. Even further, it is beneficial to speak to the social supports of the
foster youth with a disability to better acquire a holistic view of the youth to contrast
their skills with their vocational limitations. When the social supports are present at the
intake both the Vocational Rehabilitation Counselor and the Job Developer can witness
the interaction between the foster youth and their social supports.
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PRIDE Industries Intake Form
Employment Services
Intake Screening/Job Readiness Assessment
Date: ___________
Name: __________________________
Phone: _________________________
Address: ________________________
Email: __________________________
________________________________
Lives With: ______________________
Disability: _______________________
Support Team: Check if in attendance.
DOR: _________________________
Regional
Center: ________________________
Other: _______________________
Title: _______________________
Other: ______________________
Title: ______________________
What is your work history?
________________________________________________________________
____________________________________________________________________________________
__
What is your educational background?
_______________________________________________________
____________________________________________________________________________________
__
What specific jobs are you interested in?
____________________________________________________________________________________
____________________________________________________________________________________
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Do you know what the job market is like for these types of jobs?
____________________________________________________________________________________
____________________________________________________________________________________
Do you have adequate training for the job you are seeking?
____________________________________________________________________________________
____________________________________________________________________________________
Why do you want to work?
____________________________________________________________________________________
____________________________________________________________________________________
What are your best qualities and skills? What work qualities and skills do you need to improve?
____________________________________________________________________________________
____________________________________________________________________________________
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Employment Services
Intake Screening/Job Readiness Assessment
When are you available to work? ______________
___________________
Days? ____________ Hours:____________
________
When can you start?
Part Time: ________
Full Time:
Pay expectation: Hourly $_______ Monthly $_______
Means of transportation:
_____________________________________________________________________
In what geographic area do you want to work?
_____________________________________________________________________
Do you have interview/work clothes?
_____________________________________________________________________
Have you started job hunting? __________
How many applications have you filled out? ___________
Do you have confidence in your ability to keep a job once you get it? ______ Why?
______________________________________________________________________
______________________________________________________________________
Do you feel pressured to get a job?
______________________________________________________________________
Do you have any family dynamics that would interfere with your accepting of a job?
______________________________________________________________________
______________________________________________________________________
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If you have a problem with a co-worker or customer, what would you do?
______________________________________________________________________
______________________________________________________________________
What type of assistance do you expect in finding and keeping a job?
______________________________________________________________________
______________________________________________________________________
Do you have any health issues?
______________________________________________________________________
Are you on any medications?
______________________________________________________________________
Do you have any physical limitations?
______________________________________________________________________
Seizures? ________________________ Allergies? ____________________________
Would your health problems, if any, limit your employment?
______________________________________________________________________
Do you receive SSI/SSDI/Welfare? _____if so, are you aware of how to report your
earnings? ______
Do you have a valid driver’s license? _____
California ID card? ____
Social Security Card? _____
Birth certificate? _____
Do you have a current criminal record? If yes, explain:
_________________________________
Can you pass a drug test? ______________________
What are your hobbies, interests, where do you hang out?
______________________________________________________________________
______________________________________________________________________
Other
Information____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
99
______________________________________________________________________
______________________________________________________________________
Completed by: _____________________________Date: ________________________
Title: _______________________________________
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PRIDE Industries
Rights of Individuals Receiving Services
1. The right to be safe.
2. The right to express your wants and needs.
3. The right to meet with your service provider.
4. The right to privacy, dignity and respect.
5. The right to see your case file.
6. The right to medical treatment if needed.
7. The right to file a complaint.
8. The right to take vacation and/or sick time.
9. The right to spend your money.
10. The right to give input and make goals during your annual meeting.
11. The right to have staff and co-workers respect your personal boundaries.
12. The right to socialize with your friends.
13. The right to make your own decisions.
__________________________________
Signature
_______________
Date
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PRIDE Industries Employment Services
Participant Agreement
The following agreement outlines the expectations of both the participant and Job
Developer:
I agree to participate in all job search activities including meeting with my Job
Developer to work on filling out job applications, interview techniques, contacting
employers, presenting my disability to employers (when applicable), and dressing
appropriately for my meetings and interviews. I also agree to actively seek employment
on my own and advise my Job Developer of any job leads I have found. I will be
available to meet with employers, pick up employment applications and attend job
interviews.
The Job Developer will assist me with job related issues including filling out
applications, techniques for contacting employers regarding job opportunities,
interviewing skills, developing a resume and/or master job application and helping me
present myself and my disability to prospective employers. In addiction, my Job
Developer will help me find employment that is appropriate to my skills and needs and
follow the goals developed by my Department of Rehabilitation Counselor.
Employment Goals:
1.
2.
3.
I agree to participate in my job search and activities as described above.
__________________________________
Participant
_________________________
Date
__________________________________
PRIDE Industries Job Developer
_________________________
Date
__________________________________
Department of Rehabilitation Counselor
__________________________
Date
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Update: _________
Emergency Card
Name: ________________________________________
Start Date: __________________________
Address: ______________________________________
Date of Birth: ________________________
Telephone: ____________________________________
Social Security #:______________________
Facility/Location: __________________________
Sex:
Male
Transportation: ____________________________
____________________________
Program:
Work Area: _______________________________
____________________
Work Days/Hours:
Female
In case of an emergency notify:
1. _______________________________________
2.__________________________________
Phone Numbers: Home:_____________________
Work: _____________________
Pager: _____________________
Cell: _____________________
Home:_____________________
Work: _____________________
Pager: _____________________
Cell: _____________________
Regional Center Service
Coordinator: ____________________________________
_________________________
Telephone #
Disability(ies):
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______
Medication DosageFrequency:
____________________________________________________________________________________
____________________________________________________________________________________
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____________________________________________________________________________________
____________________________________________________________________________________
Last date of Medical Examination: _____________________
Seizure History: ___________________
Tetanus Shot Status:___________________________________________________________________
Power Status:
No
Yes
No
Helmet?
Yes
Allergies/Reactions:____________________________________________________________________
__
Protocol for treatment:
___________________________________________________________________
I undersigned adult, and or conservator of said adult, hereby gives permission to Pride Industries, its
agents and employee, to administer emergency first aid to and/ or obtain emergency medical treatment for
said adult in case of accident, injury or illness requiring immediate medical attention.
Employee Signature: ____________________________
Witnessed By: _________________________________
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Job Development
Creating Relationships with Employer
The quintessential role of the job developer is to attain and secure positive
working relationships with employers in the community. Community relationships with
employers are the life blood of the success of the program. A good working relationship
with an employer enables the job developer to place a foster youth, who possesses the
skills required for the position much easier than if the foster youth had applied for
employment without any relationship to the employer. During economic downturns,
having positive working relationships with employers can provide the only potential
employment opportunities for your clients.
When initially establishing a relationship with an employer it is important to
consider the employer’s needs just as much as the foster youth client. Before
approaching an employer a job developer should observe the daily tasks of the business,
sample their products and talk to the employees about their job. A job developer needs
to educate themselves in these areas so as to determine if the potential foster youth
candidate has essential skills required to perform the job.
Pre-Vocational Barriers towards Employment
The foster youth with disabilities who enter the program face several prevocational barriers towards employment. These pre-vocational barriers include: a stable
psychotropic medication regiment, adequate mental health counseling, potential
functional limitations, unstable living arrangements, do not possess a birth certificate or
social security card, California driver’s license or identification card, poor academic
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performance, interview clothes, a valid phone number, alcohol or drug related
abuse/addiction, and involvement with the juvenile justice system. These factors are
considered by both the foster youth services program manager and vocational
rehabilitation counselor prior to placing the foster youth into an individual plan for
employment.
If the foster youth has significant pre-vocational barriers towards employment
that are too severe to place the foster youth in an individual plan for employment, the
foster youth services program manager and vocational rehabilitation counselor has
several options for the foster youth consumer. The foster youth consumer may be sent
for a vocational assessment to determine if their rehabilitation potential. If there is
uncertainty as the stability of foster youth consumer’s mental health stability, the
vocational rehabilitation counselor can set up a psychological assessment with a
psychologist or psychiatrist.
The vocational rehabilitation counselor can issue an external situation
assessment (ESA) with the foster youth services program. If the foster youth consumer
does not have their right to work documents the vocational rehabilitation can issue prevocational services assessment (PVSA) to the foster youth services program, who can
assist the foster youth consumer attain these documents (Birth certificate, social security
card, California identification card). If the foster youth consumer’s pre-vocational
barriers are so significant that they cannot fully participate in the foster youth services
program, than the foster youth consumer is asked to re-apply when they can fully
participate in the program.
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Role within the Community
As a vocational service provider working with foster youth consumers in the
community, professionalism is imperative. Not only do the foster youth consumers and
their social support networks recognize you as the expert providing vocational
assistance, but you may be the only interaction that employers, educators, social
workers, and probation officers ever have working with PRIDE Industries. As a
vocational service provider, we not only serve our foster youth clients, but we have to
treat employers as clients as well. It is essential that when placing a foster youth
consumer in gainful employment that we serve the employer’s needs as well. The
vocational service provider has to be cognizant of the skill set and goals of the foster
youth consumer as well as the needs of the employer when placing in gainful
employment. Not only does, the vocational service provider have a responsibility to
their foster youth consumer but, they also have a responsibility to the employer.
As a vocational service provider, in order to be successful at their job, they must
maintain excellent working relationships with employers. This requires the vocational
service provider to be upfront and honest with the employer regarding the foster youth
consumer. It is in no ones best interest to place a consumer in gainful employment
whose skill set does not match the position. For example, if the foster youth consumer
has a lifting restriction, requires additional supervision, is attending high school and is
currently taking a mood stabilizing medication that makes them drowsy; a graveyard
warehouse position is not a good fit for the employer or the consumer. To do so would
be setting up the consumer for failure and the loss of an employer contact. As a
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vocational service provider, community based employment is the life blood of the
program and ensures the longevity community based support for consumers with
disabilities in the workforce.
When establishing new relationships with employers for placing foster youth
consumers in gainful employment it is recommended as a vocational service provider
that you place your best foster youth candidate, who is stable and developed adequate
soft skills as the first placement in the employment site. In addition, weekly follow-up
with the employer and the foster youth consumer is essential so that all parties’
vocational needs are being fulfilled. By following up with the employer and the foster
youth, it creates a positive working relationship for future employment opportunities for
the foster youth consumers and provides additional awareness in the community of
person with disabilities.
Pre-employment Preparation
Resume Development
As a job developer working with foster youth it is important to consider the
majority of the foster youth clients have little to no work experience. Therefore, as a job
developer, there is a level of creativity that is needed to convey the transferable skills
that the foster youth clients’ possess in a resume format. Even further, the foster youth
client offer little insight as to what skills they possess without prompt from the job
developer. The job developer needs to probe the foster youth with question related to
employment in the following areas of their lives: school, probation/community service
(if applicable), community involvement, computer skills, church, hobbies, sports, side
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work and choirs. It is important to ask these questions because the foster youth client
may not initially recognize the direct connection between these activities and work.
Employment Brainstorming Worksheet
The Employment Brainstorming Worksheet is a tool for the job developer which
provides question prompts to ask the foster youth client regarding any previously
vocationally relevant activities in which they might have participated. In addition, the
worksheet explores possible placement considerations, long term vocational goals and
the possibility of discussing the Department of Rehabilitation college plan as incentive
for completing the foster youth program. The Employment Brainstorming Worksheet
should be used in junction with the resume development worksheet so the job developer
can attain a more holistic view of the foster youth client with respect towards their
skills, vocational goals and potential places for employment.
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Employment Brainstorming
List 10 places you would like to work at and the position you would have while
working there: (i.e. McDonalds, Cashier)
List 10 skills that you have and where you got them (school, work, church, probation,
community service, etc.):
List 5 positive character qualities you have and explain why they are important to you:
How do your skills and personal qualities qualify you for the position you are interested
in?
What job that you listed earlier; do you feel you would like the most?
What is your dream job?
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Why is it your dream job?
If you could be anything when you grow up what would you be?
IF you were to have all your college paid for would you go? Why or why not?
What is your biggest obstacle in your life from becoming successful? Why?
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Resume Worksheet
The Resume Worksheet is designed to be a “fill-in-the-blank” format so the
foster youth can utilize their answers pertaining to their character qualities, education
level, skills and past work or volunteer experience. The Resume Worksheet also is used
to gather all of the foster youth’s forms of contact information (full name, home phone,
cell phone, address and email). The Resume Worksheet is designed to look similar to a
finalized resume so the foster youth can conceptualize what the final version of the
resume will look like upon completion. From the Resume Worksheet, the job developer
can create a finalized version of the foster youth’s resume.
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Resume Work Sheet
Name: ___________________
Address: _________________________City/State/Zip: ____________________
Phone#: _________________Mess#:__________________
OBJECTIVE
SKILLS AND ABILITIES
____________________________
________________________
____________________________
________________________
____________________________
________________________
EXPERIENCE
___________________
Name of Company,
_____________
City, State
______________
Title/Position
____________
mo/yr to mo/yr
Duties:_________________________________________________________________
______________________________________________________________________
___________________
Name of Company
_____________
City, State
______________
Title/Position
____________
mo/yr to mo/yr
Duties: ________________________________________________________________
EDUCATION
__________________________________________
Name of High School, City, State
______________________________________________________
Name of other school, specialized training, City, State
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Mock Interview
The foster youth who enter the program have little to no work experience and
have little to no contact with a potential employer with respect to attaining employment.
It is essential the job developer addresses and educate the foster youth about the whole
interview process and what is expected of the foster youth as a potential applicant. One
way of helping the foster youth gain an experiential practice of the interview process is
to conduct a mock interview.
As the foster youth consumer moves closer towards being work ready, it is the
job developer’s duty to conduct several mock interviews with the foster youth
consumer. An initial mock interview is conducted to assess the foster youth’s initial
comfort level with the interview process as well as their ability to sell themselves to the
employer. The job developer will utilize the mock interview worksheet to educate the
foster youth as to what potential question they might face in an interview. The job
developer will also complete interview checklist worksheet of their initial mock
interview performance and provide the foster youth with feedback on their performance.
Once the foster youth client becomes comfortable with the interview process,
the job developer will conduct an employer simulated mock interview. The foster youth
shows up to the mock interview in business attire; provides the job developer with a
copy of their resume and cover letter and submits a thank you letter after the interview.
The questions that job developer asks the foster youth applicant are geared towards the
actual job position that the foster youth has applied to in the community. Upon
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completion of the interview the job developer will provide the foster youth client with
feedback and repeat the mock interview process if necessary.
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Interview Question Worksheet
1.) Tell me about yourself.
2.) Why do you want to work here?
3.) What qualities and skills do you have that world make you best suited for this
job?
4.) What are your strengths and/ or weaknesses?
5.) How have you dealt with conflict in the past (i.e. co-workers and or friends and
family)?
6.) How would you handle a situation in which a customer is rude and is clearly
wrong without loosing that customer’s business?
7.) How are you qualified for this job? Why should I hire you? What can you offer
the company?
8.) Do you have any questions for me?
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Interview Checklist
Eye
Contact
Hand
shake
Voice
Clarity
Articulation
of Skills
Posture
Personable
Excellent
Good
Needs
Improvement
Poor
The purpose of the interview checklist is to provide the interviewee with a
subjective interpretation of their interview performance in the following areas: eye
contact, handshake, and voice clarity, articulation of skills, posture and how personable
they are with the interviewer. Each area will be scored on a Likert scale as: excellent,
good, needs improvement, and poor. In the comments section the interviewer can
provide feedback on the interviewee’s strengths and weaknesses. The interviewer is to
score this checklist upon completion of the interview.
Comments:
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Cover Letter Development
A cover letter is an additional tool used by person’s seeking employment to
illustrate their skill set and personal traits that set them apart from their competition.
The cover letter conveys additional pertinent information about an applicant to the
employer that is relevant to the position the person is applying for and invites the
employer to further examine the applicants resume and application. A cover letter
should be formatted in such a way that it immediately grabs the employer’s attention
upon reading it. Therefore it is essential the cover letter is free of any grammatical
errors and immediately conveys to the employer what the applicant can offer the
company.
With respect to the information an applicant should include, the applicant needs
to highlight their communication and analytical skills as well as their ability to address
their audience (Retrieved 6/18/09 from: http://www.coverletters101.com/purpose.php).
In addition, the cover letter should indicate the applicant’s knowledge of the company
and how the applicant’s skill set is congruent with the specific needs of the company.
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Cover Letter Worksheet
Your name
Your address
Your phone number
Your E-mail address
Today’s Date:____________
Name of person/Company your applying for___________________
The person’s title ________________________________________
The person’s place of employment___________________________
The person’s address_________________________________________________
__________________________________________________________________
Dear Mr. / Mrs.___________________
Opening paragraph: Write a brief statement of why you are sending this letter
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Middle Paragraph: Compose a few sentences that would persuade an employer to hire
you. Highlight some of your skills and how they would relate to the job that you are
applying for.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Second Middle Paragraph: This is your persuasive paragraph that mentions a few goodworker traits.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
The final paragraph: Request an interview and include how and when you can be
reached. You need to provide them with adequate time to schedule an interview and
multiple forms of contact (i.e. cell phone, home phone, email home address, etc.).
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Sincerely,
Your signature: _________________________________
Your name typed: ________________________________
Enclosures: Resume, and transcripts or credentials if requested by the employer.
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Setting Vocational Goals with the Consumer
When setting a vocational goal with the foster youth consumers it is essential as
a vocational service provider that the vocational goal is collaboratively achieved. If the
vocational goal is congruent with the consumer’s interests, skill set and abilities, then
the goal is destined to fail from the start. The process may take some time when
working with foster youth consumer’s because often times their initial vocational goal is
unrealistic and or they are ambivalent about traditional work. Even further, it is
essential to create telic goals (short term) that are congruent with attaining the
consumer’s distal goals (long term). Often times the foster youth consumers can
become overwhelmed by the entirety of the process to achieve the distal goal.
Therefore, by breaking the process down into mini short term goals, the foster youth
consumer can have a clear outline of what they need to achieve to attain their log term
career goal.
Skill Acquisition and Exploration
Skill acquisition and exploration is done on a case-by-case basis. Should the
foster youth have past work experience and presents in the initial intake as being work
ready that the youth will receive several pre-employment services. These services
include: resume and cover letter development, a letter of recommendation, clothing
allotment, mock interviews Self Directed Search or Career Belief Inventory and travel
stipend. Should the foster youth have no work experience an Essential Skills
Assessment and/or work internship are used. These services are designed to provide the
foster youth with on the job training experience. The foster youth will also receive: a
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resume and cover letter development, a letter of recommendation, clothing allotment,
mock interviews, Self Directed Search or Career Belief Inventory Assessments, a job
coach, travel stipend, California Identification Card, Social Security Card and a Birth
Certificate (upon request).
Through the trial work experience the foster youth will learn basic job tasks, soft
skills, responsibility and the self satisfaction of earning a paycheck. The foster youth
will be place either on the PRIDE Industries production floor or at an employer in the
community based on their skill set at the time of job placement. With respect to long
term career goals, after the foster youth completes their Self Directed Search
Assessment, the job developer will provide additional material/information on the
vocation that foster youth expresses the most interest in.
Barriers to Employment
The barriers faced by the foster youth who participate in PRIDE Industries foster
youth program vary from mental health disabilities to physical disabilities. All youth,
who participate in the program, are determined to be significantly disabled with respect
to the Department of Rehabilitations criteria for services. Typically most foster youth
who participate in the program have an Individual Education Plan (IEP) from the high
school they are attending and they are receiving special education services. Youth in
foster care are 44 percent less likely to graduate from high school and after
emancipation, 40 – 50 percent never complete high school (Retrieved 5/14/09 from
http://cssr.berkeley.edu/cwscmsreports/Pointintime/fostercare/childwel/ageandethnic.
asp).
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In addition to the disabilities the foster youth have, the foster youth who enter
our program have additional barriers to employment beyond their disability. The
majority of the foster youth who were referred to our program do not have their “right
to work documents.” These documents include their birth certificate, California
identification card, and social security card. Without these documents a person cannot
attain gainful employment in the State of California. The majority of the foster youth
who were referred to the program have had little to no work experience. The trauma of
abuse or neglect, disruption from frequent placement moves and school transfers, and
lack of adequate nurturing, guidance, and support result too often in former foster
youths not attaining the skills they need to support themselves as adults (Zetlin,
Weinberg, & Shea, 2006). Consequently, these foster youth have poor soft skills and
minimal coping skills with respect work related occurrences.
With respect to monetary items (interview clothes, work clothes, active
telephone number, and personal hygiene products) required to present well at an
interview and/or at work, the foster youth who are referred to our program do not have
the financial resources to attain these items regularly. Youth aging out of foster care
have mean earnings below the poverty level. Youth aging out of foster care earn
significantly less than youth in any of the comparison groups both prior to and after
their eighteenth birthday (Retrieved 5/14/09 from: http://aspe.hhs.gov/hsp/fostercareagingout02/ ). Up to 50 percent of former foster/probation youth become homeless
within the first 18 months of emancipation (Retrieved 5/14/09 from
http://cssr.berkeley.edu/cwscmsreports/Pointintime/fostercare/childwel/ageandethnic.
123
asp). Without these personal hygiene/appearance items, the foster youth clients will not
present as a strong applicant for an employment opportunity and potentially fail to
attain gainful employment. Less than half of former foster youth are employed 2.5-4
years after leaving foster care, and only 38 percent have maintained employment for at
least one year (Retrieved 5/14/09 from
http://cssr.berkeley.edu/cwscmsreports/Pointintime/fostercare/childwel/ageandethnic.
asp).
Daily Operations
Working relationship with a Consumer
It is important to consider, that each foster youth consumer comes into the
program with their own phenomenological lens and unique experiences that may greatly
differ from one foster youth to another. As a vocational rehabilitation professionals
working with foster youths with mental health and physical disabilities, we are to take
more holistic view of the individual and their potential for vocational rehabilitation.
Unlike the vocational rehabilitation counselor, who we collaboratively work to serve the
foster youth population, PRIDE Industries has a more intimate working relationship
with the foster youth consumers.
The role of the PRIDE Industries’ service provider is more dynamic in that, the
service provider spends a significant amount of time with the consumer within their
natural environments (i.e. home, school, work and family team meetings). Even further,
as a vocational service provider working with the foster youth population your role
maybe fall into unconventional vocational support services such as following:
124
advocacy, testifying in court, serving on a support team board, writing letters of
recommendation for scholarships, transportation, emergency assistance, and attending
high school graduations.
Despite the deeply involved nature of the relationship between vocational
service provider and foster youth consumer, the relationship with the foster youth
consumers is a strictly professional relationship. This relationship is designed to mentor
the foster youth with respect to vocational rehabilitation, self sufficiency and to create
long term career goals. As professionals working with foster youth with mental health
and physical disabilities it is imperative to establish rapport and trust with the consumer.
Even further, once this is established with the consumer, the working relationship
between consumer and service provider becomes more effective.
Vocational Assessments
The foster youth service program utilizes two assessments for assisting the
consumers creates a long term vocational goal. These assessments include the Career
Believe Inventory (CBI) and the Self Directed Search (SDS). These assessments help
the vocational service provider to attain clarity about problematic beliefs about work
and or the long vocational goals of the foster youth consumer.
The CBI is used to determine if the consumer has any problematic believes with
respect to vocational readiness, team work, authority and or the workplace. The CBI
assessment is a useful tool when working with new foster youth applicants who have a
history of conduct disorder, oppositional defiant disorder, personality disorders and or
mood disorders. The CBI can provide additional understanding for the vocational
125
service provider as to whether the mentioned mental health issues are currently
fostering beliefs that will inhibit the person’s potential for gainful employment.
The Self Directed Search (SDS) is designed to highlight the consumer’s areas of
vocational interests and their related fields based on the individual’s current skills and
abilities. The SDS results section provides information on the average amount of
education or training require for each career listed in the assessment. In addition, the
SDS provides referral contact information for all of the careers listed within the SDS, so
that the consumer can attain additional information on their career of interest.
ESA (Essential Skills Assessment)
An Essential Skills Assessment (ESA) is a 40 hour work trial experience in
which the consumer’s wages are paid by the California Department of Rehabilitation.
The California Department of Rehabilitation also pays an hourly wage to the vocational
service provider to supply the consumer with a job coach through out the entire 40
hours of the ESA. The ESA designed to provide the consumer with a short term
experience working in the community and for the vocational service provider to attain
insight with respect to the consumer’s potential to work in the community.
Essential Skills Assessments are used when a foster youth consumer has little to
no work experience and their current physical or mental health status is questionable.
The ESA allows the job coach to develop an objective interpretation of the foster youth
consumer’s skills and abilities or lack there of and determine if the foster youth
consumer is work ready at that time. Areas of interest that are considered in the ESA
include: physical and functional limitations, soft skills, endurance, punctuality and
126
completion of the ESA. Once the ESA has been completed the job will then submit a
report to the vocational rehabilitation counselor who is working with the foster youth
consumer detailing the consumer’s abilities in the mentioned areas of interest above.
Case Management
Case Notes
As a vocational rehabilitation professional working with foster youth with
mental health disabilities it is essential all appointments, phone conversations, and
written forms of communication be documented. These interactions are document on
the PRIDE Industries consumer contact sheet. On the consumer contact sheet each
interaction with a consumer is to be document by the date in the left column and a brief
subjective narrative in the right column. All case notes should provide a brief summary
of the nature of the interaction without absolute wording. This is done so the vocational
rehabilitation professional’s emotional response to the interaction does not interfere
with services provided to the consumer.
Both the senior vocational rehabilitation counselor from the California
Department of Rehabilitation, Roseville and PRIDE Industries do not communicate
with consumers via email. Communication via email can be problematic because it the
possibility of misinterpretation of the message in the email. In addition, because
communicating solely via email, the level of actual vocational rehabilitation counseling
is diminished when working with foster youth consumers.
There are several reasons for the necessity of client contact documentation.
First, it is important to track the progress or lack of progress on any consumer. This
127
allows the vocational rehabilitation profession the ability to have an accurate depiction
of where the consumer is in their vocational rehabilitation process and formulate new
plans or strategies to better serve that consumer. Second, all forms of client contact are
to be summarized in a monthly report and submitted to the senior vocational
rehabilitation counselor at the end of every month.
128
Foster Youth Services (K.E.Y.S.) Client Contact Sheet
Date
Case Notes
129
Employment Services Placement Information
EMPLOYMENT SERVICES
PLACEMENT INFORMATION
Name:
Date of Birth:
SS#:
Employment Training Specialist: Wes Roberson
Placement Site:
Supervisor:
Address:
Phone:
Job Title:
Work Schedule:
Rate of Pay:
TEMP
PT
FT
Benefits:
Medical
Vacation
Sick Leave
Starting Date:
Transportation Procedure:
PRIDE Contact Person:
Employee Address:
Employee Phone:
Emergency Contact:
Phone:
Phone:
Other:
130
Regional Center Service Coordinator:
Department of Rehabilitation Counselor:
(916) 774-4405
Phone:
Mark Frayser
Phone:
Physical Restrictions/Limitations:
Job Developer: Wes Roberson
Date:
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Monthly Report
Employment Services
Participant Monthly Progress Report
Name:
Month/Year
SS#:
XXX-XX-XXXX
Reporting Period:
Job Developer/Facility: Wesley Roberson
DR Office/Counselor: Mark Frayser
Goals to achieve in the month:
(The consumer and vocational rehabilitation professional are to set goals that are
attainable over the duration of one month).
Contact Information:
Address
Phone Number
Email
Summary /Progress of Activity:
(The vocational rehabilitation professional is to document all contact dates and time
spent with or talking to the consumer, their employer and or the consumer’s social
supports).
Placement Opportunities Limited By:
(Provide an explanation of why the individual’s disability is an impediment towards
attaining gainful employment).
Plan of action:
(The vocational rehabilitation professional describes what vocational goals that they
plan to work on with the consumer over the next month).
Placement:
Supervisor:
Phone Number:
Address:
Rate of Pay:
90 Days Employment:
132
Tracking Desired Outcomes
NAME OF CONTRACTING AGENCY
FOSTER YOUTH EMPLOYMENT SERVICES
PRIDE INDUSTRIES CONTRACT # 66616
SUMMARY OF SERVICES
PROVIDED FOR (MONTH/YEAR)
Jul-09
# OF CLIENTS CURRENTLY
TOTAL
CONTRACT
NAME OF SERVICE
SERVED
SERVED
GOAL
EMPLOYABILITY SKILLS TRAINING/CLIENTS SERVED
45
PLACEMENT SERVICES
30
DR 26 CLOSURES
16
LIST OF DOR CLIENTS RECEIVING VOCATIONAL ASSESSMENT AND EMPLOYMENT SERVICES
CLIENTS
JOB
DEVELOPER
AUTHO
DATES
AUTHO
NUMBER
EMPLOYER
STATUS
NOTES
COMMENTS:
WE CURRENTLY HAVE # OF
YOUTH ENROLLED
# CLOSING 26
# CLOSING 28
# OF YOUTH TERMINATING EMPLOYMENT BEFORE THEIR 90 DAY CLOSURE DATES
# OF YOUTH NEWLY EMPLOYED
TIME WAS SPENT ON DIRECT CLIENT SERVICES, RECRUITMENT, COMMUNITY
MEETINGS,
GROUP HOME ENVOLVEMENT AND CONDUCTING INTAKE SCREENING WITH DOR.
JD MEETS WITH PCOE AND DOR COUNSELORS MONTHLY TO DISCUSS ALL CLIENTS
JD SPENDS TIME ON THE EMPLOYABILITY SKILLS, WHICH ARE STATED IN THE
CONTRACT.
JD CONTACTS WORKABILITY AND OTHER SUPPORT STAFF WEEKLY REGARDING
CURRENT CLIENTS
JD WORKS TO ESTABLISH EMPLOYER RELATIONSHIPS FOR FUTURE PLACEMENTS
AND OR ESA
JD TRAVELS TO MEET CLIENTS THROUGH OUT PLACER AND SACRAMENTO
COUNTY WEEKLY
133
Appendix B
A JOB CLUB CURRICULUM FOR FOSTER YOUTH WITH DISABILITIES
134
Table of Contents
Page
Lesson One (Orientation) Week 1 ................................................................................ 136
PRIDE Industries Introduction ......................................................................... 136
Ice Breaker (Snow Ball Activity) ..................................................................... 137
Self Directed Search Assessment ..................................................................... 140
Employment Brainstorming ............................................................................. 141
Summary and Recap Worksheet ...................................................................... 143
Lesson Two (Transferable Skills) Week 2 ................................................................... 145
Introduction into Transferable Skills ................................................................ 145
Transferable Skills Video: Dirty Jobs .............................................................. 146
Transferable Skills Worksheet ......................................................................... 147
Transferable Skills Summary ........................................................................... 149
Lesson Three (Master Application) Week 3 ................................................................ 150
What is a job application and what is it used for? (Handout) .......................... 150
Master Application Worksheet ......................................................................... 154
Lesson Four (What is a Resume?)Weeks 4 & 5 ........................................................... 158
What is a Resume? ........................................................................................... 158
Sample Resumes and Types of Resumes ......................................................... 159
Skills and Abilities Brainstorming Worksheet ................................................. 168
Resume Development Worksheet .................................................................... 170
Lesson Five (Cover and Thank You Letters) Week 6 .................................................. 173
135
Employment Scavenger Hunt (Ice Breaker) ..................................................... 174
Sample Cover Letter ......................................................................................... 175
Cover Letter Development Worksheet ............................................................. 176
What is a Thank You Letter?............................................................................ 178
Sample Thank You Letters ............................................................................... 179
Sample Thank You Letters ............................................................................... 180
Lesson Six (Interview Techniques) Weeks 7 and 8 ..................................................... 181
Introduction to Interviews ................................................................................ 181
Mock Interview Questions ............................................................................... 191
136
Lesson One (Orientation) Week 1
PRIDE Industries Introduction
The purpose of the Foster Youth Services ten week Job Club Preparation
Program is to provide Placer County’s Foster Youth, who have been diagnosed with
developmental and mental health disabilities with pre-vocational skills. The skills
addressed in this program will better prepare the participating foster youth with the
fundamental skills to attain and maintain gainful employment. The following manual
contains six lesson plans which focus on pre-employment skills including: resume
building, mock interview techniques, cover letter development, master application
development, job hunting techniques, interview etiquette, employment brainstorming,
dressing for success and post interview follow up. The course includes positive prosocial activities, Self Direct Search assessment, and overview of transferable skills,
master application, resume development cover letter building, thank you letter building,
and mock interviews. In addition, the foster youth will receive referral information
specific to the services designed to help the overall success of these individuals (EOPS,
ILP, DOR, THPP, Children Systems of Care, PCOE, Workability, PRIDE Industries,
RAFT and Roseville Transit).
137
Ice Breaker (Snow Ball Activity)
The purpose of this activity is to encourage the students to interact with other
students in the classroom they might not normally socialize with. At the same time,
students will learn more about one another. This activity also allows the instructor to
see the dynamics of the classroom and gather information about the students.
Materials:
Pen or Pencil
Clean wastebasket
Snow ball worksheet
Candy prizes.
First, the instructor needs to convey to the class that they all will be sharing
answers with the class and all answers need to be appropriate. The students will first
answer the question in the top left hand box. Once they write their answer in the box
they put their name next to their answer and crumple up the work sheet into a “snow
ball” without tearing it. The instructor will place the clean wastebasket in the middle of
the classroom. Once everyone has completed the first square, and crumpled their paper,
they are then allowed one shot at throwing their paper into the wastebasket. Should they
make it in the basket the instructor will give them a candy prize. Next, the students will
retrieve a new “snow ball” from the area in and near the waste basket. If they chose
their own “snow ball”, instruct them to switch with another student. On the new “snow
ball” the student will answer the question in the top right hand box write their name in
that box. The students are given another attempt to throw the snow ball into the
138
wastebasket. The instructor will reward the students who make it in the basket
accordingly.
The students will repeat the process of answering the question in the subsequent
box, throwing the “snowball” until the final box has been filled out and the “snowball”
has been retrieved. The instructor will call on students to read the responses from their
classmate that are on their worksheet.
Follow up questions:
1.) Where any of you born in the same city? If so, did you already know that person
was born in the same city as you?
2.) Is there anyone here who had the same favorite super hero? If so, what is it
about that super hero that caused you both to choose him/her?
3.) Who here had a pet with same name?
4.) Who wanted to be the same thing when they grew up?
5.) Did you have more in common with one another than you thought?
139
Snow Ball Ice Breaker Activity
Where were you born?
What was you first pet and what was its
name?
Name:
Name:
What do you want to be when you grow
up?
Who is you favorite super hero and why?
Name:
Name:
140
Self Directed Search Assessment
The SDS was developed by Dr. John Holland, whose theory of vocation is the
basis for most career inventories used today. Dr. Holland’s theory states that most
people can be loosely categorized into six types—Realistic, Investigative, Artistic,
Social, Enterprising, and Conventional—and that occupations and work environments
also can be classified by these categories. People who choose careers that match their
own type are most likely to be both satisfied and successful (Retrieved 5/19/09 from:
http://www.self-directed-search.com/defaultg.aspx?gclid=CLzz8mGu50CFSYoawodj0ytiw).
Occupations and work environments can also be classified by the same
categories. People who choose careers that match their own types are most likely to be
both satisfied and successful. Your SDS report can help you to understand more about
yourself and how your individual skills and interests are related to your career choice.
Taking the Self-Directed Search will determine your 3-letter Holland code to help you
find the careers that best match your interests and abilities. A list of occupations (and
college majors) with codes identical and/or similar to your own will be displayed on
your screen (Retrieved 5/19/09 from: http://www.self-directedsearch.com/defaultg.aspx?gclid=CL-zz8mGu50CFSYoawodj0ytiw).
You can then explore the careers you are most likely to find satisfying based
upon your interests and skills. Your SDS report (developed by Dr. Robert C. Reardon)
will also give you recommendations about how to proceed through your career
development and decision-making process. No one assessment can tell you what career
141
to pursue. Only you can make that decision. You should consider your SDS results in
combination with other sources of career information, including detailed descriptions of
occupations, additional assessments, or career counselors (Retrieved 5/19/09 from:
http://www.self-directed-search.com/defaultg.aspx?gclid=CLzz8mGu50CFSYoawodj0ytiw).
Employment Brainstorming
1. List 10 places you would like to work at and the position you would have while
working there: (i.e. McDonalds, Cashier)
2. List 10 skills that you have:
3. List 10 positive character qualities you have:
4. How do your skills and positive character qualities, qualify you for the position
you are interested in?
5. What job that you listed earlier; do you feel you would like the most?
142
6. What is your dream job?
7. Why is it your dream job?
8. If you could be anything when you grow up what would you be?
9. If you were to have all your college paid for would you go? Why or why not?
10. What is your biggest obstacle in your life from becoming successful? Why?
11. List ways to begin overcoming that obstacle.
12. What do you need to overcome that obstacle?
143
Summary and Recap Worksheet
1.) What new information did you learn about yourself after taking the Self Direct
Search (SDS) assessment?
2.) What career from your SDS assessments results do you feel you would enjoy most
and why?
3.) Was the career from your SDS assessment results different from your dream job? If
so why do you think it is? If not, did the assessment help you consider other career
options?
4.) What skills do you think you need to work on to be better equip for your dream job
or what skills do you need for your dream job?
144
5.) How will you attain these skills?
6.) What is the path you would need to take to attain your dream job (i.e. college, trade
school, apprenticeship, computer certifications etc)?
7.) What is something new you learned about yourself today?
145
Lesson Two (Transferable Skills) Week 2
Introduction into Transferable Skills
Transferable Skills are skills acquired in: school, work, volunteer experiences,
life experiences and communication with others, and are not limited to one life
experience but is transferable to other circumstances in life. These are the skills and
abilities you possess which can be utilized in a variety of job positions. If you do not
possess a great deal of experience in the field of work you are pursuing, you will need
to attract the prospective employer's attention by emphasizing the skills that you do
have which relate to the position you are interested in (retrieved 5/5/09 from:
http://www.professional-resume-example.com/transferable-skills.html).
To get the class thinking about transferable skills, start by having the students
make a list of their part-time or full-time work experience, activities and/or hobbies,
volunteer work, organizations they are affiliated with, positions or offices they hold (in
various associations, committees and/or clubs) and/or sports in which they have played.
Once they have completed their list of experiences, they will create a list of specific
activities that they participated in for each experience. For example, if they played on a
baseball team some of their transferable skills might be: team player, hardworking,
diligent, excellent communication skills and personable.
146
Transferable Skills Video: Dirty Jobs
What were the titles of the two jobs that Mike Rowe from Dirty Jobs participated in?
List seven skills or abilities that Mike Rowe exhibited for each job he participated in.
Were there any transferable skills? If so which ones? Explain how the skill was used in
each position.
What other professions could Mike’s transferable skills apply to? (List 8 professions)
What do you believe is Mike’s most important transferable skill and why?
147
Transferable Skills Worksheet
The purpose of this exercise is to get the students thinking about transferable
skills in the workplace and what specific set of skills transfer across jobs. On the next
page, there is a Venn diagram with the following occupations on each circle: Doctor
(top circle), Plumber (bottom right circle) and Fast Food Worker (bottom left circle).
Within each circle, the student must list ten skills that each profession requires. Where
the circles intersect the student is to list the skills shared between and across
professions. These shared skills are transferable skills that a working person can utilize
in multiple different professions.
Question for Discussion:
1.) What are some transferable skills shared between two of the professions?
Between all three of the professions?
2.) What are some transferable skills you have from school, work, side work,
volunteer work and or community service?
3.) On the back side of the Venn diagram list ten different transferable skills that
you have and put you name on the paper.
148
Transferable Skills Worksheet
Doctor
Fast Food
Worker
Plummer
149
Transferable Skills Summary
When you understand how many skills and abilities you have, you are
better prepared to market yourself to employers. It's difficult to explain to others what
you are capable of when you haven't taken the time to figure it out yourself. It's
especially important when you have little concrete experience in a given field. These
skills could literally make the difference between you getting a call for an interview or
someone else getting that coveted phone call (retrieved 5/5/09 from:
http://www.professional-resume-example.com/transferable-skills.html).
To be able to make these skills work for you, a significant amount of research
may need to be done to determine the exact needs of the employer for the position you
are interested in. You need to find out what is required for the position. Then speak to
those needs in whatever way you can. You need to market your transferable skills in
such a way that you look like the best candidate for the position. Job duties may differ
from job to job, but there are a myriad of skills that transfer from one job to another.
Being able to identify and clearly relate those transferable skills to a prospective
employer is a huge benefit to you, the job candidate.
150
Lesson Three (Master Application) Week 3
What is a job application and what is it used for? (Handout)
What is a job application and what is its purpose? A job application is a formal
document in which the potential employee completes in order to potentially attain a
position at the company in which they applied for the position. The actual job
application requires the applicant to complete the following information about them
self: contact information, age, past work experience, availability, references, and in the
state of California criminal record information. The purpose of a job application is to
see if you the applicant have the essential skills and qualifications to do the job. Your
work history and education should show your skills, abilities and experiences. This will
highlight whether or not you can do the job.
Guidelines
When completing a job application, use the following guidelines:
1. Complete all information as accurately as possible. If there is an area that you
are not comfortable answering, indicate, in the blank area, that you would like to
discuss that particular information.
2. Be honest when completing the application. If you do not tell the truth, you may
get the job, but if the company discovers that an employee has falsified their
employment application, it is grounds for termination.
3. Sign the application.
151
4. Bring a copy of your resume with you. All pertinent dates and information
should be listed on your resume. Do not state "see resume" on application!
Even though the information may be on your attached resume, take the time to
fully complete the application.
5. Bring a list of any names, addresses, telephone numbers, dates, etc. that are not
listed on your resume. You may need this information when completing the
application. In other words, "Be Prepared!"
6. You may avoid answering illegal questions such as:
-Age, Gender
-Marital Status
-Family Size
-Religion, Politics
-Birthplace
-Race or National Origin
-Disabilities
-Arrests or Convictions
Note: (There may be exceptions to answering these questions. An example of a
situation in which a physical limitations question might be asked would be if the job
requires lifting 50 pounds, and you can only lift 5 pounds. The question might be
phrased can you lift 50 pounds on occasion or can you lift 50 pounds frequently? This
question may be asked because the qualifications are directly related to the job.)
Stumbling Blocks
152
There are some stumbling blocks that you may encounter when completing a job
application. For example:

Friends and Relatives. Typically, applications will ask if you have any friends or
relatives who work for the company. Be sure you tell the truth.

Criminal Record. In some states, it is illegal to ask about your convictions or
arrests. (Note: know your local laws as they pertain to juvenile records.) If there
is a criminal record question that you are not comfortable with, write “See me
later”. Be honest about your conviction.

Education. There is a trend where people are exaggerating about their
educational accomplishments. Be sure to be honest because potential employers
are researching this information.

Lay-Off. If you are laid-off due to plant closing, down-sizing, etc. tell the
employer. This is very typical today. Give the reason for the down-sizing.

Fired. If you were fired, don’t omit that job from your job application because it
will leave a hole in you work history. Instead write “Please see me” under the
area that asks why you left the position. During the interview explain the
situation.

Job Hopping. Job hopping is when you have changed jobs too often. If you are a
student, it is typical to have held several part-time jobs. This would be
considered job hopping. (Note: should your positions have been student jobs on
campus, an explanation of the duration of the job over a semester or quarter is
warranted.)
153

Unemployment Gaps. If you have gaps of unemployment between jobs, you
should offer some explanation. Some acceptable reasons are job hunting due to
layoff from your previous job, starting a small business, etc.

No Work History. If this is your first job, list volunteer work, work with
charitable organizations, etc. (Note: any position that shows responsibility i.e.
consistent babysitting, landscaping, volunteer work etc.)

References. Employers may contact references. Do not let them catch your
references off guard. Be sure you have prior permission to use someone as a
reference. Also give the references a heads up on where you have applied.

Money. When the application asks what wage or salary you expect, write
“Open”. If you specify a dollar amount and it is too high, you may price yourself
out of a job. For each of your former employers, you will be asked to give the
wages you earned. Leave it blank if you know for sure that you were underpaid.
Tell the truth if you were paid a fair wage. Do not exaggerate.
Information retrieved 5/5/09 from:
http://www.pueblocc.edu/StudentServices/CounselingandTransfer/CareerServices/J
obApplications.htm).
154
Master Application Worksheet
Please complete the following master application. Fill out every section to the
best of your ability. Write a neatly as possible and do not use cursive handwriting
except to sign your name. Take your time. Do not rush through the worksheet because it
will show. If a potential future employer believes you have rushed through your
application they will throw the application in the trash, and they will not call you for an
interview. When you come to the section titled “work experience”, you may submit
your volunteer experience in the place of actual paid work experience. If you have any
questions feel free to ask for help. Remember this is practice for the real process of
completing an application for employment. Remember this is your time to shine as a
potential new employee. Put your best foot forward and highlight your best skills and
abilities from your work, school or volunteer experiences.
155
MASTER APPLICATION
_____________________________________________________________________________
_______
Last name:___________________________ First
Name:________________________________ Middle Initial :____
______________________________________________________________________
______________________________________________________________________
________________
Address:
______________________________________________________________________
________
City: ___________________________________State:
_________________________________ Zip Code: _______________
______________________________________________________________________
________
Home Phone: ________________________Work/Mess. Phone:
__________________________
DL#/Class: __________________________ State/Expiration Date:
_______________________
______________________________________________________________________
________
Position Desired: _____________________ Salary Desired:
_____________________________
______________________________________________________________________
________
Date You Can Start: ___________________
Days/Shifts Available:
Mon: ________ Tues: ________ Wed: ________ Thurs: ________ Fri: _______ Sat:
_______
Sun: _______
Have you ever been convicted of a felony? ______ Yes ______ No
156
EMPLOYMENT HISTORY
List all paid experiences for the last 10 years. You may include volunteer experience
that may meet the requirements for this position. If there are gaps in your employment
please explain in space provided below.
Dates:
From: ________
To: _________
Name & Address of Employer:
______________________________________________________________________
________
______________________________________________________________________
________
Position/Salary:
______________________________________________________________________
________
Reason for Leaving:
__________________________________________________________________
_____________________________________________________________________________
________
Description of Duties:
______________________________________________________________________
________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Dates:
_________
From: ________
To:
Name & Address of Employer:
_____________________________________________________
______________________________________________________________________
Position/Salary:
_________________________________________________________________
Reason for Leaving:
_____________________________________________________________
157
______________________________________________________________________
________
Description of Duties:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Dates:
_________
From: ________
To:
Name & Address of Employer:
______________________________________________________________________
________
______________________________________________________________________
________
Position/Salary:
______________________________________________________________________
Reason for Leaving:
_____________________________________________________________
______________________________________________________________________
Description of Duties:
_____________________________________________________________________________
______________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________
158
Lesson Four (What is a Resume?) Weeks 4 & 5
What is a Resume?
A resume is a snapshot of a person’s education, skills, abilities and experiences
that directly pertain to the job position the individual is applying for. A resume provides
the employer with a brief interpretation of an individual as a potential candidate for the
position in which the employer is trying to fill. The most effective resumes are resumes
which address the employer’s specific needs regarding the position they are trying to
fill. As an applicant it is your responsibility to research the position and the company
that you plan to apply for. This can be done by reading the job statement duties,
contacting the employer, and/or visiting the business during daily operations.
It is important to make your resume concise, accurate and specific to the
position you are applying for. Most employers only glance at a resume for 15-30
seconds on average. Therefore, it is critical that your resume includes the following:
who you are and your contact information, a strong purpose statement, what your skills
and credentials are. It is just as important that the information is accurate free of
grammatical errors. Any resume that does not follow this formula is removed from
being a potential candidate.
159
Sample Resumes and Types of Resumes
There are three basic types of resumes: chronological, functional and
combination. A chronological resume is the most popular format. It places information
in reverse chronological order (i.e. from most recent position to least recent). Employers
tend to prefer this format because it potentially demonstrates a candidate’s steady and
upward career growth with infrequent job changes. Thus, the focus is on the duration of
time, job continuity, growth, and achievements within a limited number of companies
or businesses.
160
Chronological Resume Sample
Paul Jones
6 Pine Street
Arlington, VA 12333
555.555.5555 (home) 566.486.2222 (cell)
phjones@vacapp.com
Experience
Key Holder, Montblanc
April 2001 - February 2005
• Opened new specialty boutique
• Placed orders to restock merchandise and handled receiving of products
• Managed payroll, scheduling, reports, email, inventory, and maintained clientele book
and records
• Integrated new register functions
• Extensive work with visual standards and merchandising high-ticket items
Sales Associate, Nordstrom - Collectors and Couture Departments
July 1999 - April 2001
• Merchandised designer women's wear
• Set-up trunk shows and attended clinics for new incoming fashion lines
• Worked with tailors and seamstresses for fittings
• Scheduled private shopping appointments with high-end customers
Bartender
Jigg's Corner
February 1997 - July 1999
• Provide customer service in fast-paced bar atmosphere
• Maintain and restock inventory
• Administrative responsibilities include processing hour and tip information for payroll
and closing register
Education
Ramapo College, Arlington, Virginia
161
Computer Skills
• Proficient with Microsoft Word, Excel, and PowerPoint, and Internet
(Retrieved 5/19/09 from:
http://jobsearch.about.com/library/samples/blretailresume.htm).
Functional Resume
A functional resume focuses on skills, credentials, and accomplishments over
the course of all jobs held. Unlike a chronological resume, the emphasis is on what you
did, not when or where you did it. Accomplishments, qualifications and experience are
grouped together, to emphasize your experience in specialty areas. The functional
resume places a greater value on the individual’s skill set and experience/achievements
rather than the specific duties performed at each employment/volunteer experience. A
functional resume might be better suited for an individual who has little to no paid work
experience but has academic and volunteer experience that may be supplemented in its
place.
162
Functional Resume Sample
Karol Miner
336 W. Chugalug Way, Sentinel, WY 33666
c: 444-222-4339 e: karmin@southwbell.net
Objective
To attain a process management opportunity that utilizes my communication and
analytical skills to influence organizational growth and bottom line profitability.
Achievements
Research Information and Analyze Options


Researched and purchased better heat exchanger that alleviated our heat loading
problem. Saved company four to six hours of downtime per eight-hour shift and
improved product yield at extruder.
Purchased and refurbished used gearbox as spare. Saved 12 days downtime and
eliminated risk involved to rebuild critical pieces of equipment. During
emergency rebuild we are down 2 days rather than 2 weeks.
Manage People and Projects


Successfully led refurbishment campaign on all three extruder gearboxes. Proactive rebuild of gearboxes puts downtime at two days rather than two weeks.
Reallocated resources during two-week annual shutdown so that no down time
was encountered and all projects finished on time.
Extrapolate Essential Data


Proved that product quality issue was not due to equipment processing
parameters. Product design team discovered fault in their print test methods.
Evaluated trends of real time data on AFG grinder. Proactive identification of
problem prevented coarse particle contamination.
Utilize Subject Matter Expertise to Influence Management Decisions


Determined capital project would need to be undertaken pro-actively to avoid
having to use our business resumption plan in the event of catastrophic failure.
Company will save about 1 million dollars.
Created viable process for extrusion, during new product development, with no
start-up difficulties.
Effective Communication Throughout the Organization
163


Implemented safety related information to senior staff, peers and subordinates.
Frequently requested to explain processing issues involving extruder and
batching processes. Provide technical information to senior management as well
as operational information to the process operators and managers on the floor.
Experience
Senior Process Engineer / Technical Support, 2005 – Present
Zezee Corporation
Process Engineer / Technical Support, 2000 – 2005
Zezee Corporation
Technical Professional, 1997 – 2000
Halogen Energy Services
Education
BS Chemical Engineering, 1996
University of Missouri – Rolla, Rolla, MO
Graduate level coursework towards an MBA with Financial Emphasis
Organizational Communication, The Economic Environment, Management of
Organizational Behavior, Accounting & Finance Environment, Marketing Management,
Human Resource Management and Administration, Legal Environment of
Management, Ethics & Management from a Christian Perspective, Strategic
Management, Management Seminar – Entrepreneurship, Managerial Accounting
Southern Nazarene University, Bethany, OK
Professional Development
Xerox – Lean Six Sigma Yellow Belt
Xerox Corporation
ISO 9001:2000 – Internal Audits for
Organizational Success
Paradigms, Inc.
Confined Space Entry Rescue
Fire Service Training, Oklahoma State University
(Retrieved 5/19/09 from:
http://jobsearch.about.com/library/samples/blretailresume.htm).
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Combination Resume
A combination resume uses a career profile, a functional style listing of relevant
skills and accomplishments, and then proceeds to describe employment and education
histories in reverse chronological order. In other words, it is a combination of the above
two concepts. The experience section directly supports the functional section by
providing a more holistic view of the candidate with respect to their work/academic
achievements that may pertain to the available position that the person is applying for.
165
Sample Combination Resume
Jose A. Adelo
1525 Jackson Street, City, NY 11111
555-555-555
email: abc@abc.com
OBJECTIVE
To obtain a position where I can maximize my multilayer of management skills, quality
assurance, program development, training experience, customer service, and a successful track
record in the Blood Banking care environment.
SUMMARY OF QUALIFICATIONS
Results-oriented, high-energy, hands-on professional, with a successful record of
accomplishments in the blood banking, training, and communication transmission
industries. Experience in phlebotomy, blood banking industry, training, quality
assurance, and customer service with focus on providing the recipient with the highest
quality blood product. Fully compliant with FDA, GMP, Code of Federal Regulations,
AABB accreditation, and California state laws.
Major strengths include strong leadership, excellent communication skills, competent,
strong team player, attention to detail, dutiful respect for compliance in all regulated
environment, as well as supervisory skills including hiring, termination, scheduling,
training, payroll ,and other administrative tasks. Thorough knowledge of current
manufacturing practices, and a clear vision to accomplish the company goals. Computer
and Internet literate.
PROFESSIONAL ACCOMPLISHMENTS
Facilitated educational projects successfully over the past two years for Northern
California blood centers, a FDA regulated manufacturing environment, as pertaining to
GMP, CFR's, CA state and American Association of Blood Bank (AABB) regulations,
and assure compliance with 22 organization quality systems.
Provided daily operational review/quality control of education accountability as it
relates to imposed government regulatory requirements in a medical environment.
Assisted other team members in veni-punctures, donor reaction care and providing
licensed staffing an extension in their duties by managing the blood services regulations
documentation (BSD's) while assigned to the self-contained blood mobile unit (SCU).
Successfully supervised contract support for six AT&T Broadband systems located in
166
the Bay Area. Provided customer intervention/resolution, training in telephony and
customer care, Manpower Scheduling, Quality Control, Payroll, and special
projects/plant extensions and evaluations to ensure proper end-of-line and demarcation
signal.
Reduced employee turnovers, introduced two-way communication to field employees,
enhanced employee appearance, and spearheaded the implementation of employee
(health) benefits.
Supervised and maintained the position of System Technician in charge of status
monitoring and the integration of monitoring devices in nodes and power supplies. For
the reception and transmission of telemetry to the network operation centers (NOC's)
located in Denver, CO and Fremont, CA. Designed plant extensions, improved the
paper flow and inventory control for the warehouse. Provided preventative maintenance
at the system level, face to face customer interaction when required, and traveled to
several telephony at home systems in the U.S. for evaluation and suggestions in using
the status monitoring equipment.
Chief point of contact for the AT&T telephone and the ABC Affiliated TV stations, as it
relates to complaints and diagnosing communicational problems either at the site or
remote broadcasting. Also tested/repaired prototype equipment for possible
consideration or for future use.
Reviewed FAA safety requirements and procedures to ensure compliance for aircraft
and passenger safety.
Communication expert and programming specialist for the intermediate range Lance
and Persian missile systems. Trained to operate and repair the (FDC) fire direction
control computer system and field satellite communications.
Served as Instructor/Supervisor (during my off time) for military personnel and their
dependents in various recreational classes to include; automotive repair/preventative
maintenance, wood making, stain glass, photography, and pottery.
WORK HISTORY






Acting Education Manager, American Red Cross, Oakland, CA: 2004 - 2008
Education Coordinator, American Red Cross, Oakland, CA: 2003 - 2004
Phlebotomist, American Red Cross, Oakland, CA: 2001- 2003
Cable Television CATV Supervisor, Core Communication Inc, Sunnyvale, CA:
1998 - 2001
CATV System Technician, TCI Cablevision Inc, Fremont, CA: 1991 - 1998
Technician/Day Shift Supervisor, Avantek Inc, Milpitas, CA: 1984 - 1991
167



Airport Security Supervisor, Wackenhut, San Jose, CA: 1983 - 1984
Multi Craft Instructor, APO NY Germany: 1981 - 1983
Communication Expert, US ARMY, APO NY Germany: 1979 - 1983
EDUCATION



Associate of Art, Administration of Justice, San Jose University, San Jose, CA
NCTI Certified, CATV System Technician, Denver, CO
ABM Certified, Cornerstone Technician, Denver, CO
(Retrieved 5/19/09 from:
http://jobsearch.about.com/library/samples/blretailresume.htm).
168
Skills and Abilities Brainstorming Worksheet
1.) List 10 places you would like to work and the position you would have while
working there: (i.e. McDonalds, Cashier)
2.) List 10 skills that you have and where you got them (school, work, church,
probation, community service, etc.):
3.) List 5 positive character qualities you have and explain why they are important to
you:
4.) How do your skills and personal characteristics qualify you for the position you are
interested in?
5.) What job that you listed earlier; do you feel you would like the most?
6.) What is your dream job?
169
7.) If you could be anything when you grow up what would you be?
8.) If you were to have all your college paid for would you go? Why or why not?
9.) What is your biggest obstacle in your life from becoming successful? Why?
170
Resume Development Worksheet
What is a resume?
What is your contact information? (Address, Phone Number, and Email)
List 10 skills that you have acquired through school:
List 10 skills that you have attained through work or volunteer experience:
List 10 positive character qualities you have:
List 10 transferable skills that you may have from other non-work or school related
experiences:
171
How do your skills and personal qualities qualify you for the job you are interested in?
What could you do to attain more skills and positive attributes to make you a better
candidate? (Explain)
What type of resume do you think would best suit you and why? (Functional,
Combination or Chronological)
Note: On the following page please complete the resume template to the best of your
knowledge. Should you need assistance please raise your hand and we will
accommodate you as best as possible.
_______________________
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Name
Address_________________________
City/State/Zip____________________
Phone#_________________
Mess#__________________
OBJECTIVE
SKILLS AND ABILITIES
____________________________
________________________
____________________________
________________________
____________________________
________________________
EXPERIENCE
___________________
Name of Company,
_____________
City, State
______________
Title/Position
___________
mo/yr to mo/yr
Duties:_________________________________________________________________
________________________________________________________________________
___________________
Name of Company,
_____________
City, State
______________
Title/Position
___________
mo/yr to mo/yr
Duties:_________________________________________________________________
_______________________________________________________________________
EDUCATION
__________________________________________
Name of High School, City, State
______________________________________________________
Name of other school, specialized training, City, State
PERSONAL TRIATS
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Lesson Five (Cover and Thank You Letters) Week 6
Also known as a Job Application Letter, a cover letter is a business letter written
to a prospective employer to express your interest in and qualifications for a position.
Before writing a cover letter to an employer, the applicant should research the
employer’s services/business they provide, mission statement, and daily operations so
that the cover letter that the applicant submits reflects the needs and values of the
company. It accompanies your resume and serves as an introduction to your resume.
The cover letter also allows you to expand on certain points that could only be
mentioned in the resume (Retrieved 6/9/2009 from:
http://owl.english.purdue.edu/owl/resource/640/01/). A cover letter should be no more
than a page long and should be clear and concise with no grammatical errors.
174
Employment Scavenger Hunt (Ice Breaker)
The purpose of the employment scavenger hunt is to find a fellow classmate
who can sign off on only one of the squares. There will be no duplication of signatures.
The first three people to get all squares signed off by their classmates wins a prize.
Has family
Has family in
Student, who
Has taken
Has done
who served in
law
has had a job
metal shop or
volunteer work
the military.
enforcement
before
woodshop
Has mowed
Has babysat
Has saved their
Has helped
Has chores at
own money to
coach little
home to do
buy something
league or
weekly
lawns for $
soccer
Has ever
Has ever had
helped with
food
preparation
Has family
Has family
Has family
an interview for who work for
who work in
who are
a job
the medical
teachers
the state o city
profession
175
Sample Cover Letter
Placer County Office of Education
PCOE Personnel Department
360 Nevada Street
Auburn, CA 95603
To whom this may concern,
My outgoing personality, diligence and strong work ethic, paired with my educational and computer
experience make me a strong candidate for a position as a Job Developer for the Placer County Office of
Education.
I am a graduate student in the Vocational Rehabilitation specialization at California State University of
Sacramento. I have a Bachelors degree in Psychology. I currently work as the primary case manager with
transition age foster youth in a collaborative program (K.E.Y.S), with the Placer County office of
Education, California Department of Rehabilitation and PRIDE Industries. I provide direct case
management paired with teaching a Job Club/Independent Living Program course at Koinonia
Community School. I am solely responsible for writing, maintaining and entering all confidential client
data into our rehabilitation data base as well as maintain paper charts. My primary focus of work with my
clients is career/vocational counseling. I also serve as a representative for PRIDE Industries at various
collaborative transition age youth programs/functions in the Placer County area.
In addition to being a student at CSUS, I worked as a full time administrative assistant II at the
Psychological Counseling Services Clinic at California State University of Sacramento for 18 months.
My primary duties were to enter highly confidential material into the clinic’s database as well as
maintain, audit and purge all clients’ charts. In this position I was fortunate to serve on a hiring
committee for the CSUS Student Health Center.
I've put myself through seven years of college by working such jobs as a restaurant server, customer
service/sales representative, a paid academic internship and as an educational tutor for services to
students with disabilities; all of which have enhanced my formal education.
I have the maturity, skills, and abilities to embark on a career in education, and I'd like to do this in the
Placer County Office of Education. I'd like very much to talk with you concerning a position at Placer
County Office of Education and look forward to meeting you in the future. Thank you for your time and
consideration.
Sincerely,
Wesley R. Roberson
176
Cover Letter Development Worksheet
Your name
Your address
Your phone number
Your E-mail address
Today’s Date:____________
Name of person/Company your applying for__________________
The person’s title _________________________________________
The person’s place of employment___________________________
The person’s address______________________________________
________________________________________________________
Dear Mr. / Mrs.___________________
Opening paragraph: Write a brief statement of why you are sending this letter
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Middle Paragraph: Compose a few sentences that would persuade an employer to hire
you. Highlight some of your skills and how they would relate to the job that you are
applying for.
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
177
______________________________________________________________________
__
Second Middle Paragraph: This is your persuasive paragraph that mentions a few goodworker traits.
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
______________________________________________________________________
__
The final paragraph: Request an interview and include how and when you can be
reached.
Sincerely,
Your signature: _________________________________
Your name typed: ________________________________
Enclosures: Resume, and transcripts or credentials if requested by the employer.
178
What is a Thank You Letter?
Following an interview, promptly (within 2 business days) write the interviewer
a letter expressing appreciation and thanks for the interview. A thank you letter is
another way to set your self apart from the other applicants.
The purpose of this letter is to:
• Show appreciation for the employer's interest in you.
• Reiterate your interest in the position and in the organization.
• Review or remind the employer about your qualifications for the position. If you
thought of something you forgot to mention in the interview, mention it in your
follow-up / thank-you letter.
• Demonstrate that you have good manners and know to write a thank-you letter.
• Follow up with any information the employer may have asked you to provide after the
interview.
(Retrieved 6/9/2009 from: http://www.career.vt.edu/JOBSEARC/interview/after.htm).
179
Sample Thank You Letters
400C Hunter Ridge
Blacksburg, VA 24060
(540) 555-1111
boles@vt.edu
October 26, 2006
Ms. Glenna Wright
Human Resources Manager
Fashion Department Store
2000 Line Drive
Fairfax, VA 22030
Dear Ms. Wright:
I enjoyed interviewing with you during your recruiting visit to Virginia Tech on October 25. The
management trainee program you outlined sounds both challenging and rewarding and I look forward to
your decision concerning an on-site visit.
As mentioned during the interview, I will be graduating in December with a Bachelor’s degree in Fashion
Merchandising. Through my education and experience I’ve gained many skills, as well as an
understanding of retailing concepts and dealing with the general public. I have worked seven years in the
retail industry in various positions from Salesclerk to Assistant Department Manager. I think my
education and work experience would complement Fashion’s management trainee program.
I have enclosed a copy of my college transcript and a list of references that you requested.
Thank you again for the opportunity to interview with Fashion Department Store. The interview served to
reinforce my strong interest in becoming a part of your management team. I can be reached at (540) 5551111 or by email at boles@vt.edu should you need additional information.
Sincerely,
Marianne Boles
(Retrieved 6/9/2009 from:
http://www.career.vt.edu/JOBSEARC/interview/after.htm#Sample%205.4%20%20-%20%20Thank-you%20for%20initial%20interview).
180
Sample Thank You Letters
170 Roanoke Street
Blacksburg, VA 24060
(540) 555-6241
JRichardson@vt.edu
March 3, 2007
Ms. Patricia Smith
Personnel Manager
Sheldon Computers and Electronics
1212 Lark Lane
Richmond, VA 23230
Dear Ms. Smith:
Thank you for the opportunity to visit with you and see your facilities last Wednesday. Both the interview
and the tour made for an exciting and complete day.
I was particularly impressed with your warehousing procedures. Mr. Allen was so thorough in explaining
your process to me, and I will be corresponding directly with him to express my appreciation.
Incidentally, the process you use is quite similar to one I have been researching through an independent
study this term. Perhaps I can share my final report with you and Mr. Allen.
The expense report you requested is enclosed.
Again, thank you for your hospitality during my visit and for all your efforts to arrange my visit. Having
seen your operation, I am all the more enthused about the career opportunity that Sheldon Computers and
Electronics offer. I look forward to your decision.
Sincerely,
Jan Richardson
Enclosure
(Retrieved 6/9/2009 from:
http://www.career.vt.edu/JOBSEARC/interview/after.htm#Sample%205.4%20%20-%20%20Thank-you%20for%20initial%20interview).
181
Lesson Six (Interview Techniques) Weeks 7 and 8
Introduction to Interviews
An interview is a conversation between an employer and a candidate where both
parties learn more about each other and the purpose of filling a position within a
company or organization. You and the interviewer each have a need: you want a job and
the interviewer wants to find the right person to fill the job (Retrieved 6/9/2009 from:
http://www.career.unm.edu/forms/interviewing_skills.pdf). In other words, an interview
is a culmination of your work experience, skills/abilities and your ability to sell yourself
as a potential employee. This is your time to shine as a potential applicant to an
employer. You need to put your best foot forward, make appropriate eye contact, smile,
be clear and concise and most importantly be confident in your skills/abilities.
If you receive an interview, chances are you have already been “prescreened”
and meet all, or most, of the requirements the employer is looking for in a candidate.
Typically this prescreening has been done through an application process and/or resume
review. The interview is an opportunity for further screening. Through an interview
both parties start to form impressions of whether a “fit” exists between your
qualifications/personality and the organization/position (Retrieved 6/9/2009 from:
http://www.career.unm.edu/forms/interviewing_skills.pdf).
182
TYPES OF INTERVIEWS
The following are examples of the most common types of interviews
One-on-One Interview
An interview with a candidate who is being questioned by only one person.
Panel/Committee Interview
An interview conducted by a series, or panel, of people.
Screening Interview
Typically a short interview used for the purpose of conducting a brief evaluation of a
candidate. An example of this type of interview is a conversation with an employer at a
career fair. From this conversation, an employer will decide if he or she wants to talk
with the potential employee/applicant further in a more formal interview.
Phone Interview
Rather than conduct an interview face-to-face, the interview will be conducted via
telephone. A phone interview is often a type of screening interview. Many times this is
done when there is travel involved for a face-to-face interview. For example, an
employer might interview ten candidates over the phone and then choose three to fly out
for an on-site interview.
On-Site Interview
An interview conducted at the location of the specific company/organization. If the
company location is not in the local area, and travel is involved, an on-site interview
can be a second-round interview.
Off-Site Interview
183
An interview that occurs outside of an organization. An example of this is an interview
at a career fair or a career services center.
Second-Round Interview
An interview conducted after a formal, initial interview. The first interview has
confirmed that you may be a good match for the job and the organization; the second is
designed to probe more deeply into your skills and interests, and to allow others in the
organization to meet and evaluate you (Retrieved 6/9/2009 from:
http://www.career.unm.edu/forms/interviewing_skills.pdf).
184
QUESTIONS AN INTERVIEWER MAY ASK YOU
While this list does not cover every potential question, it will start you thinking
about areas, ideas and concepts you should be familiar with, personally and
professionally, in order to provide quality answers in an interview.
Tell me about yourself.
Why did you select your college or university?
Why did you choose the career for which you are preparing?
Describe your most rewarding college experience.
What led you to choose your field or major of study?
What subjects did you like best in college? Why?
What subjects did you like least in college? Why?
Do you think your grades are a good indication of your academic achievement?
Do you intend to pursue a graduate education? How? When?
What have you learned from participating in extracurricular activities?
What part-time or summer jobs have been the most interesting? Why?
Please discuss your strengths and weaknesses.
What is your greatest asset?
What two or three accomplishments have given you the most satisfaction? Why?
What major problems have you encountered and how did you deal with them?
What have you learned from your mistakes?
What types of decisions are most difficult for you?
How do you react to pressure?
185
When working with a team, would you describe your typical role as a motivator, a
thinker, a leader or a worker?
Explain your answer.
When you are given a task or project, how do you organize your time and what are the
steps you follow to complete that task or project?
What has been your biggest frustration to date?
Tell me about a time when you had a disagreement with a co-worker or supervisor and
how you handled it?
Describe a difficult event or situation in your life. How did you handle it?
What makes you stand out from other applicants applying for this position?
What do you see yourself doing five years from now?
Why should I hire you?
How have your education, prior work experiences, and internships prepared you for this
job?
Highlight one thing on your resume that separates you from everyone else.
Why did you decide to seek a position with this company?
What do you think it takes to be successful in this company?
What two or three things are most important to you in your job?
What criteria are you using to evaluate the company for which you hope to work?
What do you know about our company and why are you interested in working for us?
What do you know about this field?
What challenges does this position present?
186
Do you like working with people?
Do you prefer to work independently or as part of a team? Why?
Have you ever supervised anyone in a work setting? Have you ever fired or hired
anyone?
What do you do in your spare time?
(Retrieved 6/9/2009 from: http://www.career.unm.edu/forms/interviewing_skills.pdf)
187
QUESTIONS TO CONSIDER ASKING AN INTERVIEWER
What organizational goals are being supported by this position?
What would my initial assignments be?
I have read about your company and its competitors. What makes your company
unique?
How would you describe your company’s culture and management style?
Why do you enjoy working for this company?
How does the organization define a successful individual?
What is the method of feedback/evaluation used by the organization?
What do you see as your organization’s strengths and weaknesses?
Can you describe recent projects on which a person in my position has worked?
What type of person tends to be successful in this position? What type of person are you
looking for?
What qualities do you seek in new hires? What expectations do you have of new
graduates?
How would you describe the work environment in this company?
Do you have a formal training program? What opportunities exist for continued training
and development?
How does the department in which I would be working relate to other departments
within the organization?
What are the plans for the future of my potential department and XYZ Corporation?
To whom would I report? Where would I fit in the organization?
188
What is the typical career path in your company for someone with my background?
Can you give me a sense of what proportion of my time would be spent doing each of
the tasks you’ve described?
What is the greatest challenge currently facing the department/organization? What plans
are in place for meeting this challenge?
(Retrieved 6/9/2009 from: http://www.career.unm.edu/forms/interviewing_skills.pdf)
189
THE DAY OF THE INTERVIEW
Arrive about 15- 20 minutes prior to your interview. You want to be prompt, but
not too early. Camping out in the lobby for an hour doesn’t make you look professional
instead it shows a lack of scheduling ability. There is no excuse for being late to an
interview; in fact, this is one of the most damaging things a candidate can do. If you are
unfamiliar with the interview location, locate the company, building and specific office
prior to the interview. Keep in mind traffic time, particularly if you are interviewing in a
larger urban center. For example, if you checked out the location at 10 p.m. chances are
it is going to take you much longer to reach your destination at 8 a.m. Also, keep in
mind how long it will take to find appropriate parking and any other parking details in
advance (i.e., if you will need a parking pass or special entrance to the facility).
Sometimes there are just “flukes” that happen that will make you late. A flat tire
or accidents on the road are things you just can’t plan for. If you are running late for a
legitimate reason, immediately call to let the employer know the situation. Find out if he
or she can wait for you, or if it is simply better to reschedule. It also bears mentioning
that you should never cancel an interview, unless in the case of an extreme emergency.
You may never get a second opportunity to interview, and certainly not get a second
chance to make a first impression. Have your clothing figured out in advance, ideally
the night before the interview (see the Career Services’ packet on “Dress for Success”).
Also bring an extra copy of your resume and references in a professional portfolio, a
notepad and a pen/pencil; your list of questions to ask the interviewer; and any
information you might need to fill out the job application. You may not need any of
190
these “tools,” but it’s better to be over prepared than under prepared (Retrieved
6/9/2009 from: http://www.career.unm.edu/forms/interviewing_skills.pdf).
191
Mock Interview Questions
Tell me about yourself.
Why do you want to work here?
What qualities and skills do you have that world make you best suited for this job?
What are your strengths and/ or weaknesses?
How have you dealt with conflict in the past (i.e. co-workers and or friends and
family)?
How would you handle a situation in which a customer is rude and is clearly wrong
without loosing that customer’s business?
How are you qualified for this job? Why should I hire you? What can you offer the
company?
192
Do you have any questions for me?
193
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