Adolescents in care need to develop or enhance a range of life skills if they are to move toward competent adulthood. "Life skills" are those competencies needed to act effectively in social roles and environments. These skills are not unique to young people in substitute care. The needs, problems and tasks faced by these adolescents are typical of those encountered by young people in the general population as well. (Maluccio, Krieger, and Pine, 1990)
The concept of independent living, while having social value and embodying positive ideas such as self-direction and self-sufficiency, also involves negative connotations or consequences. In particular, emphasis on independence for adolescents in substitute care increases the burden of preparation for adulthood squarely on the adolescent. Policy makers, social workers, birth and foster parents and others involved with adolescent wards fail to perceive preparation for independence as a shared responsibility (Maluccio et al.1990). For this reason, caseworkers must understand the concepts of both independent and interdependent living.
The concept of interdependent living is based on the assumption that human beings are interdependent; that is, able to relate to and function with others using community influence and resources in addition to being able to give back to individuals and groups within the community. Being interdependent means being able to carry out daily life tasks while maintaining a high quality of life through positive or appropriate interactions with individuals, groups, organizations and social systems. It means recognizing the values of mutuality as well as self-determination and being able to assume responsibility for individual choices and consequences. In addition, this concept emphasizes that a major goal of child welfare practice is helping adolescents in substitute care develop and maintain the essential connectedness required to meet their common needs. (Maluccio, et al, 1990)
As Polowy et al. [1986] indicate, interdependent living involves a range of "essential connectedness" between specific human needs and the ways people seek to fulfill these needs; that is, a reciprocal network between the youth in substitute care and diverse components such as family, community, history and values. When people have positive relationships, they tend to live more stable, satisfying lives. When people are disconnected, even from one essential component of their network, their well being may be negatively affected. (Maluccio, et al. 1990)
Adolescents in the substitute care system are at great risk for lacking a sense of "essential connectedness" (Polowy et al 1986). Both Polowy and Maluccio et al (1986, 1990) identify relationships and connectedness as necessary for stable, satisfying lives. Several factors impede the adolescent's progress in developing interdependent skills:
· The initial placement disrupts any relationships to family, school, community and sense of self;
· Multiple placements further disrupt formation of strong attachments and role modeling of relationships;
· Disconnection from culture and/or native language as a result of multiple placements, lack of cultural opportunities, poor identity formation or lack of involvement of the birth family;
· Caseworker turnover impacts on the adolescent's ability to form trusting relationships;
· A lack of understanding of adolescent development and dynamics may hinder the caseworker's ability to facilitate the youth's transition to adulthood.
To be effective with youth in care, administrators, caseworkers and caregivers must understand that the adolescent's transition to adulthood can be a turbulent process. In our capacity as substitute parents, child welfare staff and caregivers must view themselves as shared owners of this process.
Working with adolescents in care requires the following:
· Relationship: In order for any youth to successfully prepare for adulthood, there must be a minimum of one person who establishes a positive relationship with the youth.
· Independence: Provide varied opportunities to prepare for and practice independence: life skill classes, work or volunteer experiences, babysitting, camp, educational opportunities, etc.
· Strengths: Assess and build on the youth's strengths. Set them up to win. Help them to have a "can do" attitude and to being to see they, too, can have a dream.
· Knowledge: Knowledge is power. Empower them to see the "big picture." Help them to learn what their opportunities may be and how to access them. Teach them how to "work system". Show them how to list the advantages and disadvantages of an action or decision.
Movement through adolescence to independence is not linear. The adolescent may move forward, fall back and then need to move forward again. The caseworker and others involved with youth need to find ways to encourage and facilitate movement towards independence and provide support whenever needed.