PARTNERING TO SERVE EMERGING ADULTS Child Welfare in the Age of AB12 Version 2.0, November 28, 2011 Welcome 2 Overview of Training Learning Objectives What we know about transitional Aged youth Legislative Background Adolescent Development Brain Development Emerging Adulthood Extended Foster Care Positive Youth Development Mark Courtneys Research Collaboration and working together Best Practices Question and Answer Learning Objectives 3 Gain understanding of working with youth and young adults in the context of extended foster care Gain knowledge about the AB12 legislation Gain knowledge of adolescent development, brain development and the tasks of emerging adults Introductory Activity 4 What We Know About Transition Age Youth 5 6 An estimated 29,500 youth exited foster care in FY 2008 (U.S. DHHS, 2009). Education 7 Approximately 1.2 million youth drop out of high school each year, more than half of whom are youth of color (Editorial Projects in Education Research Center, 2008). Homelessness 8 On any single day, 53, ,000 of the homeless population are between 18 and 24. (Burt, Aaron, & Lee, 2001). One in five youth who age out of foster care will experience homelessness (Fernandes, 2008). Three in ten homeless adults have had experience in the foster care system (Gardner, 2008). Legislative Background 9 The Foster Care Independence Act of 1999, helps foster youth who are aging out of care to achieve self-sufficiency. Legislative Background 10 The Fostering Connections to Success and Increasing Adoptions Act of 2008 is the most recent piece of major federal legislation addressing the foster care system. This bill extended various benefits and funding for foster children between the age of 18 and 21 (contingent upon appropriation by legislature) and for Indian children in tribal areas. California passed AB12, the California Fostering Connections to Success Act, in October of 2010; it went into effect on January 1, 2012 From Adolescence to Adulthood 11 Understanding the Adolescent 12 Physical Development Cognitive Development Psychosocial Development Physical Development 13 Rapid gains in height and weight. Development of secondary sex characteristics. Continued brain development. How this affects them 14 TTeens frequently sleep longer. TTeens may be more clumsy because of growth spurts. TTeenage girls may become overly sensitive about their weight. TTeens may be concerned because they are not physically developing at the same rate as their peers. TTeens may feel awkward about demonstrating affection to the opposite sex parent. Cognitive Development 15 Advanced reasoning skills. Developing abstract thinking skills. Developing the ability to think about thinking in a process known as "meta-cognition." Meta- cognition allows individuals to think about how they feel and what they are thinking. How this affects them 16 Teens demonstrate a heightened level of self- consciousness. Teens tend to believe that no one else has ever experienced similar feelings and emotions. Teens tend to exhibit the "it can't happen to me" syndrome also known as a "personal fable." Teens tend to exhibit a "justice" orientation. Psychosocial Development 17 Establishing an identity Establishing autonomy Establishing intimacy Becoming comfortable with one's sexuality Achievement How this affects them 18 Teens may have more questions about sexuality. Teens may begin to keep a journal. When they are in their rooms, teens may begin to lock their bedroom doors. Teens may become involved in multiple hobbies or clubs. Teens may become elusive about where they are going or with whom. Teens may become more argumentative. Teens may not want to be seen with parents in public. Teens may begin to interact with parents as people. Adolescent Brain Development 19 Recent research by scientists at the National Institute of Mental Health (NIMH) using magnetic resonance imaging (MRI) has found that the teen brain is not a finished product, but is a work in progress. This may help to explain certain teenage behavior that adults can find mystifying, such as poor decision-making, recklessness, and emotional outbursts. Brain Regions and Functions 20 Frontal lobeself-control, judgment, emotional regulation; restructured in teen years Corpus callosumintelligence, consciousness and self- awareness; reaches full maturity in 20s Parietal lobesintegrate auditory, visual, and tactile signals; immature until age 16 Temporal lobesemotional maturity; still developing after age 16 Pathways 21 Youth who exercise their brains by learning to order their thoughts, understand abstract concepts, and control their impulses are laying the neural foundations that will serve them for the rest of their lives. Adolescents are more likely to: 22 Act on impulse Misread or misinterpret social cues and emotions Get into accidents of all kinds Get involved in fights Engage in dangerous or risky behavior Adolescents are less likely to: 23 Think before they act Pause to consider the potential consequences of their actions Modify their dangerous or inappropriate behaviors Emerging as an adult 24 What does the research say about the process of becoming an adult? Emerging Adulthood 25 Coined in 1995 by psychologist Jeffrey Jensen Arnett, PhD. Outlines Five Features of Development Five Features 26 Age of identity exploration. Young people are deciding who they are and what they want out of work, school and love. Age of instability. Repeated residence changes happen as young people either go to college or live with friends or a romantic partner. 27 Age of self-focus. Young people try to decide what they want to do, where they want to go and who they want to be with. Age of feeling in between. Emerging adults say they are taking responsibility for themselves, but still do not completely feel like an adult. Age of possibilities. Emerging adults believe they have good chances of living "better than their parents did." Activity 28 What do you know? Some struggle; Some Prosper 29 Need right balance of the adolescent pushing for independence and the society giving the correct amount of support Not pushing too hard or holding back too much As W&IC section 11403(i) notes in implementing AB12, the state is obligated to develop regulations that allow young adults to exercise incremental responsibility as they grow and develop Youth of Color 30 During emerging adulthood, ethnic minorities have to deal with the larger culture and figure out their own identity in the context of the larger society. For children of immigrants, that can be especially challenging. Foster Youth Transitioning 31 Extended foster care allows foster youth age 18, who meet the federal participation criteria, to remain in care as follows: Beginning 1/1/12, up to age 19 Beginning 1/1/13, up to age 20 Beginning 1/1/14, up to age 21 Preparing for Extended Foster Care 32 The conversation about EFC and its benefits should begin with all foster youth when developing the initial TILP and at all TILP updates. Youth are more likely to take advantage of the program if they hear about it a lot. Eligible Youth include 33 Youth who turn 18 in 2011 who meet the high school completion rule on 1/1/12 Youth who turn 18 in 2011 and continue in foster care under juvenile court jurisdiction on 1/1/12 (even if they do not meet the high school completion rule) Youth who turn 18 in 2012 Youth who are on probation and under an order for foster care placement Eligible Youth (continued) 34 Youth who are eligible for state only foster care Youth who are in a non-related legal guardianship through dependency court Youth who reside out of county Youth who reside out of state Ineligible Youth include 35 Youth who had their dependency case dismissed in 2011 Youth in a non-related legal guardianship through the probate court Married youth Youth in the military Incarcerated youth are ineligible while they are incarcerated, but are eligible upon release (as long as they meet other eligibility requirements) Four Principles of Youth Development Youth Development A process which prepares young people to meet the challenges of adolescence and adulthood through a coordinated, progressive series of activities and expe riences which help them to become socially, morally, emotionally, physically, and cognitively competent. 37 2. Collaboration The process by which several agencies or organizations make a formal, sustained commitment to work together to accomplish a common mission. 38 3. Cultural Competence Culture is difference in race, ethnicity, nationality, religion/spirituality, gender, sexual orientation, socio economic status, physical ability, language, beliefs, values, behavior patterns, or customs among various groups within a community, organization, or nation. Culturally competent individuals have a mixture of beliefs and attitudes, knowledge, and skills that help them establish trust and communicate with others. (Advocates for Youth) 39 4. Permanent Connections Positive relationships that are intended to last a life-time. They may be either formal (e.g. adoption or reunification with family) or informal in nature (e.g., mentors or peer support groups). 40 Youth who have strong self-esteem and who feel empowered are often better equipped to deal with the barriers, as well as the opportunities, that arise during and after out-of-home care. Youth Development Approach 41 Key Elements: Youth are seen as a valued and respected asset to society; Policies and programs focus on the evolving developmental needs and tasks of adolescents, and involve youth as partners rather than clients; Families, schools and communities are engaged in developing environments that support youth; Adolescents are involved in activities that enhance their competence, connections, character, confidence and contribution to society; Adolescents are provided an opportunity to experiment in a safe environment and to develop positive social values and norms; and Adolescents are engaged in activities that promote self- understanding, self-worth, and a sense of belonging and resiliency. What can agencies do? 42 Encourage Positive Youth Development Definition: Positive Youth Development is a policy perspective that emphasizes providing services and opportunities to support all young people in developing a sense of a competence, usefulness, belonging and empowerment. What can you do? 43 Learn and use the youth development principles; Have genuine respect for youth and adult-youth relationships; Possess the skills to empower young people to be involved in the decision-making process; Have self-awareness and understanding of program goals, strategies and outcomes; and Possess the conviction and belief that youth are capable and can contribute. Case Planning 44 Case planning and court review hearing process are the same for NMD youth as minor foster youth. BUT the adult status of the NMD must be considered. How might this be different? Working as a Team 45 Develop a Transitional Independent Living Plan together. Include: Opportunities to have incremental responsibility to prepare to transition to independent living Services that will assist the youth in meeting one of the participation criteria for eligibility Efforts to achieve permanence, including developing permanent connections with committed and caring adults Determine the most appropriate placement based on the youths skills and needs Research Supporting Extended Care 46 Midwest Study Surveyed 732 youth who exited foster care from Iowa, Illinois, Wisconsin at ages 18, 19, 21, and 24 age 2.5 times more likely to get BA 61% pay differential for BA (nearly doubles lifetime earnings) Sub-baccalaureate pay boost too (12-17% for associate degree equaling $400k work-life earnings; $300k for at least some college) 38% reduction in risk of becoming pregnant Better personal and family health, etc Four Subpopulations 48 Accelerated Adults Struggling Parents Emerging Adults Troubled and Troubling How do we serve them? Accelerated Adults 49 36.3% of sample 63% are female Most likely to live on their own Almost all have HS diploma and some college Most likely to have a college degree Most likely to be employed Less likely to have criminal conviction Struggling Parents 50 75% are female Most likely to be African American Least likely to finish HS Most likely to be married or cohabitating Low level of employment and most likely to be receiving government benefits Emerging Adults 51 Slightly over half are male All are living with friends, relatives or other setting not their own Vast majority finished HS and have some college Least likely to have children Second highest rate of employment Troubled and Troubling 52 Majority of this group is male Most likely to be incarcerated, institutionalized, homeless and/or have experienced high residential mobility Least likely to be employed Nearly half have children, all are non-resident Most likely to report criminal conviction since 18 and report mental health or substance abuse problems Activity 53 What kind of support do these groups need? Collaborating 54 Who are some of the community partners that we will need to work with to serve these young people? Best Practices 55 Group Discussion: Serving Young People Question and Answer 56 What is still unknown? Where do we go from here? My Action Plan