Handout 6
Vignette: Stacy / Mark / John
Stacey Fallon
Age: 15 ½
Background: Stacey Fallon, a Caucasian female, has been in care for three months
with her maternal aunt, Teresa Thompson. Stacey has history of neglect and physical
abuse by her biological mother, Ellen Fallon. Ellen has a history of substance abuse.
Ellen currently is in prison for selling and distributing methamphetamine and is
expected to be released in four years. Stacey has two half siblings, age 4 and 6, on
her father’s side. Stacey’s father, Richard Fallon, was killed in a car accident one year
ago.
Both Stacey and her aunt have completed an assessment regarding her knowledge
and skills on independent living. Stacey and the aunt have different perceptions of
Stacey’s assessment of functioning in some areas but the following are what are
agreed upon.
Communication
 Stacey has difficulty in expressing feelings and asking for help. She has a
tendency to “disappear” for hours after disagreement with her aunt. Stacey
does not know how to compromise, and insists that she is always right, and
her aunt is always wrong.
Daily Living
 Stacey knows how to fix basic meals for self and has done some shopping for
food, but she doesn’t always make good shopping choices. Stacey keeps living
space fairly clean and knows basic safety rules of the house (what to do in an
emergency, locking doors and windows at night, don’t let strangers into the
house.)
Self Care
 Stacey has had sex education and birth control through her school and her
primary physician and has classes in school about substance abuse and HIV.
Stacey has not made her own medical appointments. Stacey is vulnerable to
peer pressure. She has been sexually active in the past, has not always used
birth control in the past, but is not currently having sex with anyone.
Social Relationships
 Stacey tends not to be polite to adults, is demanding most of the time, has
difficulty in getting along with others, but desires a close peer relationship
with both girls and boys.
Work and Study Skills
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
Stacey has uneven study skills and does not utilize her time well. Stacy gets
her homework in to her teachers about half the time. Stacey grade point
average is a little below C.
Housing and Money Management
 Stacey receives an allowance of $15.00 a week. She does not save any of her
money. She has no savings account.
Career Planning
 Stacey has not had any classes or discussion about future educational plans
and/or a career.
Work Life
 Stacey has expressed an interest in getting a part time job; however, her aunt
states that she cannot get a job until she obtains a B average in school.
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Mark Weston
Age 17
Background: Mark Weston is a biracial youth (half African American and half
Caucasian). Mark is in a group home setting, and in this current setting for six
months. Mark has been in the foster care system for eight years, having been in eight
individual and group foster homes during this time. Mark has little contact with his
biological family, not having much opportunity to call or meet with them. Mark has
been stable in this current setting, and has made remarkable progress in asking for
help with problems that emerge. Mark has severe emotional problems, has a history
of running away, and has difficulty with impulse control. Mark has had several ILS
classes, but has not applied what has been taught. Mark recently has established a
relationship with a mentor. Mark’s current ILS self-assessment and the group home
social worker’s assessment are in agreement in the following areas:
Communication
 Mark has difficulty making his feelings and needs known. He tends to react
angrily when approached about discrepancies between what he has stated
and his behavior, but is not violent. Mark likes to debate most issues.
Daily Living
 Mark does not know how to do his own laundry. The group home rules don’t
encourage learning this skill. Mark does not know how to cook for himself.
Mark has an allowance and demonstrates the ability to save his money for
specific items.
Self Care
 Mark understands about sex, pregnancy and birth control, and preventing HIV
and STDs. Mark has not had sex. He is able to state two places where he can
go to be safe. He knows the basic safety rules of the group home.
Social Relationships
 Mark has difficulty in respecting other people’s property. Mark has made one
male friend at the group home. Over the last six months Mark has become
more respectful in his interactions with other group home residents and to
some of the group home staff that Mark states he trusts. Mark has stated that
he is not sure if he may be gay.
Work and Study Skills
 Mark is two years behind in accumulating credits to graduate high school.
Since he has been in this group home, his school work has improved and is
getting C’s and B’s in his classes. Mark in interested in computer classes.
Mark’s time management skills have increased, in that during unstructured
time, he begins homework assignments without having to be prompted.
Housing and Money Management
 Mark has beginning skills in budgeting, but has had no opportunity to learn
about savings and checking accounts, debit and credit.
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Career Planning
 Mark is interested in computer sciences and thinks he might like to do
something with fixing computers.
Work Life
 Mark has applied for a job at fast food restaurant in the past, but has not
worked.
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John Stanford
Age 19
Background
John has been in foster care since he was 12 years old. He had lived with his maternal
grandparents from age 5 until coming into foster care. His grandparents became ill
and no longer could care for him. His father has been in prison since before he was
born and his mother has struggled with substance abuse issues and was not able to
provide a safe home for him. Since returning to foster care, he has lived with his
maternal aunt and has finished high school recently. He plans to remain in foster care
and wants to live on his own in a SILP.
John has been working with his social worker and completed an assessment that
reveals the following:
Communication
 John has decided to remain in extended foster care and is willing to work with
his social worker. At times, he is reluctant to talk about his desires, but
generally communicates well about his future desires.
Daily Living
 John knows how to manage his laundry but does not know how to cook. He
has taken a cooking class in the past from ILS but does not feel comfortable
cooking on his own.
Self Care
 John has relied on his aunt to make is medical and dental appointments and
does not know how to handle such issues.
Social Relationships
 John has a girlfriend that he met while in high school. She has a 1 year old son
and John spends time with him as well as his girlfriend. John struggles to get
along with his aunt. He wants to be independent and gets into arguments
when he feels his aunt is putting limits on him.
Work and Study Skills
 John has finished high school and wants to work and go to the local
community college. He is not sure what he wants to study.
Housing and Money Management
 John does not have a checking out and has not learned how to manage a
check book.
Career Planning
 John is not sure what he wants to do career wise but has some interest in law
enforcement careers.
Work Life
 John has been applying to jobs in the area, but has not landed a position yet.
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