Call-in number is (914) 339-0024 and access code is
194-101-880. To submit live questions, click on the Questions
panel, type your question, and click Send Presentation materials
and audio will be posted at www.cacollegepathways.org
Slide 3
b2b Learning Community
Slide 4
b2b learning community is a college/CBO partnership between
Beyond Emancipation and Laney College, Extended Opportunity
Programs and Services (EOPS) to support current and former foster
youth to enter, persist and succeed in post-secondary education.
Currently a cohort of 25, b2b students receive up to two years
social, emotional and academic support.
Slide 5
b2b Learning Community Beyond Emancipation Beyond Emancipations
(B:E) mission is to support Alameda Countys current and former
foster and probation youth to make successful transitions to
adulthood and living independently. B:Es programs focus on the
areas in which current and former foster youth need the most
support and have the most potential to help them achieve
self-sufficiency: housing, education and career development.
Slide 6
b2b Learning Community Extended Opportunity Programs and
Services (EOPS) Laney Colleges Extended Opportunity Programs and
Services (EOPS) is a state-funded program whose primary goal is to
encourage the enrollment, retention and transfer of urban students.
EOPS is committed to the development of the intrinsic agency of
students through the acknowledgement of the challenges they face,
and facilitate the successful completion of their goals and
objectives in college. EOPS offers academic and support counseling,
financial aid and other support services.
Slide 7
b2b Learning Community What is purpose of b2b? Nurture students
belief in their ability to be successful scholars and professionals
(academic identity; hope for the future) Achieve better persistence
and completion outcomes within community college Create pathways to
certificate programs, college completion and meaningful, livable
wage work
Slide 8
b2b Learning Community Roles of Partners The collaboration
supports students comprehensively by merging two institutional
areas of expertise: Social Services and Academic Support. BEs
coaching/case management approach connects youth to resources;
promotes their self awareness; and supports them to problem-solve
barriers to educational success, develop skills and build community
EOPS offers academic support in the form of financial assistance,
academic counseling, peer advising, student agency development
Slide 9
b2b Learning Community Goals and Objectives Support foster
youth attain their educational goals Develop agency and leadership
among foster youth at Laney College Ensure participants have
financial, practical and emotional support needed to enter, persist
and complete 2-year degree Support students to build skills,
experience and relationships needed to sustain a healthy
trajectory
Slide 10
b2b Learning Community Goals and Objectives, continued
Facilitate reform that results in greater campus responsiveness and
sensitivity to foster youth Develop inter-agency collaboration
between community based organization and community college Identify
professional development opportunities and increase institutional
responsibility
Slide 11
b2b Learning Community Transactional and Transformational
Design Elements Support to navigate the complicated college
entrance and financing process 1 week campus based summer
orientation 4-semester dynamic cohort; 1 cohort class per semester
Paid campus and community based internships Academic counseling and
tutoring Intensive 1:1 coaching/case management
Slide 12
b2b Learning Community Design Elements, continued Social
activities during school break Assistance with financial aid and
school fees Food pantry Laptop loner program Cohort coaching
Graduation and transfer assistance
Slide 13
b2b Learning Community Cohort Coaching emphasizes team building
and peer coaching skills and supports students to: develop an
increasing sense of choice and perspective consider the impact of
their choices on their future goals increase their relational
capacity to support one another and build community.
Slide 14
b2b Learning Community Student Outcomes: Institutional
Connection: how well are b2b participants connected behaviorally to
college? (i.e. class attendance, preparation etc.) Interpersonal
connection: how well are b2b participants connected affectively to
college? (e.g. relationships with staff, instructors, peers;
belonging, etc)
Slide 15
b2b Learning Community Student Outcomes: Academic Identity:
does student academic identity change and how is it related to
academic success? (e.g. importance of college; consider self good
student) Academic Persistence/Completion: do b2b participants
persist and complete? (e.g. course completion, college degree,
transfer to 4-year college, employment, etc)
Slide 16
b2b Learning Community Program Data At the end of the 2012-2013
academic year: 20 current & former foster & probation youth
were active in b2b (24 started in fall) 7 students completed 2 full
years in the program; 2 of the 7 graduated with their AA degrees 4
of the 7 completing students are continuing at Laney; 2 are
transferring to a 4- year university and 1 is looking for full time
employment with her AA degree The 13 students who completed 1 year
of the program are continuing in b2b during the 2013/2014 school
year
Slide 17
b2b Learning Community Important Features B:E serves as a front
door into Laney; and Laney serves as doorway into B:E Significant
investment of time for cultural exchange: language and culture of
community-based organizations and academic institutions Both
partners bring resources B:E staff based 2/3 time on campus
Dedicated classroom space for convening cohort Program supports for
the whole person: coaching, mindfulness, community building,
etc.
Slide 18
b2b Learning Community Now What??!! Address challenges related
to sustainability: adequate allocation of resources to
institutionalize b2b within Laney College Address challenges
related to scale: balance need for intensive support with available
resources Data-driven, evidence-based outcomes and evaluation:
integrating data across institutions Broaden collaboration to
include foundations, other CBOs, CSUs, UCs, etc. As the program
matures, we are engaged in the following:
21 Relationship-Based Practices Trainings to support the
emotional well-being of foster youth and those who care for them A
Home Within www.ahomewithin.org
Slide 22
A Home Within is a national organization that provides pro bono
mental health services to current and former foster youth. We
achieve this by building networks of volunteer mental health
professionals who provide direct, pro bono services and
professional training. Our work also promotes public awareness and
advocates for the emotional needs of foster youth.
www.ahomewithin.org www.fosteringrelationships.org
Slide 23
23 The single most important factor influencing a positive
outcome for children and youth is a lasting relationship with a
caring, attuned adult. A Home Within www.ahomewithin.org
Slide 24
Relationships Many foster youth have learned that relationships
are Temporary Hurtful Frightening They incorporate this into their
view of themselves and others. Relationships beget relationships.
24
Slide 25
Relationships Some of these ideas can be confirmed in our
current system: High turnover Unmanageable caseloads
Interpretations of behavior o Disavowal of importance o Not
ready=Resistant 25
Slide 26
A Home Within: Theoretical approaches 25% will find themselves
incarcerated Over the years we have learned the value of
individualizing trainings for specific populations. We have drawn
on and integrated an array of approaches to develop theory-rich and
practical applications. Relevant Theoretical Approaches Attachment
Theory Psychodynamic Theory Trauma Theory Theory of Mind
Developmental Theory Transitions Framework
Slide 27
Relationship-Based Practices Relationship-Based Practices
focuses on 8 factors, key to effective intervention with foster
youth: Engagement Environment Empathy Egocentrism Enthusiasm
Evidence Endurance Extending 27
Slide 28
Engagement
Slide 29
Being completely present Accepting the full range of the
clients feelings Attending to what is in the clients mind
Slide 30
Interference with Engagement External restrictions on the
relationship Fear of being overwhelmed by the clients feelings or
story Imposing ones own feelings or story into the
relationship
Slide 31
Supporting Engagement Using empathy to understand the client
Specifically keeping the client in mind Anticipating
disengagement
Slide 32
Environment
Slide 33
Family, peers, community Therapeutic space Power-imbalance
Slide 34
Environmental Impediments Culture does not support healthy
relationships Lack of awareness of personal biases Taking it
personally
Slide 35
Environmental Supports Consistent time and place to meet
Caregiver/community approval Explicit attention to
similarities/differences in the relationship
Slide 36
Empathy
Slide 37
Understanding the feelings of another Meeting of the minds
Acceptance rather than correction
Slide 38
Empathic Interference Preoccupation with ones own mind and
experiences Psychic numbness Sympathy
Slide 39
Supports for Empathy Open-mindedness Listening more than
talking Capacity to reflect and correct
Slide 40
Egocentrism
Slide 41
Honors the individual Client-centered relationship
Self-absorption as a consequence of trauma
Slide 42
Interference with Egocentrism Imposition of externally
established goals Impatience Need for validation
Slide 43
Egocentric supports Explicit attention to clients strengths and
challenges Client-defined goals Steadfast hopefulness
Slide 44
Enthusiasm
Slide 45
Curiosity Active listening Showing up is half the battle
Slide 46
Dampening Enthusiasm Necessary, but mind-deadening, repetitions
Attacks on competence External undermining of relationship
Slide 47
Supports for Enthusiasm Breakthroughseven small ones
Intellectual rigor Professional camaraderie
Slide 48
Evidence
Slide 49
Incorporates professional standards Demands attention to what
happens in the relationship in the moment Integrates a wide range
of information
Slide 50
Concealing Evidence Over reliance of the expertise of others
Loss of attention Ignoring information that doesnt fit
Slide 51
Uncovering Evidence Stay current in the field Look and listen
Embrace mistakes
Slide 52
Endurance
Slide 53
Put on your oxygen mask first Appreciate small steps The
journey may be as important as the destination
Slide 54
Diminishing Endurance Going it alone Keeping your eye on the
prize Overlooking injuries
Slide 55
Promoting Endurance Find a trainer Attend to your thoughts and
feelings Respect your limits
Hampering Extending Intolerance of inconsistency Externally
imposed changes Fear of ending 58
Slide 59
Enhancing Extending Be creative. Let memory serve. We build A
Home Within to keep others with us. 59
Slide 60
Tailored Training Trainings can be tailored to meet the needs
of a wide range of groups working within different time
constraints. We can offer half-day, full-day and more extended
trainings. To reinforce and extend learning, we highly recommend
that key staff participate in two 1 hour follow up sessions, which
can be done in person or via video conferencing. Depending on the
size of the group and the time available, presentations vary from
being largely didactic with time for Q&A to those that allow
significant time for small group discussions.
Slide 61
Elaborated Training Description: Fostering Transitions
Fostering Transitions Foster youth experience constant change and
chronic loss and yet, are rarely provided the opportunity to
process transition. They are asked to pack their bags, change
schools, leave counselors, and make new friends without looking
back. Fostering Transitions is a free, web-based program that
provides staff working with foster youth a framework through which
to process change. Grounded in attachment theory and the
Transitions Framework, this program condenses research- and
theory-based principles into easily accessible and usable tools for
staff. Learning Objectives: Participants will be able to describe
the reason that saying goodbye is essential to the process of
moving forward. Participants will be able to name the four stages
of a successful transition. Participants will be able to identify a
change in their lives and the way it began a transitional process.
Learning Objectives: Participants will be able to identify symptoms
and risks of compassion fatigue and vicarious trauma. Participants
will be able to name three methods to help prevent burnout and
turnover. Participants will be able to navigate the Fostering
Relationships website to access tools to support them in their
work.
Slide 62
Slide 63
Fostering Relationships: Resources Trainings include an
introduction to Fostering Relationships, the knowledge- sharing
platform that houses curricula designed to support staff and
volunteers working with foster children, youth, and young adults.
Fostering Transitions A curriculum that targets the special
interests of youth leaving foster care. Identity A curriculum to
support identity formation. Working Well A curriculum to help youth
transition into and succeed in the workplace. Fostering Art A
curriculum that uses photography and writing to promote
self-expression and exploration.
Slide 64
Fostering Relationships: Resources Trainings continued:
Nurturing Parents A curriculum designed for young parents in the
foster care system. Sense Abilities A curriculum to support
parent-child relationships that focuses on connecting through the
senses during every day, typical parent-child interactions. Vital
Touch A curriculum that captures the essence of infant massage in
simple-to-use activities for parents and caregivers.
Slide 65
Fostering Relationships: Resources Trainings continued: Mindful
Body A curriculum that integrates mindfulness and relaxation
techniques. Self Care A curriculum to encourage and support staff
in caring for themselves so that they can care for others.