After 18 /
Extending Foster Care for Juvenile Justice Involved Youth
Trainer’s Guide
Version 1.0 | July 6, 2012
TRAINER’S GUIDE
Training Tips, Activities, & Transfer of Learning (TOL) Exercises
Table of Contents
Segment / PageIntroduction 3
Learning Objectives 4
Suggested Lesson Plan 6
Welcome and Review of Agenda 9
Fostering Connections After 18 (AB12) Eligibility and Jurisdiction 13
Adolescent Development 21
Impact of Foster Care: Loss and Complex Trauma 31
Working with Young Adults 44
Emerging Adults 57
Meeting the Needs of Non-Minor Dependent Youth 68
Placement 70
Planning 76
Case Activities 80
Closing 90
This curriculum was developed by Debbie Lowery of the Resource Center for Family Focused Practice.
Introduction
The purpose of this training is to provide theoretical and practical information about best practices approaches to working with juvenile justice involved older adolescents and young adults in the context of the newly developed program of AB12 Extended Foster Care.
The information included in this curriculum was reviewed and approved by the AB12 Youth Engagement, Training and Informing Focus Area Team. The materials are intended for public use, to be distributed widely and at no cost, providing that proper citation is noted. Sections of the training may also be used and modified for specific audiences. Please note that any modifications of the factual information within the curriculum may result in provision of incorrect information to training participants. If you have questions or concerns about the content, please contact Debbie Lowery at the Resource Center for Family Focused Practice ().
The Trainer’s Guide includes segments and activities with descriptions so that trainers can use the full curriculum as it is written or use individual segments and activities to best meet the needs of their audiences. These learning points are covered in more detail in the Trainer’s Guide.
The curriculum includes poster and printed pages with different developmental domains for use during an activity. The posted versions of the posters are not full scale. If you would like the full scale versions, please contact Mellissa Connelly at CalSWEC (). For the posters, the full size images are JPEG images and are at 100% full scale. So for example the 24” x 36” posters are actually images 24” x 36” in size. This makes the files larger in size but makes it easy for printers to print without resizing. Our recommendation is to send the file to the printer, ensure they know the file is the correct size for printing, laminate and seal the edges with 5 mil lamination. The 24” x 36” images are at 300 pixels/inch for good poster print quality. For the developmental domains, the black and white 8.5” x 11” images are 72 pixels/inch resolution and can be printed on 8 ½ x 11 paper in color to use to place on the tables.
The curriculum also calls for chart pads, markers and tape for the participants.
Learning Objectives
CORE COMPETENCY
The trainee will understand the role of the probation officer in assisting non-minor dependent youth to access the benefits available via AB12 and increase autonomy and independence.
Knowledge:
K1. List three possible outcomes for youth to current policy of foster care ending at age 18.
K2. Identify the basic provisions of AB12 from a list.
K3. Identify features of emerging adult development as differentiated from adolescent development from examples.
K4. List special developmental needs of emerging adults who have a history of juvenile justice involvement (with attention to those with backgrounds of violence and/or gang involvement).
K5. Describe shifts in the role of the probation officer when working with emerging adults in a voluntary status as compared to court-ordered.
Skills:
S1. Demonstrate how to assist a youth under your supervision in evaluating how NMD services can support their growth to independence using a probation specific scenario.
S2. Demonstrate how to develop a plan with an emerging adult that supports pro-societal behavior and increasing independence over their extended time in foster care using a vignette.
S3. Demonstrate communicating with an emerging adult regarding serious behaviors (e.g. drinking, drug use, failing to pay financial obligations, sexual behavior, gang involvement, and possible criminal behavior) based on a scenario.
S4. Demonstrate negotiating with an emerging adult and a caregiver over lifestyle differences to build skills in living together using a scenario.
S5. Develop a plan to continue the emerging adult’s progress in attaining pro-societal behavior.
Values:
V1. Honor the emerging adults’ perspective, opinions, and choices.
V2. Respect the growth in the emerging adult/probation officer relationship to one of consultation.
V3. Support the unique needs of emerging adults coming from the foster care/juvenile justice experience.
V4. Believe in the ability of emerging adults coming from a juvenile justice background to grow into pro-societal adults who positively contribute to society.
Suggested Lesson Plan
Segment 1
30 min
Welcome and Review of Agenda / Activity 1A:
Review of values related to AB12.
Slide 1
Activity 1B:
Review of Agenda, Action Plan and Practice Principles
Slide 2
Segment 2
40 min
Eligibility and Jurisdiction / Activity 2A:
Review of eligibility and jurisdictional issues for juvenile justice involved youth.
Slides 3-21
Segment 3
85 min
Adolescent Development / Activity 3A:
Overview of Adolescent Development including group activity to reinforce Physical, Cognitive, and Psychosocial Development
Slide 22
Activity 3B:
Lecture on adolescent brain development.
Slides 23-30
Activity 3C:
Brief lecture on key elements of successful youth development
Slides 31-37
Activity 3D:
Lecture on the special needs of cross-over youth.
Slides 38-41
Segment 4
40 min
Impact of Foster Care: Loss and Complex Trauma / Activity 4A:
Brief lecture on the loss experienced by youth in foster care.
Slides 42-46
Activity 4B:
Brief lecture on the concept of complex trauma and how it intersects with foster care.
Slides 47-52
Segment 5
105 min
Working with Young Adults / Activity 5A:
Brief lecture on decision making.
Slides 53-54
Activity 5B:
Group activity to practice talking to youth about extended foster care
Slide 55
Activity 5C:
Brief lecture on written report requirements for youth turning 18.
Slides 56-62
Activity 5D:
Lecture on the legal rights of non-minor dependent youth.
Slides 63-64
Activity 5E:
Discussion about Mutual Agreements, placements and documentation.
Slides 65-68
Segment 6
105 min
Emerging Adults / Activity 6A:
Brief lecture on the Emerging Adulthood Theory
Slides 69-73
Activity 6B:
Brief lecture on data regarding foster care exits and small group activity to reflect on the data
Slides 74-77
Activity 6C:
Brief lecture on the Midwest Study and small group activity to discuss ways to work with different kinds of young adults.
Slides 78-87
Activity 6D:
Brief lecture on working with young adults to build relationships.
Slides 88-90
Segment 7
90 min
Meeting the Needs of Non-Minor Dependent Youth / Activity 7A:
World Café Activity to discuss social work practice with emerging adults.
Slides 91-93
Segment 8
60 min
Placement / Activity 8A:
Brief lecture on the placements available to non-minor dependent youth.
Slides 94-99
Activity 8B:
Brief lecture about maltreatment of non-minor dependent youth in foster care.
Slide 100
Segment 9
35 min
Planning / Activity 9A:
Brief lecture about case plan requirements for non-minor dependent youth.
Slides 101-104
Activity 9B:
Brief lecture about social work practice with young adults in the participatory planning process.
Slides 105-108
Segment 10
60 min
Case Activities / Activity 10A:
Brief lecture about quality visits for non-minor dependent youth.
Slide 109
Activity 10B:
Brief lecture about status review hearings for non-minor dependent youth.
Slides 110-117
Activity 10C
Brief lecture about termination hearings for non-minor dependent youth.
Slides 118-124
Activity 10D
Brief lecture about re-entry for non-minor dependent youth.
Slides 125-133
Segment 11
20 min
Closing / Activity 11A:
Final thoughts and development of transfer of learning plan.
Slide 134
SEGMENT 1
Welcome and Review of Agenda
Total Segment Time: 30 minTRAINING ACTIVITY 1A
ACTIVITY: Introduction and Icebreaker
Activity Time: 20 minMaterials:
• Values Posters
• Developmental Domains
• Chart pad paper
• Markers
• Tape
• PowerPoint Slide: 1
Pre-training Preparation:
Post the values posters on the walls with enough space between them to allow participants to gather and have conversation. Print the developmental domains on different colored bright paper and place a different domain on each table.
Training Tips and Discussion Points:
- Step #1. Greet each participant as they come in the door and give them logistical information such as restroom location and paperwork to complete.
- Step #2. Once the group is settled, read the poem below as an introduction to the class.
It would be ideal for a youth trainer to read the poem, but if that is not possible, you may wish to make a video of foster youth from your area reading stanzas or even lines of the poem):
I’m gonna succeed
I’m gonna make it
You may not believe me
But I’m young and strong
And I’m moving on
To make a place for me
So shake your head
And think your thoughts
As if I am deceived
But the last horse in line
Doesn’t always finish last
By change it takes a lead
You notice my wrongs
And when I fall off the track
But you never take the time
To give credit that’s due
When I dust off my knees
And start back
I have many more laps to go
And yes, bleed blood if I must
Bleed because I know
Somewhere, out there, there’s a
Finish line, my destination
Whatever it is,
Whatever it is,
I will reach it
I will succeed,
You will see
Written by 19 year old Tameka Ross, formerly in foster care
From the book: The Heart Knows Something Different, 1996, edited by Al Desetta
Explain that we are here to learn how we can support all foster youth to have not only the will but the support to succeed. The Fostering Connections to Success Act is the commitment to youth who have experienced foster care to have the support and opportunities that they need to succeed.
- Step #3. Introduce the Values Round Up and Speak Out Activity.
Instruct participants to have a walkabout the room and read all of the values posters on the wall. Ask them to select the poster that most closely reflects their perspective and stand by it. Ask the participants to avoid all selecting the same value and to try and be sure that each poster has at least two participants.
Give them three minutes to complete the walkabout.
Ask the participants to now work in the groups they formed around each poster. They will need to complete the following:
§ Select a speaker from the group.
§ Introduce themselves to one another.
§ Take five minutes to discuss why they chose this poster and identify two behaviors that one would see in a colleague that would indicate they are living this value. The speaker will synthesize the group’s comments and report back to the larger group.
Allow the group 5 minutes to discuss and then bring the group back together.
Ask for volunteer groups and go around the room. Feel free to add to what the group has said in response to the poster (both trainers).
- Step #4. After each group has spoken, thank the group and remind them that these are the values of Fostering Connections to Success. These values are already a part of who they are. We will be reminding ourselves of how we act in ways that are consistent with our values. Fostering Connections gives us additional ways to live these values.
End of Activity
PowerPoint Slide, Activity 1A: Slide 1
TRAINING ACTIVITY 1B
ACTIVITY: Action Plan
Activity Time: 10 minMaterials:
• Handout: Agenda
• Trainee Content: Fostering Connections to Success Action Plan
• Trainee Content: Fostering Connections to Success Practice Principles
• Chart pad pages
• Markers
• Tape
• PowerPoint Slide: 2
Training Tips and Discussion Points:
- Step #1. Using the chart pad pages, work with the group to set ground rules. Write them on the chart pad pages and post them on the wall. Remind participants that it is in everyone’s interest to follow and participate.
- Step #2. Display slide 2 and provide a brief introduction to the trainee content, highlighting the learning objectives and reviewing the agenda.
- Step #3. Refer trainees to the Trainees Content: Fostering Connections to Success Action Plan. Explain that you will give them time to enter information on the Action Plan during the course of the day.
- Step #4. Refer trainees to the Trainee Content: Fostering Connections to Success Practice Principles. Note that you will give the trainees specific time to jot things down will also keep a list on the wall with ideas. You can build on this concept by asking for suggestions from the group and requesting agreement to add it to the list. At minimum, I have found that participants will copy what is on the list on the wall.
- Step #5. Segue to the next activity, a discussion of some key facts about Fostering Connections After 18 (AB12).
End of Activity
PowerPoint Slide, Activity 1B: Slide 2
SEGMENT 2
Fostering Connections After 18 (AB12) Eligibility and Jurisdiction
Total Segment Time: 40 minTRAINING ACTIVITY 2A
ACTIVITY: Eligibility
Activity Time: 40 minMaterials:
• Trainee Content: After 18 Fact Sheet
• Handout: Six Month Certification of Extended Foster Care Participation Form (SOC 161 -available via http://www.cdss.ca.gov/cdssweb/entres/forms/English/SOC161.pdf)
• Trainer Supplemental Materials: Informing Materials (Youth Flyer and Fact Sheet available from www.After18ca.org)
• Trainer Supplemental Materials: After 18 Adult Conversation Guide (available from www.After18ca.org)
• PowerPoint Slides: 3-24
Training Tips and Discussion Points:
- Step #1. Display slide 3 and introduce the concept of eligibility for extended foster care.
The slide lists several elements to consider when establishing eligibility (age, placement, and participation). Explain that over the next few slides, we will look at each of these elements to insure that youth and young adults remain eligible.