Mentoring Youth in Foster Care
Rachel Kohl, BEST Kids
Amber Troupe, Mentor Michigan
Heather Taussig, Fostering Healthy Futures
Statistics on Foster Care
•
•
•
•
Higher school dropout rate
Higher teen pregnancy rate
Higher crime rates
Milieu of developmental, emotional, and
behavioral problems
• 424,000 youth in foster care at the end of
2009
BEST Kids Mentoring Program
Shape a future, mentor a child.
District of Columbia
• Approximately 5,000 children involved in the
child welfare system
• 2,004 new substantiated cases of abuse or
neglect in 2009
• Fifth highest entry rate into
care in the U.S.
• Volunteer Mentoring
Partnership
Data from DC Action for Children
BEST Kids Mission
BEST Kids works to promote better futures for
youth in DC’s child welfare system by developing
and supporting mentoring relationships with
caring, consistent adults.
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
BEST Kids Program Design
• Initiated Volunteer Mentoring Partnership
with District government
• One-to-one volunteer mentoring
• Experiential Learning Peer Groups
• Initial and Ongoing Mentor Trainings
• Intensive Staff Support
• Early and ongoing long-term intervention
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
One-to-One Mentoring
• At least 10 hours per
month
• Weekly contact
• Intentional
Mentoring
• Extensive Training
• Mentor reporting
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
Peer Group
http://www.youtube.com/watch?v=SF1VGUUlYc4
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
Peer Group
• Second Saturday of the month
• Required for Mentors and Mentees
• Led by Peer Group Leaders,
backgrounds in education
• Community-based experiential
learning activities
• Provides additional mentoring
opportunities for matches
• Fully funded by BEST Kids – no cost to
mentors
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
Staff Support
• 1:20 Staff-to-Match ratio
• Bi-weekly contact with mentors
• Monthly in-person meetings with youth
• Advisory Board
support when
necessary
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
VMP Grant
• Initiated partnership in the midst of paidmentoring-friendly environment
• One year grant with renewal eligibility for four
years, started FY2010
• Three grantees currently
• Decreasing funds from District government
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
Foster Care Mentoring Act
• “To support the establishment or expansion
and operation of programs using a network of
public and private community entities to
provide mentoring for children in foster care.”
• Sen. Mary Landrieu (LA), Rep. Karen Bass (CA)
• 2002, 2003, 2005, 2007, 2009, 2011 … ?
• Establishment of a National Hotline Service
• Federal student loan forgiveness for mentors
Building Experiences, Skills, and Teamwork: Mentoring America’s Foster Care Youth
Contact
Rachel Kohl
rachel.kohl@bc.edu
BEST Kids
Jacklyn O’Hara
jackie@bestkids.org
(202) 397-3272
Mentoring Youth in Foster Care
National Mentoring Summit
January 2013
Mentor Michigan
• Statewide Mentoring Partnership
• Increasing the Quality and Quantity of
Mentoring Relationships
• Partnered with the Michigan Department
of Human Services
Foster Care Initiative
• Identified Michigan programs serving youth
in foster care
• Identified the capacity of these programs
• Identified barriers to serve more youth
Foster Care Initiative
• Developing relationships between
mentoring programs and local DHS offices
– Policy change within DHS to increase referrals
– Increased communication
Foster Care Initiative
• Training
– Mentoring programs on DHS practices and
policies
– DHS on mentoring programs practices
– Foster care specific training to mentoring
programs
Foster Care Initiative
• Statewide mentor recruitment
• Utilized faith based partnerships
Foster Care Initiative
• Tools for Mentoring Programs
• Tools for Mentors
• May is Foster Care Month
www.mentormichigan.org
Contact
Amber Troupe
Mentor Michigan Director
troupea@michigan.gov
www.mentormichigan.org
Mentoring Youth In Foster Care:
The Fostering Healthy Futures Program
Heather Taussig, Ph.D.
Kempe Center, University of Colorado School of Medicine
2013 National Mentoring Summit
“Our children’s future and the world’s future are one.”
~ Dr. C. Henry Kempe
Development of the
Fostering Healthy Futures Program

My early experiences

Experiences as a therapist

Dissertation; rationale for age selection

Focus groups

Meeting with community leaders
Fostering Healthy Futures (FHF)
Program Design
1) Evaluations of Children’s Functioning
2) Therapeutic Skills Groups
3) Mentoring
It Takes a Village















Denver Department of Human Services
Adams County Social Services Department
Jefferson County Human Services
Arapahoe County Department of Human Services
Broomfield County Health and Human Services
Colorado Department of Human Services
Graduate schools -DU, Newman, CSU, UCD, Metro
School districts and schools
Mental health centers and therapists
Children and families
Prior staff

Volunteers

David Olds

Ann Petrila

Daniel Hettleman

Kempe Center
Kempe Foundation
Department of Pediatrics
Youth Mentoring Collaborative
Developmental Psychobiology Research Group
Fostering Healthy Futures Team












Sara Culhane, Ph.D., JD
Melody Combs, Ph.D.
Orah Fireman, LCSW
Edward Garrido, Ph.D.
Wendy Gehring, B.A.
Rebecca Gennerman-Schroeder, MA, LPC
John Holmberg, Psy.D.
Jenny Koch, MSW
Mike Knudtson, MA
Christie Petrenko, Ph.D.
Heather Taussig, Ph.D.
Robyn Wertheimer, LCSW
FHF Graduate Student
Research Assistants and Group Leaders
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Brendan Close
Erika Joye
Nicole Lariviere
Amy Franke
Mia Kim
Jessi Wheatley
Melani Dawson-Lear
Melanie Rodriguez
Riley Spuhler
Walter Heidenreich
David Roberts
Alexis Karris
Marisa Duran
Patrick Nickoletti
Shawna Henry-Lange
Dena Miller
Thea Wessel
Jennifer Sackett
Amy Percosky
Tisha Bean
Emily Macdonald
Jill Gjerde
Rachel Lund
Ann Chu
Yael Chatav
Tiffany Conway
Tracy Rudhe
Brian Wolff
Jenn Winkelmann
Pam Freeman
Danielle Smith
Amanda Brown
Heather Frey
Vyga Kaufmann
Neta Bargai
Julie Bemski
Jenell Ribble
Martine Lopez
Alana Henken
Kathryn Jargo
Liz Hooks
Tara Buckley
• Jordan Pock
• Andrea Reece
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Sara Rosenau
• Thea Wessel
• Emily Rotbart
Natalie Tolejko
• Alana Henken
• Laurel Story
Kristen Simpson
• Julie Bemski
• Mayla Yang
Shari Watters
• Claire Heppner
• Tish Wer
Kristen Mackiewicz • Amy Percosky
• Melena Postolowski
Michelle Brunner
• Andrea Temple
• Claire Stephenson
Lindsay Heath
• Allison Glover
• Allison Glover
Kristin Nelson
• Sarah Morehouse • Melissa Toppel
Kate Slivka
• Jennifer DeVault • Jasmine Crane
Lindsay Smart
• Debra Boeldt
• Christina Hack
Susan Whittle
• Christine Kelley • Olga Leonova
Elizabeth Goetter
• Denise Onofrey • Leah Chelist
Julie Lyons
• Jennell Ribble
• Katie Lange
Courtney Fiedler
• Alanna Gangemi • Allison Bratsch
Edyta Biegunajtys
• Jenny Doft
• Kristen Vescera
Claire Heppner
• Jenea Jones
• Leah Scandurra
Clara Paynter
• Kristin Allen
• Emily Laux
Kelsey McNeill
• Maddie Philley
• Tara Rhodes
• Shawna Henry-Lange • Rachel Shulman • Leah Horrigan
• Jenell Ribble
• Leigh Clasby
• Cory Reid-Vanas
• Dena Miller
• Sarah Perzow
• Erica Ragan
• Martine Lopez
• Caroline Oppenheimer
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
FHF Graduate Student Interns
2002-2003
• Melani Dawson-Lear
• Kristine Wilson
• Brenna Ellington
• Lanette Ambers
• Carrie Oliver
2003-2004
• Amy Bruner
• Liz Dinsdale
• Vashawn Banks
• Josh Goldman
• Marisa Duran
• Amber Cross Thomas
• Melanie Rodriguez
• Clover Bone
2004-2005
• Tiffany Conway
• Katie Ferguson
• Katie Melstrom
• Lisa Meyers
• Kendra Sasa
• Carla Scarpone
• Lewis Smirl
• Kelsey Wennesland
• Regina Richards
2005-2006
• Michelle Brunner
• Jocelyn Gray
• Jon Phillips
• Jennifer Stucka
• Christina Haskins
• Tina Francis
• Sarah Kane
• Mark Spehn
• Jennifer Nelsen
2006-2007
• Lorendia Schmidt
• Phoung Phan
• Beth Lipschutz
• Jacquelyn Eisenberg
• Angela Bierle
• Lisa Harrison
• Nicole Henkins
• Erin Hoglund
2007-2008
• Kerrie Earley
• Ashley Moore
• Justine Stewart
• Lauren Goldberg
• Marissa Nasca
• Amber Wolfe
• Jennifer Reynolds
• Krystal Caduff
2007-2008 (cont.)
• Miranda Learmonth
• Molly Jenkins
• Rebekah Koenigbauer
• Sarah Oakley
• Lauren Timkovich
• Sam Murillo
• Elizabeth Berling
• Kristin Krietemeyer
2008-2009
• Rachel Alpert
• Katherine Belcher
• Taylor Collins
• Renata Heberton
• Alyse Keilson
• Blake Konner
• Emily Lyons
• Melissa Maurer
• Regan Linton
• Nina Modern
• Jennifer Pitcavage
• Meredith Schaffer
• Holly Selepouchin
• Heidi VanEpps
• Katherine Ware
2009-2010
• Lissa Miller
• Jenna Brown
• Jane Simon
• Allison Harris
2009-2010 (cont.)
• Shane Spears
• Jolie Rinebarger
• Diane Bouhall
• Kelly Fries
• Erica Brown
• Shavon Perkins
• Jess Valsechi
• Katie Kaser
• Britta Johnson
• Renea Nilsson
• Laura Merten
• Kyle Steinke
2010-2011
• Mele Cabral
• Jon Florida
• Sibyl Graham
• Beth Hilligoss
• Tighe Kaysar
• Alexandria Lewis
• Sarah Romero
• Stacy Walsh
• Jessica Devore
• Jacquelyn Gabel
• Jeffrey Hatcher
• Ryan Holmes
• Emily Laux
• Megan Lovingier
• Sapphire Rosier
• Cami Wangaard
*Over 80,000 hours of training provided to 116 interns
NIH Funded Research
Risk Behaviors in Maltreated Adolescents
National Institute of Mental Health Dissertation Award, 1 R03 MH56781-01, $25,000.
Preventive Interventions for Foster Care Youth
National Institute of Mental Health, 1 K01 MH01972, $590,166.
Intervention Development and Pilot for Foster Care Youth
National Institute of Mental Health, 1 R21 MH067618, $472,500.
Fostering Healthy Futures Efficacy Trial for Preadolescent Youth in Foster Care
National Institute of Mental Health, 1 R01 MH076919, $2,655,734.
Research Supplement to Promote Diversity in Health Related Research
National Institute of Mental Health, 3 R01 MH0876919-02S1, $283,706.
Recovery Act Administrative Supplement Providing Summer Research
Experience for Student and Science Educators
National Institute of Mental Health, 3 R01 MH0876919-03S1, $18,670.
State, University, and Hospital Funding

The Children’s Hospital Research Institute

Tony Grampsas Youth Services, State of Colorado

Colorado Clinical and Translational Sciences Institute
`


Bridge Funding
Program Support for Fostering Healthy Futures
Academic Partnership for a collaboration between the University of
Colorado Denver and the Denver Department of Human Services
Colorado Clinical and Translational Sciences Institute
Novel Methods Development Grant to assess stress reactivity
Edward Byrne Memorial Justice Assistance Grant, Colorado Division
of Criminal Justice, U.S. Department of Justice
Clinical Support for Fostering Healthy Futures
Funding Through Kempe Foundation

































2002
2003
2003
2003
2003
2004
2004-present
2005
2005
2006
2006
2006
2006
2006
2006
2006
2007
2008
2008
2008
2008
2008
2008
2008
2008
2009
2009
2009
2009
2009
2010
2010
2010
Daniels Fund ($20,000)
The Janus Foundation ($5,000)
Bonfils Stanton Foundation ($10,000)
PacifiCare ($10,000)
U.S. Bank ($5,000)
Daniels Fund ($50,000)
Pioneer Fund ($1,500,000 endowment for Fostering Healthy Futures)
Bonfils Stanton Foundation ($20,000)
Daniels Fund ($50,000)
Gannett Foundation ($3,000)
First Data/Western Union ($5,000)
Donor Advised Fund, Denver Foundation ($30,000)
Anschutz Family Foundation ($3,333)
Colorado Rockies Charity Fund ($10,000)
Denver Foundation ($15,000)
Daniels Fund ($60,000)
Anschutz Family Foundation ($4,167)
TJX Foundation ($3,000)
Rockies/McCormick Foundation ($20,000)
El Pomar Youth in Community Service - Arvada West High School ($500)
El Pomar Youth in Community Service - Northglenn High School ($1,500)
McGowan Foundation ($15,000)
Daniels Fund ($60,000)
MaggieGeorge Foundation ($16,000)
Xcel Energy Foundation ($5,000)
CO Rockies/McCormick Foundation ($20,000)
Larrk Foundation ($30,000)
Verdoorn Foundation ($15,000)
Anonymous ($5,000)
Daniels Fund ($60,000)
C0 Rockies/McCormick Foundation ($10,000)
Verdoorn Foundation ($11,000)
El Pomar Award of Excellence Finalist
Key Features of FHF
• Randomized controlled trial for 10 years
• Enrolled in yearly cohorts
• Graduate students serve as mentors
• Time-limited mentoring
• Few exclusion criteria
• Children continue to participate if they
change placements or reunify
FOSTERING HEALTHY FUTURES PREVENTIVE INTERVENTION
MODERATING FACTORS
•Demographic & Family Factors
•Type of Maltreatment
•Baseline Cognitive Functioning
•Baseline Behavioral Functioning
•Service Utilization
MEDIATING FACTORS
Cognitions
Social Functioning
Behavioral Functioning
•Self-Esteem and Efficacy
•Attitudes and Appraisals
•Future Orientation
•Social Support
•Competence & Acceptance
•Peer Associations
•Behavioral Regulation
•Coping Strategies
•Extracurricular Activities
DISTAL AND LIFE-COURSE OUTCOMES
Fewer Adverse Life-Course Outcomes
Better Distal Outcomes
•Mental Health
•Problem Behaviors
•Competencies
•Quality of Life
•Arrests and Incarceration
•Pregnancy and STDs
•School Failure and Dropout
•Emergency Mental Health Treatment
•Multiple and Restrictive Placements
•Associated Costs
Screening Evaluations
We assessed functioning in the following domains:

Cognitive

Academic achievement

Mental health

Social

Behavioral
Therapeutic Skills Groups

30 weeks; manualized program

8 children per group, equal females and males

Mental health clinicians and graduate trainees
facilitate

1 hour group and then dinner with mentors

Improve skills, process feelings related to the
foster care experience, and reduce stigma
Session Content

First Quarter:
Feelings, perspective taking, problem solving, communication

Second Quarter:
Self-talk, anger, worry, healthy coping, change and loss, Panel
Night, healthy relationships, peer pressure

Third Quarter:
Drugs/alcohol, anatomy and puberty, dating pressures, abuse
prevention, healthy relationships, future orientation

Graduation
Mentoring


Graduate students spend 3-4 hours per week of individual
time with each child they mentor
They work on child’s lifebook, engage in extracurricular
activities, help find other adult role models, shadow adults
in professions of interest, work on homework, take them
to libraries, recreational activities, etc.

Focus on engaging them in their communities and
teaching them advocacy skills

Mentors interface with other adults in child’s life

Role of mentor - create a web of support for children,
improve social skills, and provide staunch advocacy
Mentor Supervision

Intensive orientation

1 hour of individual supervision weekly

1.5 hours of group supervision weekly

1 hour seminar on relevant topics weekly

Supervisor available by cell phone after hours

Multiple training opportunities within and outside
Kempe
Special
Program
Activities
Panel Night
Cultural Presentations
Cultural Presentations

Encourage self-exploration

Encourage self-respect and respect for others


Supports problem-solving and perspective-taking
skills
Celebrate the difference and uniqueness each
child brings to group
Cultural Areas Explored










Race/Ethnicity
Country of origin
Language
Family role/Family composition
Traditions
Being in out-of-home care
Gender
Religion
Neighborhood
School and peers
Career Shadows
Field Day
So What?
Won’t Work

Children are too old

Children are “too disturbed”

Children have sexual behavior problems

Children are in diverse placements

Children reunify

Children didn’t sign up
Won’t Work








Graduate students can’t be mentors
Interns can’t drive children
Program is too short
Can’t end a mentoring program
Mismatch between mentor/mentee
Need a parent training component
Can’t get consent
Can’t do rigorous research
Qualitative and Quantitative
Outcomes
Qualitative Outcomes
Qualitative Interviews



We conducted qualitative interviews with 100% of children and
families who participated in our intervention program in the
first year
Both caregivers and children were incredibly positive about the
program when we interviewed them a year later
Common themes included: feeling accepted, learning and
retaining skills, the importance of both group and mentoring,
the importance of the relationships established, sadness of
program ending (despite most liking the length of the
program), and too much pizza!
Qualitative Quotes
Youth quotes about the program
“It was good ‘cause I got to be with people that were also in foster care and
you don’t get that a lot…so, it’s easier to cope with people when they have
the same feelings as you.”
“Not being alone…sometimes I don’t have a lot of people to talk to.”
“Talked about what we could do instead of making negative choices, like
growing up to get a college degree… We would talk about what our goals
were in life.”
“We had a real close relationship… She was somebody I could share my
feelings with because not most people I can share my feelings with…”
“It taught me that I wasn’t alone.”
“Helped me get along with life.”
Qualitative Quotes
Caregiver Quotes about the Program
“You could not ask for a better program to participate in…for [child], having that
bond experience and having someone he really got to develop a relationship
with and also have peers that were in the same position, that was a huge
positive.”
“They had a trust going and she reached him on a level that no one yet has really
been able to reach him.”
“I think it’s one of the things that got him through it. He had somewhere to go
to be able to talk about it and #1, didn’t have to be embarrassed or ashamed,
and #2, felt understood and accepted by his peers.”
“When dealing with this kind of thing, you’re always like ‘people are gonna look
at you as the bad parent because he was removed from my home because of
my anger, because of my mistake’…they made you feel more comfortable
with it…it’s a great, great program.”
Qualitative Quotes
Mentor Quotes about their Training Experience on FHF





“My time at FHF taught me what a powerful relationship is able to accomplish. As I
work with students daily, I remind myself that I can be a positive part of their day.
Every interaction that I have either strengthens or weakens the relationship we have
with one another. FHF prepared me to not only work with, but enlist the powerful help
of the families who stand behind my students. ”
“The program assisted in the development of providing meaningful and purposeful
therapeutic interventions that were individualized and directed towards the individual’s
specific and immediate needs.”
“FHF reinforced the importance of engaging with systems when working with children
and families.”
I learned about the importance of taking the perspective of other people and realizing
that people are doing their very best at that moment in time even if we (the
professionals) do not think the client is ‘up to par’.”
“I learned how to meet families and youth right where they are.”
Quantitative Outcomes
Time 2 Mental Health Outcomes
Trends and Significant Effects

Less Anxiety

Greater Perceived Social Support

Higher Quality of Life
Time 3 Mental Health Outcomes
Trends and Significant Effects

Lower Mental Health Composite Score

Fewer Trauma Symptoms

Fewer Symptoms of Dissociation

Less Current Mental Health Treatment
Placement and Permanency Outcomes




44% fewer placement changes
82% less likely to be placed in residential
treatment
5 times more likely to have achieved
permanency
Twice as likely to have reunified with their
biological parents
Summary





First known rigorous randomized controlled trial of a skills
group and mentoring preventive intervention for
preadolescent youth in out-of-home care
Strong recruitment, retention and program uptake
Pattern of finding suggests that the FHF preventive
intervention reduces mental health problems and
treatment, 6-months post-program
Placement and permanency analyses suggest that the
program has a beneficial impact in these areas as well,
particularly for the highest risk youth
Impact on mentoring field; lack of selection bias
Future Plans

Analyze academic outcomes and longer term effects



3.5 years post baseline
Participants were 12-15
Conduct young adult follow-up interviews


9 years post baseline
Participants will be 18-21

Examine mentoring data in depth

Implement a booster program for teens

Conduct a multi-site effectiveness trial

Disseminate program
Questions?
Heather Taussig
heather.taussig@childrenscolorado.org