10.5.1 Informal life skills training | 10.5.2 Formal life skills training | 10.5.3 Youth empowerment programs | 10.5.4 Advocacy/Mentoring
The caseworker must plan for and provide or arrange for services that enable the youth to prepare for a successful transition to independence. The services provided must address the youth's need for:
· Life skills training
· Education and career planning
· Vocational and technical training
· Housing needs during transition and after discharge
· Sexuality issues
· Cultural and gender issues
· Legal services
· Arrangements for support services
· Socialization, cultural, spiritual and recreational activities
· Aftercare services as appropriate to the youth's individual needs
Case planning decisions must be made in conjunction with the youth's Child and Family Team. This team consists of the youth, the foster parents, other service providers and birth parents, if available. This team must be called on for all decisions regarding service planning for the youth.
Adolescents learn the skills needed to successfully function as adults in a variety of ways. The life skills considered to be essential to healthy adult functioning include:
Money management |
Anger management/problem solving |
Food/nutrition management |
Decision-making |
Employment/career planning |
Socialization/communication skills |
Locating and maintaining appropriate housing |
Locating and maintaining proper health care |
Home management |
Appropriate consumer buying |
Personal hygiene |
Locating and maintaining legal services |
Locating and maintaining recreational activities |
Locating and maintaining mental heal resources |
For adolescents in the child welfare system, various resources exist to help them master these skills, ranging from informal "teaching moments" in the youth's placement to more formal classes and programs.
Informal basic independent living skills help the youth become more independent and active in a household and/or in society. A significant portion of the youth's experiential independent living training will naturally take place in the care-giving environment. Teachable opportunities must be incorporated into the daily routines. The caregiver must learn how to involve the youth in decision-making, problem-solving and in taking responsibility for his or her own actions. The caregiver must assist the youth in practicing the theory learned in life skills classes and document the youth's achievement for the caseworker.
Formal skills development is structured with specific goals in mind. Usually a trainer or teacher will provide the formal instruction in a structured class setting. Life skills classes are enhanced by experiential opportunities for youth. When a formal class is not available to a youth, the caseworker will be expected to supplement the caregiver efforts and provide the opportunities for the youth to learn the skills.
As youth progress through normal adolescent development they should begin the process of becoming more independent, detaching from parents/caregivers and becoming more peer oriented. Positive youth empowerment programs can be a valuable resource for filling idle hours and developing life skills.
Supervised adolescent groups provide an opportunity for youth to meet other youth in similar situations - an important factor for youth involved in the child welfare system. Intellectually, youth in care understand they are not the only youth with family problems. Emotionally, they are often relieved or develop a sense of perspective when they interact with other youth facing similar problems. Many youth find living under the care of the state to be a frustrating and unwieldy experience. Youth groups provide an opportunity for youth to network with each other, to learn of options available to them and to learn how to work within the system.
Following is a listing of the Department's youth empowerment programs. Youth must be a ward and a minimum of 16 years old to participate in the youth development programs. Youth may be referred through the local LAN liaison.
· Rites of Passage: This program is designed to support young African American males' development of a positive self-identity and self-esteem. This program is based upon the seven principles of Nguzo Saba. Youth learn about their African heritage and values, and how these principles can be applied to their daily lives.
· Youth Advisory Boards: Statewide and regional groups consisting of adolescent wards have been developed. These youth provide input to the Director and other Department staff involved in youth programming. Youth receive leadership training and other pertinent training to assist them in their capacity as youth representatives.
· Youth in Care Network: This program is a peer support organization for youth run by youth with adult and agency support. Youth meet on a regular basis to discuss and support each other on common concerns, leadership skill development, and positive recreational opportunities.
Other youth empowerment opportunities available to Department wards of varying ages include organized community groups available to wards are school clubs, Girl Scouts, Boy Scouts, church youth groups, organized park programs, self-help groups such as Al-a-Teen, and Adult Children of Alcoholics.
All teens need a caring, mature adult to assist them in making a successful transition to independent living. Mentors are excellent resources to assist teens in obtaining many of the services normally provided by the teen's social worker. Mentors may serve as a visiting resource for youth and may assist the youth's transition to adulthood by providing information and emotional support when deemed appropriate by the youth, caseworker and caregiver.
Mentoring connects older youth with an adult volunteer to provide a support system for the youth while he/she is in foster care and after the youth is discharged from care. Many youth have good relationships with their foster parents or group home staff that will continue after the youth is discharged from care. For these youth, the caregiver may assume a mentoring role. However, other foster youth who do not have a close adult relationship will need assistance identifying a person to assume this role.
A family member, teacher, employer, pastor or youth leader from the youth's church may serve as the youth's mentor. In some cases, the youth can identify someone to mentor them; in other cases the caseworker will need to assist the youth in identifying an appropriate mentor. A potential mentor to youth in the care of the state must have a CANTS/LEADS check done. Mentor activities may be designed to provide services identified in the youth's case plan.
10.5.1 Informal life skills training | 10.5.2 Formal life skills training | 10.5.3 Youth empowerment programs | 10.5.4 Advocacy/Mentoring