Paul Gibson, LCSW
Bay Area Academy
Course Objectives
1.
To review exit outcome and group home data on child welfare
and juvenile probation youth in out of home care
2.
To discuss the emerging role of group homes under AB 12
3.
To review the role of child welfare and juvenile probation in
working with young adults and group homes in extended care
4.
To review group homes services for young adults that prepares
them for transition from congregate care
5.
To review the placement options and transition resources for
youth and young adults exiting congregate care
2
Child Welfare Dynamic Report System
California 2011 Exit Outcomes
2212 Total Child Welfare Youth Exited Care
 1272 (57.5%) Completed a High School Diploma or GED
 603 (27.3%) Obtained Employment
 2012 (91%) Secured Housing
448 Total Probation Youth Exited Care
 244 (54.5%) Completed High School Diploma or GED
 99 (22.1%) Obtained Employment
 398 (88.8%) Secured Housing
3
Child Welfare Dynamic Reporting System
Youth Living in Congregate Care
January 1, 2012
4
Child Welfare Dynamic Report System
Group Home Characteristics
Child Welfare Youth
 52% ages 16-18 were prescribed psychotropic medications
compared to 21% of other youth in out of home care
 24% ages 16-18 had an IEP compared to 16% of other youth in out
of home care
 95% ages 16-17 in care for at least 24 months had 3 or more
previous placements
 20% ages 17-18 reunified with family and 68% emancipated
Juvenile Probation Youth
 54% ages 16-17 in care for at least 24 months had 3 or more
previous placements
 48% ages 17-18 reunified with family and 24% emancipated
5
Child Welfare Youth in Group Homes
 Group home placements are often used as a last resort when other
types of out of home care have failed
 Most youth have an extensive history of multiple placements with
family members, foster homes and congregate care
 Youth often have limited family and permanency options
 Youth frequently have mental health, emotional and behavioral
issues that interfere with achieving positive outcomes
 Budget cuts have reduced residential treatment options resulting in
more youth with mental health issues placed in group homes
 Most youth have academic deficits, have not completed high school
and have limited or no work experience
 Some youth have had sudden changes in living situations that
necessitated short term group home placement
6
Probation Youth in Group Homes
 Group homes are the most frequently used type of out of home
care
 Youth are removed from their community due to their behavior
 Family issues include lack of supervision, abuse and neglect, or
criminal involvement
 Budget cuts have reduced other placement options including
ranches, camps and the youth authority
 Youth often have mental health, substance use and behavioral
issues that interfere with positive outcomes
 Group homes provide better supervision and more services for
probation youth than other out of home care
 Probation youth often have more family permanency options
7
The Emerging Role of Group Homes
 Education support with a focus on youth completing high school or
obtaining their GED and learning college resources
 Permanency support for youth with involvement of families and
other significant adults to develop permanent connections
 Behavioral interventions and skills building to help youth address
emotional and behavioral issues impeding their progress
 Intensive treatment services to help youth address past trauma,
mental health, substance use, and unresolved family issues
 Life skills development to support youth in learning self sufficiency,
social skills, work readiness, and gaining work experience
 Preparing youth for transition to a lower level of care including
families, transitional housing, foster care and their communities
8
The Impact of AB 12/212 on Group Homes
 Allows youth to remain in congregate care after turning 18 years of
age as a Non-Minor Dependent (NMD) youth
 Decision on group home placement for youth is a voluntary, youth
driven, team based planning process
 Continued group home placement needs to be in the best interest of
the youth in order to complete high school or a GED
 Once the young adult completes high school or turns age 19 they are
expected to exit congregate care
 Young adults with medical and mental health conditions can continue
in short term placement in group homes after high school or age 19
 Treatment strategies in extended group home placement should
prepare them for a less restrictive and more family like setting
9
Potential Benefits of Group Home Care
Group homes can provide young adults with
the safety, support and additional time needed to
 Complete high school or their GED
 Participate in interventions to change behaviors to facilitate
moving to a lower level of care
 Access mental health and substance abuse treatment
 Develop family and permanency connections
 Obtain a job and start saving money
 Enroll in vocational training or post secondary education
 Prepare for transitional housing
10
Group Discussion
1.
What are the characteristics and challenges of young adults
you have worked with in congregate care?
2.
What service needs did they have in order to make a
successful transition to adulthood?
3.
What are the characteristics and service components of the
group homes that you have worked with?
4.
What are strengths and weaknesses of congregate care?
5.
How can you work with young adults and group homes to
achieve positive outcomes and successful transitions from
congregate care?
11
Extended Care Partnerships
 AB 12 extended care requires all of us to work together
to achieve positive outcomes with young adults
 These partnerships include the young adult, social worker or probation
officer, group home placement, & adult community services
 The SW or DPO maintains frequent contact with the youth in extended
care to monitor their progress
 The SW or DPO and group home work closely together to ensure the
young adult transition goals are met
 The SW or DPO & group home actively support the youth in developing
permanent connections with family & other significant adults
 The SW or DPO & group home work with adult community resources
and engage them as partners
12
Engaging Young Adults
 Extended care is a collaborative, youth-centered process
that includes treating the youth as an adult
 This involves a change in role from a person in authority making
decisions for them to a support person providing them with guidance
 Include young adults in the development of their independent living, service
and treatment plans
 Recognize and respect their adult status in making decisions about their
education, health, mental health treatment and other services
 Encourage the NMD to assume greater responsibility for participating in the
activities of their independent living plan
 Balance supporting the developmental needs of the young adult with
providing them with a safety net for the experience of independence
 Promote a relationship with young adults based on respect, positive regard
and genuineness
 Providing young adults with a supportive environment so they can enhance
their life skills and experience positive outcomes as they leave care
13
Case Manager Responsibilities To Young Adult
 Meet with the youth six months prior to age 18 to discuss option
and benefits of extended care
 Discuss placement options with youth including remaining in
group home care
 Complete SOC 161 – Six Month Certification of Extended Foster
Care Participation
 Complete SOC 162 – Mutual Agreement for Extended Care (except
for 602 probation youth)
 Complete updated Transition Independent Living Case Plan with
youth including 6 month goals and activities
 Complete updated Transition Independent Living Plan and
Agreement with youth
 Meet with the young adult at least monthly to monitor progress
with 51% of meetings at their placement
14
Extended Care Participation Conditions
1.
Complete high school or a program leading to an
equivalent credential
2.
Enroll in post secondary or vocational education
3.
Participate in a program/activity that removes barriers to
employment
4.
Be employed for at least 80 hours a month
5.
Be unable to consistently do one of the other conditions
due to a verifiable medical or mental health condition
15
Transition Independent
Living Case Plan (TILCP)
 The TILCP is a continuation of the same case plans that were developed
prior to age 18 and is the AB 12 case plan
 There is no longer a focus on family re-unification, parental rights
termination, or establishing legal guardianships
 The focus is on permanent connections and independence
 Must include at least one of the participation condition for extended
care eligibility
 Continues efforts to identify and develop permanent connections with
committed and caring adults and family members
 Identifies goals and services to support youth in education,
employment and development of independent living skills to be
successful adults
16
Transition Independent Living Plan (TILP)
 The TILP is part of the Transition Independent Living Case Plan and is
developed with the youth or young adult
 The purpose of the TILP is to identify the goals the young adult
agrees to achieve over the next six months
 The TILP includes at least one goal that meets a
participation condition for extended care and a back up
goal that meets a second condition
 The TILP includes a goal to develop permanent connections with committed
and caring adults
 The TILP includes a goal to transition to a lower level of care
 The TILP is reviewed with the young adult and the group home to identify
the activities, responsible parties and timeline for completing each goal
17
Sample Transition Independent Living
Plans For Youth in Group Homes
General Goal. Develop a permanency connection with a supportive adult.
 Activity. Identify family members and other adults who can provide
permanency support.
 Activity. Meet with family members and other adults to discuss future
support they can provide.
Condition 1 Goal. Complete the course requirements for high school
graduation.
 Activity. Meet with counselor to identify classes needed to graduate.
 Activity. Identify and access supports needed for success.
Condition 2 Goal. Enroll in Post Secondary Education
 Activity. Research post secondary education options including college
and community college.
 Activity. Apply for college, financial aid, and available services for
foster youth.
18
Sample Transition Independent Living
Plans For Youth in Group Homes
Condition 3 Goal. Remove Barriers to Employment
 Activity. Participate in ILP work readiness.
 Activity. Volunteer at a community program
Condition 4 Goal. Obtain Paid Part Time Employment
 Activity. Research and apply for supported employment opportunities
(i.e. Summer Employment Programs, WIA Youth Programs).
 Activity. Participate in ILP employment counseling.
Condition 5 Goal. Participate in Mental Health Treatment
 Activity. Obtain information about your mental health diagnosis and
treatment.
 Activity. Attend individual therapy on a weekly basis.
19
Youth Transitioning From Congregate Care
Prior to Age 18
 Meet with youth at least six months prior to turning age 18 and
discuss the benefits of extended care
 When possible, efforts should be made to transition youth from
group homes to less restrictive settings
 Review housing options and discuss where they would want to be
placed in extended care
 Develop the TILCP and TILP with the youth to support transition
from the group home by age 18
 Have a transition planning meeting with the group home to work
with them on activities to ensure successful transition
 Wraparound services may be used to support addressing the goals
and services of the TILCP including transition from group home
20
Developing a Transition Independent
Living Plan with a Young Adult
21
Group Home Case Plans
 Why the group home is the best placement to meet the needs of
the young adult
 How the placement will assist the young adult’s transition to
independent living
 Treatment strategies the group home will use to prepare the
young adult for discharge to a less restrictive or family like setting
 A target date for group home discharge
 Periodic review of the placement to ensure it is the best option
and review progress towards achieving independent living goals
22
Case Manager Responsibilities
To the Group Home
 Complete SOC 154 B Group Home Agreement for Non Minor Dependent
(a new agreement is not needed for youth who remain in the same
placement at age 18)
 Provide the group home with knowledge of the background and needs of the
youth including their Transitional Independent Living Plan
 Assist the group home in developing a transition plan consistent with the
TILP and support them in providing the services needed to achieve their goals
 Provide a Medi-Cal card or other medical coverage for the youth
 Work with the group home to maintain permanency connections with youth
family members, siblings and significant adults in their lives
 Maintain ongoing contact with the group home and include them in
transition planning meetings to support the young adult
 Work with the group home and NMD on discharge planning towards a lower
level of care or transitioning to adult services
23
Group Home Responsibilities
 Develop an initial transition plan with the young adult consistent with
their TILP (within 30 days for new placements)
 Provide the young adult with care, supervision, treatment arrangements
and services based on their TILP to ensure they achieve their goals
 Notify the placing agency within 24 hours of significant changes in the
young adult’s situation including their health, school, work or absence
 Complete a Shared Living Agreement with the young adult
 Support identifying and developing permanent connections with family
members, siblings and significant adults
 Participate in transition planning meetings with the SW or PO, young
adult, permanency options and community providers as appropriate
 Provide periodic updates of the transition plan progress every six
months or more frequently as needed
24
Young Adult Responsibilities
 Meet with my SW or DPO once a month and update them on
progress towards my TILP and permanency goals
 Work on completing the goals of my TILP and the participation
condition for being in extended care
 Comply with the terms of the Shared Living Agreement that I
make with my group home placement
 Inform my group home and case worker about any problems I
am having in my placement and work with them to find solutions
 Notify my case worker with 24 hours if I move to a new
placement or out of my current placement for any reason
25
Shared Living Agreements
 Group homes should review potential issues in housing non-minor
dependent youth and minors together and develop specific policies
to address them
 The Shared Living Agreement (SLA) is considered a best practice for
the group home to develop with non-minor dependent youth living
with minors
 Shared Living Agreements should respect the adult status of the
youth including the following areas




Personal time
Health care decisions
Food shopping and preparation
Computer access
 Shared Living Agreements with youth should respect the policies for
minors in program areas that include
 Keeping medications secured
 No smoking cigarettes
 Quiet after bedtimes
26
Shared Living Agreements
SLA Components
1. Skills and Resources Wanted
2. Health and Safety Concerns
3. Household Agreements
4. Household Chores and
Responsibilities
5. School / Work Attendance
and Performance
6. Financial Issues
7. Drugs and Alcohol
8. Conflict Resolution
3. Household Agreements
 Schedules / Curfew
 Noise
 Language
 Cigarette Smoking
 Guests
 Shared Space
 TV/Computer/Video Games
 Furnishing/Decorating
27
Community Care Licensing Regulations
Non Minor Dependents in Group Homes
 Complete a Pre-Placement Appraisal to ensure the safety
of all residents, review health history, identify special needs
and confirm the program can meet the needs of the youth
 Ensure the youth receives needed health care services & assist them in
developing skills needed to being self sufficient in obtaining health care
 Ensure the youth has access to three meals per day & is involved in
planning meals, food shopping, & preparing meals
 Assist the youth in developing independent living skills & assist them in
obtaining information on employment, career options, & attending
college
 The non-minor dependent youth can share a bedroom with a minor
who is a sibling or who they were roommates with prior to turning age
18 or with another non-minor dependent
28
Community Care Licensing Regulations
Non Minor Dependent Youth
Personal Rights
The NMD has the same personal rights as minors plus
additional rights as legal adults
 Have personal items including furnishings, supplies for
their living space, and an automobile
 Select, obtain or decline health care and related services
 Have a personal telephone or computer for internet access
 Leave or depart the program at any time
 Participate in activities of their own choosing
 Provide their own releases for confidential information
29
Group Home
Transition Service Components
 Education Support
 Mental Health Treatment
 Family and Permanency Connections
 Employment and Vocational Training
 Independent Living Skills
 Transition Preparation
30
High School Completion
 A primary reason for young adults to remain in group
home care is to complete their high school education
 Supporting youth in completing their secondary education
 Working with Special Education Departments to coordinate IEPs
and transition planning and ensure youth obtain needed services
 Working with Foster Youth Services to ensure youth get the
additional support needed including tutoring and advocacy
 Ensuring youth are enrolled and participate in adult education
classes to obtain their GED if high school is not a viable option
 Ensuring youth are aware of their educational rights and their
rights are honored
31
Post Secondary
Education Support
 Community Care Licensing requires group homes to assist young
adults with the steps to attending college at their request.
 Encouraging young adults to explore post secondary options
including community colleges, universities, vocational and career
technical education
 Assisting young adults in completing college and financial aid
applications, college enrollment and orientation, course planning,
and payment of fees
 Providing access to college resource programs including the Foster
Youth Success Initiative (FYSI), Extended Opportunity Programs and
Services (EOPS), Disability Support Programs and Services (DSPS),
and Guardian or Renaissance Scholars
32
Employment Support
 Youth need support to maintain employment or
remove barriers to employment
 Build positive relationships with youth, encouraging
them to set and achieve relevant goals
 Support youth with transportation and other resources
to get to work or meet goals for removing barriers
 Work with community organizations to connect youth
to services, programs and supports
 Help youth identify and access volunteer and
internship opportunities
33
Medical and Mental Health
Treatment
 Providing young adults with interventions to support them in changing
difficult or negative behaviors
 Ensuring young adults have access to treatment to address medical
needs and unresolved trauma, mental health and substance use issues
 Assisting young adults who meet disability criteria with completing
applications for Supplemental Security Insurance
 Educating young adults about their diagnosis and medications while
teaching them to advocate for themselves
 Educating young adults about the differences between the adolescent
and adult mental health systems
 Ensuring young adults have access to continuity of care in health and
mental health treatment through EPSDT and Medi-Cal
34
Supplemental Security Income (SSI)
State Supplementary Payment (SSP)
 SSI benefits are an important safety net for youth with serious disabilities
 SSI benefits are available to youth regardless of AFDC-FC eligibility (SSI and






AFDC-FC benefits may be offset – youth will receive amount of whichever
benefit is greatest)
Every youth in care must be screened for SSI eligibility between the ages of
16.5 and 17.5 and applications must be made on behalf of youth determined
likely eligible
The goal is to have SSI in place by age 18
Non minor dependents can participate in extended care and receive SSI
Young adults may be awaiting SSI approval while in extended group home
care
SSI may qualify youth for permanent housing and social security has
programs to help youth work and pursue their education
The placing agency must ensure that youth receiving SSI suspend payment
and receive state funded AFDC-FC for one month each year to maintain SSI
eligibility
35
Family and Permanency
Connections
 It is important to continue to have a philosophy that family and
permanency is important
 Help young adults form mutually supportive and stable attachments with
adults and expand their concept of family
 Search for and strengthen relationships with family members and
significant adults that have been disrupted
 Encourage youth to identify adults in their lives who are allies including
their friends, partners and their families
 Adult mentors can be an important permanency option and have been
effective in helping probation youth make positive changes in their lives
 Family therapy may be appropriate with some young adults and some
parents who experience change and growth
 Help young adults to understand, accept and manage their relationships
with their family members
36
Wraparound Services
 Wraparound services can help youth transition from group homes to a
lower level of care
 Wraparound services uses a team approach brings together friends,
family, and other important individuals in the youth’s life
 Services areas include transition planning; lack of supports; impaired
functioning; and social, communication, and living skills
 Wraparound services are intensive, individualized, strengths based and
focused on supporting youth in identifying and developing permanent
connections
 Eligibility is for youth currently placed in a group home and transitioning
to a lower level of care within 3 months of their discharge date
37
Employment and
Vocational Training
 Exit and outcome studies consistently show at least half of former
foster youth are unemployed
 Education and employment goals are not mutually exclusive and
should both be part of transition planning
 Supported employment provides youth with job readiness and
retention skills, work experience and employer support
 Group homes can support young adults in gaining work readiness skills
and work experience before transitioning to lower levels of care
 Community Care Licensing requires group homes to assist young adults
in obtaining information about trade, vocational, or professional
careers as well employment-related programs at their request
 Some youth will benefit more from employment and vocational
training than from pursuing post secondary education
38
Employment and
Vocational Training
 Community after school and summer youth employment programs
provide work experience with a 2.0 GPA usually required
 WIA (Workforce Investment Act) Youth Programs,
One Stop Centers and EDD (Employment Development Department)
programs provide work training and experience for youth
 Workability programs and the Department of Rehabilitation provide
employment services for youth with disabilities
 ROCP (Regional Occupational Centers and Programs) and Adult
education schools provide career technical education for young adults
 Local employers and the business community can be engaged as
partners to expand employment opportunities for young adults
39
Independent Living Skills
 Group homes can provide young adults with a supportive environment
to learn and practice independent living skills
 Ansell-Casey Life Skills Assessments can help young adults and group
homes to identify specific areas and skills to focus on
 Youth engaged in employment can learn skills related to job retention,
budgeting, paying bills, and money management
 Programs can teach daily living skills including grocery shopping,
preparing meals, self care and transportation
 Youth can also learn skills related to problem solving, decision making,
stress and anger management, and living with others
 These skills are essential for young adults to learn in transitioning to a
lower level of care
40
Independent Living Programs
Services Include
Access to Transitional Housing
Case Management
Post Secondary Education Support
Employment Services
Life Skills Workshops
Transportation and Financial Assistance
 ILP services are available to both child welfare and juvenile
probation youth in out of home care until age 21
 Youth in extended care should be encouraged to participate in ILP
 Participation in ILP meets Eligibility Condition 3 for extended care
41
Evidence Based and Promising Practices
General
 Positive Youth Development
 Motivational Interviewing
 Cognitive Behavioral Therapy
Trauma
 Trauma Focused Cognitive Behavioral Therapy
 EMDR (Eye Movement Desensitization Reprocessing)
Supportive Services
 Wraparound
 Mentoring
 Multidimensional Treatment Foster Care
42
Evidence Based and Promising Practices
Transition
 Supported Employment
 Permanent Supportive Housing
 Transition to Independence Process Model
 Independent Living Programs (Unrated)
Mental Health
 Interpersonal Psychotherapy – Adults / Adolescents
 Mindfulness-Based Cognitive Therapy
 Intensive Short-Term Dynamic Psychotherapy
43
Transition Planning Meetings
 Transition planning meetings include the young adult, SW or
DPO, and group home provider
 Transition meetings can also include family members, mental
health providers, potential care providers, and other significant
adults
 They also meet the case manager requirement of meeting with
youth at their place of residence more than half of the time
 An initial transition meeting at the beginning of the six month
extension can be used to develop and sign the Transition
Independent Living Plan
 TILP goals and activities can be reviewed with the young adult
and group home to clarify the responsibilities of all parties
44
Transition Planning Meetings
 A transition planning meeting is recommended at the
mid point of the six month group home agreement
 Progress in developing permanency connections with
family members and other caring adults can be reviewed
 Viable housing options for transitioning from group home care with
the steps involved, assigned activities and community resources
needed can be identified
 Social workers and probation officers need to ensure that youth are
on the waiting lists for supported transitional housing
 The need for extending group home care after the six month period
can be reviewed including reasons (i.e. medical or mental health) and
time frame involved
 This meeting can include preparing the 90 day transition plan for
youth wanting to exit foster care
45
Young Adults Who Have Dual Service Status
With Adult Providers
 Adult service providers who have a dual status in working with
youth should be included in the transition planning process
 Adult dual service providers may include the regional centers,
mental health services, vocational rehabilitation, special
education and health care providers
 The SW or DPO should ensure that youth are receiving case
management services from adult dual service providers when
appropriate
 Transition to supportive housing available through regional
centers, mental health, and others should also be considered if
it ensures site specific services or increases permanency
46
Housing Options For Young Adults
Transitioning From Congregate Care
Transition Housing Placement Program
Transition Housing Program Plus Foster Care
Family and Foster Care Options
Post Secondary Education Housing
Supervised Independent Living Setting
Transition Housing Program Plus
Transitional Living Programs
47
Transition Housing
Placement Program (THPP)
 Youth ages 16-18 are currently eligible
 There is a period of transition as THP-Plus FC comes online,
and existing THPP providers can currently serve non-minor
dependent youth beyond age 19 or beyond HS
 THPP includes living in apartments with roommates,
communal living situations in a house, or in family settings
 Case management is required for all housing models
 Communal living situations have staff supervision
 Short term housing option for youth or young adults
transitioning from congregate care
48
Transition Housing Program
Plus Foster Care
 Currently being developed as AB 1712
 Young adults in out of home care ages 18-21 are eligible
 Young adults will be under the supervision of their SW or DPO and
meet with them monthly
 THP-Plus Foster Care is a Title IV-E eligible placement and will be
under the authority of Community Care Licensing
 Housing will include both site based apartments and host family
options
 Case management and wrap around services will be available to
support the young adult
 It is important for THP Plus Foster Care to provide continuity of
mental health treatment and other specialized services for many
non-minor dependent youth exiting group homes
49
Family and Foster Care Options
 Young adults can transition from group homes to living with family
members, non-related family members (NREFM) or a non-related
legal guardian
 These providers can receive foster care payments directly or the
young adult can also live with them as a roommate using SILP funding
 Foster family homes, foster family agency (FFA) homes and small
family homes can also be use as placements for young adults
transitioning from congregate care
 Shared Living Agreements can help young adults transition to living
with family members, non-relative family members, and foster
homes
 Non-minor dependent youth in these placements remain eligible for
specialized care increment, dual agency rate, intensive treatment
foster home rates (if applicable), etc.
50
Post Secondary Education Housing
 There are extensive post secondary opportunities for young adults in
extended care including community colleges, career and technical education,
state universities and the University of California
 Financial aid is available for young adults in extended care
 Supervised Independent Living Plans (SILP) can include
college dormitories and university or off site housing
 All young adults must pass a Readiness Assessment to live independently
 Physical health and safety inspections are waived for dormitories and
university housing
 Young adults can receive SILP aide ($776 a month) and can still receive
financial aid for college
 Young adults exiting group home care need extensive support while in
college and post secondary education in order to complete a degree
51
Supervised Independent Living Plans
 SILP is a placement for young adults developmentally ready to
live independently
 SILP is the least restrictive placement option under extended care
and the young adult receives $776 per month for housing
 Types of housing for SILP include apartments, renting a room and
single residence occupancies (SROs)
 The young adult must complete a Readiness Assessment with
their case manager
 The Readiness Assessment includes a viable financial plan,
knowledge of budgeting and managing money, and the ability to
handle daily living tasks and live independently
 The case manager must also complete a Physical Inspection to
ensure the health and safety of the living situation
52
SILP Challenges For
Youth Exiting Congregate Care
 Many young adults exiting group homes will require extensive support
including case management, mental health, and other services
 They have often had limited or no work, budgeting and money
management experience
 They will need extended supportive housing to develop skills in
managing daily task and living independently
 SILP would generally not be appropriate for young adults with high
mental and physical health needs
 Group homes and THP Plus Foster Care can support youth in preparing
for SILPs by working with them on financial skills, daily living tasks, and
independent living skills
53
Transition Housing Program Plus
 Young adults ages 18-24 years of age are eligible
 Young adults are not under child welfare and juvenile probation
with dependency or delinquency status dismissed
 There are no participation conditions
 Most housing is in two bedroom apartments although
placement with permanent, caring adult is possible
 Services include case management, support with rent and food,
medical and mental health services, access to employment and
education services
 Maximum participation is 24 months
 Youth can participant in THP+ Foster Care and transfer to THP +
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Transitional Living Programs
 Provides housing and support services for homeless youth ages
16-21 to assist in making a successful transition to self-sufficiency
 Youth and young adults need to have exited foster care
 Services include life skills building, interpersonal skills building,
education opportunities, job preparation and placement, and
mental and physical health care
 Provides up to 18 months of residential services (24 months for
youth under age 18)
 Funded by the Family and Youth Services Bureau of the U.S.
Department of Health & Human Services
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Extending Group Home Care
 Once a young adult completes high school or turns age 19, they
are prohibited from remaining in group homes unless
 The young adult has a medical or mental health condition
(eligibility requirement 5) that prevents them from consistently
participating in eligibility requirements 1-4
 Continuing in the group home is a short term placement
 Treatment strategies should prepare the young adult for
discharge to a less restrictive or family like setting
 The young adult must provide the SW or PO with either
1. Written verification from a healthcare practitioner that they
have a medical condition and cannot meet requirements 1-4 or
2. Verification of the young adult’s disability benefit status
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Community Resources
Condition 1: High School Completion
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High School Support Services
Special Education Services
Foster Youth Service Coordinators
Career Ladders Project
College Bridge Programs
ROCP (Regional Occupational Centers and Programs
GED (General Educational Development) Testing Centers
Condition 2: Post Secondary Education
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California Community Colleges
California State Universities
University of California Institutions
Accredited Western Association of Schools and Colleges
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Community Resources
Condition 2: Post Secondary Education Support
 EOPS (Extended Opportunity Programs and Services)
 FYSI (Foster Youth Success Initiative)
 FAFSA (Free Application for Federal Student AID)
 The California Chaffee Grant Program
 DSPS (Disability Students Programs and Services)
 Renaissance Scholars Program
 Guardian Scholars Program
 Career and Technical Education Programs
 Adult Education Programs
 ROCP (Regional Occupational Centers and Programs)
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Community Resources
Condition 3: Programs/Activities to Remove Barriers to Employment
 Independent Living Programs
 One Stop Career Centers
 Work Readiness Programs/Activities
 Community Volunteer Centers
 Career Ladders Project
 Career Exploration Classes/Training/Programs
 Mental Health or Substance Abuse Treatment
 Community Colleges - Enrollment in One Credit or Non-Credit
Course College or Vocational Program Course
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Community Resources
Condition 4: Employment
 Workforce Investment Act (WIA) Youth Programs
 US Department of Labor Employment and Training
 Job Corps
 Workability
 California Employment Development Department (EDD)
 One Stop Career Centers
 Independent Living Programs
 After School and Summer Employment Programs
 California Conservation Corp
 Ticket to Work (SSI Recipients)
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Community Resources
Condition 5: Medical and Mental Health Conditions
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California Hospitals and Medical Centers
Medi-Cal
Early Periodic Diagnosis, Screening and Treatment
California Mental Health Services
Transition Age Youth Mental Health
Adult Community Behavioral and Mental Health Services
U.S. Social Security Administration (SSI)
California Department of Developmental Disabilities
California Regional Centers
California Centers for Independent Living
California Department of Rehabilitation
California Children’s Services
Adult Residential Care (Board and Care)
U.S. Department of Housing and Urban Development – Section 8
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Housing and Community Resources Plan
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The Keys to Successful
Transitions From Group Homes
 Work Together on Transition Planning
 Ensure High School or GED Completion
 Explore Access to Post Secondary Education
 Develop Permanency Connections
 Ensure Access to Mental Health Services
 Encourage Participation in ILP Services
 Support Completing Transition Independent Living Plan Goals
 Develop Employment or SSI as Stable Source of Income
 Prepare the Young Adult for Transitional Housing
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Successful Transition Elements
PERMANENCY
EDUCATION
EMPLOYMENT
HOUSING
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Summing It Up
 AB 12 gives us more time to work with young adults in group
homes and help them address the challenges that they face
 We need to ensure they have a comprehensive continuum of
housing, mental health, education, employment and support
services if they are going to succeed in life
 We need to develop effective practice models and identify
evidence based practices that work with transition aged youth
 Social workers, probation officers, group homes, young adults
and community providers need to work together and support
each other to achieve the best possible outcomes
 Young adults need to be treated like equal partners and be
empowered to take responsibility for their future
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