A Training Curriculum for Youth Trainers

Transcription

Youth Offering Unique Tangible Help:
Youth Development, Empowerment and Super
Strategies for Supporting Transition Aged Youth
A Training
Curriculum for
Youth Trainers
written by:
Mookie A.
Alexxa Goodenough
Sopheavy Kirby
Jose “Jimmy” Mosqueda
Reina M. Sanchez
Nick Smith
Developed by the Y.O.U.T.H. Training Project
A collaboration of California Youth Connection and the
Bay Area Academy of San Francisco State University
Y.O.U.T.H. (Youth Offering Unique Tangible Help): Youth Development, Empowerment
and Super Strategies for Supporting Transition Aged Youth
2003
A collaboration project of:
Bay Area Academy, San Francisco State University, School of Social Work
and
California Youth Connection, San Francisco, California
Published by the Bay Area Academy, Oakland, California
Layout by Xochipala Maes Valdez, Three Seeds Design
For further copies of this document please see the Bay Area Academy’s web site
www.sfsu.edu/~bayacad
This training material was made possible by grant #90CT0066 from the Children's Bureau,
Administration on Children, Youth and Families, U.S. Department of Health and Human
Services. The contents are solely the responsibility of the authors and do not represent the
official views or policies of the funding agency. Publication does not in any way constitute
an endorsement by the Department of Health and Human Services.
2003
Dedication
We dedicate this curriculum to:
Foster Youth Everywhere
and
Graduating Social Work Students
Acknowledgements
This project would not have been possible without the support and kindness of a colossal
amount of people. First off, we want to thank all the staff of California Youth Connection
and at the Bay Area Academy of San Francisco State University for their enthusiasm, and
multiple acts of guidance and generous support. Our fearless leaders and directors: Jamie
Lee Evans, Janet Knipe and Martha Roditti: your commitment to youth empowerment made
it all possible.
We’d especially like to thank the Y.O.U.T.H. Training Team Members (who weren’t on the
curriculum team) who took our curriculum on its first test drive and then out into the open
road: Viko Gracian, Kordnie Lee, Johnny Madrid, Nikki McGovern and Tramisha
Poindexter. Our many consultants: Amy Hill, China Ching, Thenmozhi Soundarajan,
Theeba Soundarajan and Third World Majority, Nell Myhand and the Todos Institute, Akaya
Windwood, Jo Newell, Vicki Dello Joio, Judy Andreas, Pandoura Carpenter, Sharon Ellison,
Dr. Mark Walden, Lisa Korwin, Joy Crumpton. And other significant contributors and
supporters: volunteer extraordinaire and “smartest gal around” Jennifer Rodriguez, “Uncle”
Pete Maspaitella, Peter Dahlin, Dana Allen and the S.T.A.R. Project, Joe, Peter and Dottie
from the National Resource Center for Youth Services, Rachel Frasier, Emily Bruce, Elaine
Beale, Gina Rosabal, Mady Shumofsky, Marjorie Stout, and of course our amazing Layout
artist, Xochipala Maes Valdez and Three Seeds Design.
We’d also like to thank our chosen families, friends and various sources of support for your
amazing and generous acts of kindness, assistance and love.
Table of Contents
Curriculum Authors .........................................................................4
Curriculum Editors...........................................................................4
Chapter 1
Introduction ......................................................................................6
About the Bay Area Academy ..........................................................9
About California Youth Connection (CYC) ....................................9
About the Y.O.U.T.H. Training Project.........................................12
Curriculum Author Biographies ....................................................14
Chapter 2
Training Competencies ...................................................................17
Chapter 3
How We Did It: The 10-Step Curriculum Development Process..27
Curriculum Development (for visual learners!) ............................................ 31
Curriculum Template ................................................................................... 32
Mind Map: Intended Results ........................................................................ 33
Mind Map: Treasure Hunt ........................................................................... 34
Chapter 4
Curriculum Focus and Attention ...................................................36
How to Use This Manual ................................................................38
SAMPLE 2-Day Curriculum......................................................................... 39
SAMPLE 1-Day Curriculum......................................................................... 41
Chapter 5
A Story.............................................................................................43
Mind Map Example...................................................................................... 46
Digital Story Breakdown .............................................................................. 47
Buying Time ....................................................................................48
Buying Time Skit .......................................................................................... 50
Foster Youth Testimonial ...............................................................55
Guidelines for Writing Testimonial .............................................................. 59
Sample Foster Youth Testimonials ............................................................... 61
I Remember When… ......................................................................63
Facilitator’s Role Model Script .................................................................... 66
Scenarios ..................................................................................................... 67
Life™ Rebate...................................................................................68
Life™ Cereal Rebate Offer Form ................................................................. 71
Observer Sheet............................................................................................. 72
Youth Roles.................................................................................................. 73
Milestones ........................................................................................74
Milestones Survey ........................................................................................ 77
Milestones Survey Results ............................................................................ 78
Oh Teacher, My Teacher................................................................79
Group One ................................................................................................... 82
Group Two................................................................................................... 83
Group Three ................................................................................................ 84
Outer Limits ....................................................................................85
Ranking Slips ............................................................................................... 88
The Numbers Game...................................................................................... 89
People Hunt … ................................................................................90
People Hunt Form........................................................................................ 93
Key for the People Hunt diagnosis statement................................................ 94
Famously Diagnosed Folks .......................................................................... 95
Power Struggle ................................................................................96
Tips on How to Demonstrate Sensitivity in Working with Historically
“Powerless” Foster Youth ......................................................................... 102
Recognizing Resources..................................................................103
Recognizing Resources............................................................................... 106
Recognizing Resources - Answer Key......................................................... 107
Support Programs...................................................................................... 108
CalWORKS ................................................................................................ 109
Food Stamp Program................................................................................. 110
Head Start and Early Head Start................................................................ 111
Job Training Partnership Act ..................................................................... 112
WIA............................................................................................................ 113
WIC ........................................................................................................... 114
Strengths and Talents to Treasure ...............................................115
Treasure Hunt Form .................................................................................. 117
Super Social Worker.....................................................................119
Super Social Worker: Illustration 1............................................................ 122
Survey Says! ..................................................................................125
Survey Says Setup ...................................................................................... 128
Survey Says Answer Key ............................................................................ 129
Taboo .............................................................................................131
Lesbian, Gay, Bisexual, Transgender and Questioning............................... 137
LGBTQ Resources ..................................................................................... 138
What comes to mind…..................................................................140
Chapter 6
Foster Youth Bill of Rights ...........................................................144
Chapter 7
Glossary .........................................................................................146
Sample Retrospective Outcomes Survey......................................155
Outcome Survey Results (2003)....................................................157
Appendix .......................................................................................160
Curriculum Authors
Mookie A.
Alexxa Goodenough
Sopheavy Kirby
Reina M. Sanchez
Nick Smith
Curriculum Editors
Executive Editors
Jamie Lee Evans
Reina M. Sanchez
Assistant Editors
Sevaughn Banks
Liz Bohm
Johnny Madrid
Jennifer Rodriguez
Mirthala Santizo
Mady Shumofsky
Marjorie Stout
4
A Training Curriculum for
Youth Trainers
Chapter 1
Y.O.U.T.H
Introduction
The most common question that we, as current and former foster
youth charged with training social workers on how to work effectively
with Transition Aged Youth (TAY), are asked by those who attend
our trainings is “What makes you special? What makes you
different?” Considering the circumstances that most TAY face after
emancipation including homelessness, joblessness, higher
incarceration rates and poor educational achievement, most people
would agree that what they ask is a fair question. Statistical
information from the 2002 report, Youth Emancipating From Foster
Care In California: Findings Using Linked Administrative Data1
indicate that currently there are about 560,000 children in the nation’s
foster care system. Of this number, about 20,000 youth will exit the
system each year. The California Child Welfare System is responsible
for one fifth of the nation’s foster youth. A quick calculation indicates
that each year, upon reaching their eighteenth birthday, around 4,000
will be “emancipated” from the binds of the foster care system into a
world that does not expect a young person to be fully self-sufficient
until the age of twenty-seven.
Considering this, it is no wonder then that the social workers who we
train look at us and feel a sense of hope and maybe even pride that the
foster care system, despite it’s challenges, was able to turn out such
bright young people who seem to have a lot going for themselves. We
remind them of why they went into social work in the first place. So
they ask us, “What makes you different?” or “What resources were you
provided with that made it possible for you to achieve?” or some other
version of the question. The point is that they see something special in
us and they want to know the formula with which to replicate it.
At the beginning of the project, our answer to this question was very
different than our answer is now, for various reasons. One reason is
1
Youth Emancipating From Foster Care In California: Findings Using Linked Administrative Data. Center for
Social Services Research. University of California at Berkeley. May 2002. Barbara Needell, Stephanie Cuccaro,
Alan Brookhart, William Jackman, and Aron Shlonsky.
6
that, like any group of people coming together for the first time, we
did not know each other. All we really knew was that about half of us
are in college (UC Berkeley, Stanford University, Cal State and
Community Colleges) and the other half worked or volunteered (jobs
including teaching posts with the Independent Living Program and
advocacy positions with agencies such as Casey Family Programs and
the Orangewood Children’s Foundation.) During the first few months,
it appeared that we had our collective “act” together. We felt that we
were special and indeed different. So our initial answer to the question
posed above was always something like “personal drive,” “better
opportunities,” “social support,” or something similar.
Time went by and as the team became closer, we learned that none of
us were as well “put together” as appearances would lead one to
believe. The unique thing about our training team is that as current
and former foster youth, we represent a microcosm of the conditions
faced by foster youth in California. Our training team consists of
representation from Black, Latina/o, White, Asian American and
mixed-race communities. Some of us have had experience with the
mental health or criminal justice system. A few of us identify as
Lesbian, Gay, Bisexual, or Transgender. One of us is parenting. Most
of us have been homeless, hungry, or both within the past six months.
We all struggle to pay bills and maintain a place to stay.
So the fact is, we are not all that different from the foster youth we
represent. Of course, it is easy to think that we are different when we
stand in front of a room full of social workers just as focused,
confident and positive as the best adult trainers. As we experienced
all of this encouraging feedback, it dawned on us — it is so easy for
child welfare professionals to lose sight of the fact that every foster
youth has a spark inside; that every foster youth has the potential for
success. We realized that part of what holds down our foster brothers
and sisters is the fact that social workers and other child welfare
professionals look to us, the trainers, as some sort of augmentation of
what “regular” foster youth are like. Because when you think that
some people are more special than others it means that you have
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convinced yourself that some will succeed and some will fail, and
there is not a lot that you can do about it. Current and former foster
youth know through life experience that people fail or succeed based
on how much love and attention is bestowed upon them.
As you read through this curriculum, think about the concepts
presented as individual instruments that you can incorporate into your
social work toolbox. Keep in mind that not every tool will necessarily
work with every youth. Transition Aged Youth (TAY) are as diverse
as any other population; contrary to what some people may believe-one size does not fit all. Each exercise was developed based on
findings from focus groups conducted with current and former foster
youth in California. We asked focus group participants to describe
their best and worst memories of their social workers and to report on
what they thought social workers needed to learn in order to
effectively do their jobs. The result of these focus groups is the
curriculum you hold before you.
All of us here at the Y.O.U.T.H. (Youth Offering Unique Tangible
Help) Training Project have taken a lot of risks to develop and deliver
the best training material possible. It is not always easy for us to talk
about the things that have happened in our past, or even to talk about
the hardships that we experience currently. We have been known to
cancel an evening rehearsal in lieu of a meltdown session in one of
our rooms because the discussion became too hard or painful. But
despite how difficult revisiting our pain can be, we do it anyway with
the hope that someone in our audience will actually “get” what we are
saying. Someone who will take in all we have shared and not feel
obliged to walk up to us afterwards, business card in hard, telling us
that if we want to be a part of their family then we should call them.
While this is a warm gesture, it misses the point. We share our life
experience with the hope that it will foster a deeper understanding of
all foster youth; one that revitalizes and revolutionizes a social
worker’s professional paradigm. We are not looking for sympathy.
We are looking for signs of empowerment.
Reina M. Sanchez
8
About the Bay Area Academy
Started in 1997, the Bay Area Academy is a program of San
Francisco State University’s School of Social Work. It is one of
five California Regional Training Academies and offers training,
staff development and systems support services to public child
welfare agencies in the twelve counties of the San Francisco Bay
Region. These include Alameda, Contra Costa, Marin, Monterey,
Napa, San Benito, San Francisco, San Mateo, Santa Clara, Santa
Cruz, Solano, and Sonoma counties.
Supported mainly by the State of California through Title IV-E
Child Welfare funds, the Academy’s primary mission is to provide
professional education that supports the quality and enhances the
outcome of services to children and families served by public
agencies in the Bay Area. Participants currently trained by the Bay
Area Academy work in the public child welfare field and include
public child welfare workers and supervisors, nurses, support staff,
foster care providers, mental health workers and community
services professionals. Training classes, conferences, and other
professional development events are provided at various locations
throughout the Bay Area. Continuing Education Units (CEU) are
available.
The Y.O.U.T.H. Training Project is a federally funded, statewide
project of the Academy and has been offered to more than 30
counties around the state of California.
About California Youth Connection (CYC)
California Youth Connection (CYC) is a statewide, non-profit
foster youth advocacy organization. CYC operates under the
principal that current and former foster youth know best what
changes need to occur in the foster care system, so foster youth
should be in leadership positions that will allow them to make such
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changes. The mission of California Youth Connection is to
promote the participation of foster youth in policy development
and legislative change and also to improve social work practice
and child welfare policy.
CYC accomplishes its mission through advocacy and educational
efforts at local, county, state and national levels. Members are
current or former foster youth ages 14-24. The basic unit of CYC
is the local chapter. CYC is organized on a county-by-county basis,
and currently has 22 chapters in southern, central, San Francisco
Bay area, and northern regions of California. CYC chapters meet
regularly to discuss local issues, especially concerning foster care
placements, the overall treatment of foster youth in their county,
and to organize community education projects such as panel
presentations about foster care or educational forums. CYC is also
represented on a number of countywide policy meetings such as
the Director’s Youth Council (DYC) in Los Angeles and the Foster
Youth Alliance (FYA) in Oakland. The objective of having CYC
members attend countywide meetings is to ensure that policies
created at these meetings will actually benefit the youth living in
that county.
As a statewide organization, CYC hosts at least three conferences
every year that give members the opportunity to participate in
advocacy at the state level. The first is “Day at the Capitol” which
often occurs during the first weekend in February. This is a threeday conference, which includes workshops on the legislative
process (How a Bill Becomes a Law) and prepares members to
make presentations to their state assemblyperson and/or senator.
The culminating event of this conference is spending what has
become known as a “long Monday” at the state capitol in
Sacramento where members meet with their representatives and
attend a noon-time rally on the West Capitol Steps planned to
incite media attention to that year’s foster care legislation.
The other two major statewide events are our yearly conferences.
The Spring/Summer conference is always a leadership conference,
10
featuring workshops on topics of interest to the membership at that
time. Some recent topics have included facilitation training, media
training, public speaking, conflict resolution and community
organizing. The fall conference is always a policy conference,
which is a time when the membership gets together to discuss local
issues that have become statewide concerns. The objective of this
conference is to brainstorm policy recommendations that will
addresses statewide issues, and to present these recommendations
to a distinguished panel of local, county, and statewide public
policy leaders on the final day of the conference. Both conferences
are organized by CYC members, and really put the concept of
youth empowerment in the limelight.
CYC also participates in national advocacy as opportunities come
up. This may include leading workshops at national conferences,
or attending policy meetings of national importance.
These advocacy activities are just one part of the reason why CYC
is important and successful as an organization. California Youth
Connection also provides a safe space for current and former foster
youth who have lived in the margins of society to engage in a
process of self-exploration and to connect with other youth who
have gone/are going through the same things that they go through.
Many CYC members refer to the young people they work with at
CYC as their family. This breeds a special type of connection
between CYC members, who often find comfort in being in an
environment where their life experience is for once in their lives
normalized—and they don’t constantly have to answer questions
about why they went into foster care, why they change schools so
much, etc.
Hence, capacity building and empowerment are the cornerstones of
CYC as a foster youth advocacy organization. One CYC project
that exemplifies the union between capacity building and
empowerment is the Youth Offering Unique Tangible Help
(Y.O.U.T.H.) Training Project.
11
About the Y.O.U.T.H. Training Project
The book you are holding is a product of the Y.O.U.T.H. (Youth
Offering Unique Tangible Help) Training Project, a unique and
dynamic 3-year collaboration of current and former foster youth,
social work professionals and academics, and other folks
committed to the empowerment and futures of California foster
youth.
Along with this book, the Y.O.U.T.H. Project has achieved the
recruitment and development of a diverse and highly skilled team
of youth trainers and curriculum developers, who brought their
talent, commitment, and first hand experience as foster youth. As
of this writing, this team has created and delivered 19 competencybased trainings to child welfare workers all over California.
The Beginning
The project began in May 2001, with two staff (one adult and one
youth, both former foster youth), grant goals and a vision. The
grant was from the Children’s Bureau of the U.S. Department of
Health and Human Services.
Our vision was to build a project in which current and former
foster youth would develop and deliver trainings to social workers.
This would mean creating a context in which foster youth ideas,
creativity and expertise in foster care could be the foundation of a
youth-developed training curriculum – which would then be
offered by youth trainers to social workers around California.
Training for Youth Trainers
Starting in October 2001, we recruited a group of youth trainers.
In January 2002, we began our Training for Youth Trainers
process with four months of team development (see Developing
the Team in Training for Trainers Manual) that included training
on how to develop curriculum, agenda and event planning, and
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facilitation skills. The next four months were devoted to the actual
curriculum development (see How We Did It).
We piloted several curriculum modules in month 6 and again in
month 9 to a group of colleagues that included trainers, former
foster youth and social workers.
Results!
By September – only ten months after our first meeting –
Y.O.U.T.H. made our grand debut, offering a professional training
to social workers in San Francisco County. Since that time, youth
trainers have trained over 450 California child welfare workers.
Team members have continued to refine the curriculum, hone their
skills and develop their teamwork, They have been able to apply
their training and facilitation skills and experience not only to this
project but to the rest of their personal, academic and professional
lives.
Finally, the project has resulted in this documentation which we
hope will support readers to use our vision, experience, and
curriculum to inform and enrich your own work to train child
welfare workers and to empower foster youth.
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Curriculum Author Biographies
Mookie A.
Mookie A. is a Sacramento County foster care Alumnus, who after
14 years of the system, transitioned with nothing but the lust and
determination to learn all that she could about the tricks and trades
of adulthood. Mookie believes “emancipation should not be the
end of family, just the beginning of adulthood” and has dedicated
all of her adult life to building a better system for foster youth and
Alumni nationwide.
Alexxa Goodenough
I grew up in foster care and moved around a lot and had many
things happen to me but even though everyone said I would
become nothing and be just like my family I have been the
opposite. I have been on the Board of Directors, Legislative
Committee and Advisory board for California Youth Connection. I
have also been on the Y.O.U.T.H. Curriculum Team and worked
for the Foster Care Ombudsman’s office. I have even done some
consultant work training foster parents and social workers--where
some of my social workers were at conventions that I spoke at and
they all got to see that their statistics aren't right. I did all of this by
the time I was 18.
Jimmy Mosqueda
Jose “Jimmy” Mosqueda was put into the system on his own
accord at the age of sixteen, spending months in a shelter home
and finally two years in a group home. He emancipated soon after
his eighteenth birthday despite the fact that he still had a year of
high school left. In December of 2001 he was accepted to Stanford
University and is now currently a student there. He has been a part
of the Y.O.U.T.H. project since the curriculum-development stage
and finds each and every piece of the curriculum dear to his heart.
14
Reina M. Sanchez
Reina M. Sanchez has dedicated her life to fighting social
inequality through non-violent personal and political struggle. She
believes that everyone is capable of achieving greatness, regardless
of his or her social/political/economic circumstances and that a just
society is responsible for ensuring that those who want to make
something of themselves have the opportunity to do so. She will
pursue education and job opportunities that contribute to the
realization of that ideal.
Sophie Sok-Kirby
Sopheavy Kirby is currently a fill time mom and student at
Miramar Community College in San Diego. Her goal is to pursue a
master's degree in Child Development with a minor in Accounting.
She currently works for The Orangewood Children's Foundation
and has been an active Peer Mentor since 2000 at the Orangewood
Children's Home and other group homes around the county. She is
an active member of the Orange County Chapter of California
Youth Connection and a team member on the Y.O.U.T.H. Training
Project.
Nick Smith
Nick Smith is 17 years old, in the 11th grade and maintains a 3.8
GPA. He is currently president of the Stanislaus ILSP Advisory
Board and the vice-president of the Stanislaus Chapter of
California Youth Connection.
15
Youth Trainers
Chapter 2
Y.O.U.T.H
Training Competencies
Y.O.U.T.H. Training Project (Youth Offering Unique Tangible Help)
A. Participant applies knowledge of cultural and
developmental needs of foster care youth when
making assessments and case plans.
Knowledge objectives:
1. Participant knows the developmental milestones of normal
adolescent social and emotional development.
2. Participant understands how the effects of abuse, neglect, and
multiple home placements influence development.
3. Participant recognizes that foster youth are not a monolithic
group but unique individuals with diverse needs.
Skills objectives:
1. Participant uses language that is inclusive and sensitive to a
broad, diverse population, and works with diverse
communication styles.
2. Participant is able to help youth understand the privileges and
responsibilities of independent decision-making.
3. Participant can effectively balance new and ongoing service
needs (e.g. gives priority to survival needs of youth such as
food, shelter, clothing while attending to social and behavioral
issues and problems.)
Attitudes/values objectives:
1. The participant values a strength-based perspective in working
with youth to inspire youth to achieve to their potential.
17
2. Participant demonstrates self-awareness regarding his or her
own social/cultural biases and preferences in working with
foster youth and will identify methods to work through these
issues to better serve youth.
3. Participant is aware of power and privilege issues in the
worker-youth relationship and acknowledges youth perceptions
of workers having power over them.
B. Participant is able to develop relationships, obtain
information, communicate and listen effectively to
foster care youth.
1. The participant will learn strategies for effective
communication with foster care youth.
2. Participant understands the importance of the rapport-building
(interpersonal) phase of interviewing or meeting with youth.
3. Participant understands that physical expressions of care,
concern and appreciation play an important role in relating to
foster care youth.
4. Participant understands how to demonstrate respect to youth
and can interact with youth demonstrating these skills.
Skills objectives:
1. Participant can identify at least three strategies for building trust
and developing positive relationships with youth (e.g. making
and keeping regular appointments; identifying common
interests; holding private interviews and meetings away from
foster parents, group home workers and other youth; being
18
educated on current trends and activities of importance to
youth; authenticating feelings, etc.)
2. Participant can identify at least three appropriate alternative
meeting sites with youth (e.g., restaurants, malls, cafes,
libraries, parks, etc.)
3. Participant can set goals, parameters and expectations for
behaviors that reflect youth input and mutually agreed-upon
definitions of success.
4. Participant is able to identify appropriate physical expressions
of care, concern and appreciation (e.g., eye contact, shoulders
touching, small gifts, phone calls, etc.)
5. Participant can express genuine respect for the wishes,
preferences and privacy of youth.
1. Participant respects the wishes, preferences and privacy of
youth and works to honor them whenever possible.
2. Participant recognizes that inappropriate and negative labeling
sometimes occurs with foster care youth and seeks to develop
an independent understanding of foster youth separate from
case files, school records, etc.
3. Participant understands that youth and foster parents may have
different perspectives on an event or conflict and recognizes the
importance of fully hearing the foster youth’s position on an
issue.
4. Participant understands the importance of and shows support
for the relationships youth have with other people (e.g.
romantic relationships, friends, mentors, extended family, etc.)
19
5. Participant is willing to admit and own mistakes and is
proactive in rectifying them through discussion and feedback.
6. Participant respects youth’s request for confidentiality and
explains to youth when and in what circumstances participant is
not legally or professionally able to make a commitment to
confidentiality.
7. Participant understands the importance of obtaining the foster
youth’s perspective on past, present and future life experiences
and goals.
8. Participant recognizes and differentiates between her/his own
hopes and expectations for youth from youth’s own dreams and
desires.
9. Participant understands and reflects on the implications of
her/his own strengths and limitations within a professional role.
C. Participant utilizes traditional resources/referrals as
well as experiential learning to prepare foster youth
for emancipation.
1. Participant understands the importance of ensuring youth have
all the available information needed to manage situations and
make sound decisions; offers more than one option/suggestion
and explains complexities in an easy-to-understand manner.
2. Participant understands the importance of using “teachable
moments” to illustrate/explain the ways of the world and other
people’s perspectives.
20
3. Participant understands basic theory and reasoning for a
positive youth development approach to emancipation
preparation. (e.g., youth involved decision-making that works!)
4. Participant understands the importance of exposing youth to
everyday life experiences (e.g., ordering in a restaurant, riding a
bus, filling a gas tank.)
5. Participant understands the relationship-building power of
sharing challenging experiences with youth (i.e., participant and
youth experience new challenges together.)
Skills objectives:
1. Participant selectively uses personal experiences as “teachable
moments” to role-model skills needed for future encounters/life
events.
2. Participant identifies and recruits family role models who can
demonstrate positive parenting and partnering dynamics to
youth.
3. Participant models “own learning” (being open minded, open to
new experiences, making and owning mistakes, stretching
oneself) as a way to increase youth’s confidence to pursue
goals.
4. Participant can identify at least one ways to teach adultreadiness skills (e.g., budgeting, house hunting, job searches,
interviewing, buying a car, medical care research, etc.)
5. Participant can identify at least three housing opportunities for
emancipating youth.
6. Participant can identify and make appropriate referrals to
resources for transitional services for foster youth including:
employment and job placement, medical and mental health care
21
insurance/medi-Cal services, education, social group referrals,
financial assistance, etc.
7. Participant gives positive feedback to reinforce strengths and
healthy choices in order to help youth build self-esteem and
feelings of self-worth.
Attitudes/values objectives
1. Participant values the importance of providing youth the
opportunity to acquire life skills through practice and accepts
mistakes as learning experiences rather than failures.
D. Participant demonstrates compassion and
commitment to foster youth.
1. Participant is sensitized to the lived experience of foster youth
emancipating out of care by witnessing stories of and by
transition-aged foster youth.
2. Participant understands the importance of acknowledging and
attending celebratory events in a youth’s life (e.g., birthdays,
graduations, athletic and academic accomplishments, first job
and job promotions, etc.)
3. Participant understands the importance of encouraging youth to
persist in efforts despite failures or obstacles (e.g., consider the
mantra “fail till you succeed.”)
Skills objectives:
1. Participant uses regular meetings with youth to build
relationships and trust, maintain ongoing communication and
create a presence in a youth’s life.
22
1. Participant genuinely likes youth, is enthusiastic and energetic,
believes in youth strengths and takes pride in youth
accomplishments.
2. Participant has firm values and beliefs about protecting children
and promoting relationship permanency.
3. Participant demonstrates willingness to be a stable presence for
youth through routine and spontaneous interactions and
participation in celebrations and life events.
4. Participant demonstrates willingness to be accessible and
available to youth beyond routine expectations via pager
number, voice mail, email, etc.
E. Participant demonstrates sensitivity and skill in
working with stigmatized foster youth groups
including teen parents, youth with mental health
issues and gay/lesbian/bisexual/transgender/
questioning youth.
1. Participant is sensitized to the unique circumstances and special
needs of parenting foster youth, LGBT youth and youth with
mental health issues.
2. Participant is aware of the limitations of labeling and the
misuse of psychological diagnostic practices.
3. Participant understands that foster youth feel angry and upset
when they are inappropriately labeled.
4. Participant is knowledgeable of language and terminology
specific to LGBT youth.
23
5. Participant is knowledgeable of various resources available to
parenting foster youth, LGBT youth and youth with mental
health issues.
6. Participant can name several federally funded social service
programs of importance to parenting foster youth.
7. Participant is familiar with the legal rights specific to parenting
foster youth, LGBT youth and youth with mental health issues.
8. Participant knows that normal behaviors and coping skills,
when demonstrated by foster youth, are sometimes interpreted
as being indicators of emotional or mental disorders.
Skills objectives:
1. Participant is able to empathetically respond to the concerns of
health issues.
2. Participant understands how to demonstrate cultural
competency in working with parenting foster youth, LGBT
youth and youth with mental health issues.
3. Participant demonstrates sensitivity when responding to the
concerns and needs of parenting foster youth, LGBT youth and
youth with mental health issues.
4. Participant can engage in critical analysis when reviewing a
youth’s history of care.
5. Participant is able to anticipate the needs of parenting foster
youth, LGBT youth and youth with mental health issues.
24
6. Participant can relay vital information about available LGBT,
parenting and mental health resources to foster youth in clear
and simple language.
1. Participant will engage in a process of self-reflection, and
personally confront any bias they may have towards parenting
2. Participant will understand the importance of working with
parenting youth, LGBT youth and youth with mental health
issues from a strengths based perspective.
3. Participant will understand the importance of utilizing Positive
Youth Development practices when working with parenting
4. Participants will understand the importance of using their
personal life experience as a resource when working with
health issues.
5. Participant will take serious allegations of abuse or neglect on
the part of care providers that are expressed to them by
stigmatized foster youth and all foster youth.
25
Youth Trainers
Chapter 3
Y.O.U.T.H
How We Did It: The 10-Step Curriculum
Development Process
Curriculum development is a creative, exciting and can be an
intimidating experience. You get to play around with ideas, create
games and get imaginative in the process. You also have to know a
lot about your subject matter (in our case, transition age youth or
“TAY” experience) in order to craft an exercise or activity that truly
teaches and accomplishes your training goals.
The Y.O.U.T.H. Training Project curriculum was developed entirely
by youth. Our development team consisted of 6 current and former
foster youth age 16-21. We took a total of 9 months to develop our
curriculum. Here’s a little about how we did it.
One: In order to create this curriculum a team of youth and adults
interviewed individuals and held focus groups of current and former
foster youth as well as social workers. We asked social workers what
kind of training they were lacking in the area of TAY. We asked
foster youth what they thought social workers needed to know. We
then summarized the training needs from both sets of groups and
turned them into training competencies or goals (we worked with a
consultant to turn our findings into training competencies). Our full
listing of training competencies is included in this curriculum.
Two: Our team went through 35 hours of trainings by outside
consultants and in-house staff in order to learn to develop curriculum.
Our trainings included the following skills: mind mapping
(alternative ways to take notes and digest/understand verbal and visual
information); learning styles and multiple intelligences (Howard
Gardner’s work); the KSA model of learning (knowledge, skills and
attitudes); curriculum methodology (role plays, games, simulations,
metaphorical learning, etc.); transfer of learning techniques, etc.
27
Three: We sat down together reviewed and re-familiarized ourselves
with our five major competency areas, which our curriculum would be
based on:
Cultural and developmental needs
Relationship building and communication skills
Resource knowledge and experiential learning skills
Compassion and understanding of foster youth experience
Sensitivity and cultural competence of Lesbian/Gay/
Bisexual/Transgender youth, parenting youth and youth with
mental health issues.
Four: We broke down the training competencies in understandable
concepts and language. In order to create a large group memory, we
wrote these concepts and words on chart paper with markers and
posted them around us. It was important that each team member
understood each competency, and we took the time to clarify language
in every step. For example, for “cultural and developmental needs”
we wrote: “knowing what’s important to foster youth, understanding
priorities of TAY.”
Five: We chose one competency and concept sheet to focus on and
then we brainstormed
possible activity/exercise/training ideas on chart paper with markers.
We did not limit ourselves in any way during this process. We did not
think about how much supplies would be needed, how much time
things would take, our training room size, etc. We simply wrote up
every idea we thought. Each idea was in it’s own color and we
mindmapped (see example) our ideas rather than writing linear style.
Six: We each received a number of sticker dots and were allowed to
vote on which ideas were most interesting to us to work on. The ideas
with the most dots were prioritized.
Seven: Initially we developed our pieces (modules) with all members
(6), but we found it difficult to create with too many ideas on the
table, so we broke up into groups of 2-3 and were then able to create
28
twice as many pieces in the same time. We worked through this
process with some members working from blank curriculum
forms/sheets and one team member chart writing finalized ideas on an
enlarged poster sized version of the curriculum sheets. The
chartwriter documented on chart paper: the title of the activity, goals
and objectives, time needed, supplies, instructions and competency
areas that were covered.
Eight: After the groups worked together for about 30-60 minutes, we
re-convened and the creators would then lead the full group in the
activity. Afterwards, the large group gave feedback, asked questions
and the piece was flushed out further.
Nine: The piece of curriculum (module) was then taken back to the
office, typed up in the same format as the sample (as seen in this
book), and brought back to the next work meeting. The module was
reviewed again and the creators made changes. The module was then
run again, and the whole group again provided feedback and
suggestions. This process was repeated at least two more times for
each of the 20 modules.
Ten: When all of the modules were developed, they were assessed on
a few different scales. First we checked to make sure our curriculum
was going to accomplish our training goals (competencies). We asked
ourselves if our curriculum indeed offered unique tangible help from a
youth perspective? At first we did not grade ourselves with an “A,”
and so we went back to the drawing board and added a couple of
pieces (for example, Milestones, Survey Says: each requiring a survey
of foster youth which took additional time and work). Next, we
looked at all of the modules together and identified which were the
strongest. Finally we looked at them in terms of time, space, cost of
materials and other logistics. After this process, we left a few pieces
on the cutting room floor. (For example, one was based on a
“Where’s Waldo” kind of artwork but we couldn’t find a youth artist
who could/would draw our diagram for free and in the time frame we
needed).
29
After this arduous process, we took our pieces on the road. In our first
teaching adventure we offered a three-hour section of the curriculum
at a national conference and reached 60 child welfare workers. We
had so many people interested in the workshops that we had to turn
people away! We also did a simulated run-through, three-hour
version of our most challenging pieces to a focus group of trainers,
social workers and other child welfare workers. Along with our own
growing sense of what worked and didn’t (and therefore would need
to be changed), we used the feedback of our focus groups and
participants to continue perfecting the curriculum.
In the end, we taught the Y.O.U.T.H. Training Project Curriculum to
over 300 social workers at 19 different trainings. At print time, we
were still editing. ☺
30
™ problem solve
™ watch a video
™ meditative activity
™ build something together
™ sing a song
™ physical activity
™ games
(for example)
Brainstorm
Training
Ideas
Prioritizes and Selects
(through voting with
cute dot stickers)
which training
idea to work with
First, the group reviews the
already developed competencies
and concepts, chooses one to focus on and then…
Develop the curriculum
in large or small
group. Use a
curriculum template
to document details
of the exercise
including:
instructions,
props, set up
required, etc.
Read, Role Play,
Run Through and
Edit that puppy to death life!
Curriculum Development (for visual learners!)
4-Step Process
31
Curriculum Template
________________(Title goes here)________________
Purpose:
Number of
Participants:
Time:
Materials:
Facilitator’s Instructions to participants:
Debrief Questions:
32
Y.O.U.T.H
Mind Map: Intended Results
Y.O.U.T.H
33
Mind Map: Treasure Hunt
Y.O.U.T.H
34
Youth Trainers
Chapter 4
Y.O.U.T.H
35
Curriculum Focus and Attention
In the spirit of youth empowerment, California Youth Connection
(CYC) and the Bay Area Academy (BAA) of San Francisco State
University teamed up with the expressed intent of directing a project
that would empower current and former foster youth to develop a
training curriculum for social workers. After three years of intense
focus, training, and preparation, we have done just that. Based on the
positive reviews that our training has received from social workers,
staff members at CYC and BAA, our federal reviewer and the
Y.O.U.T.H. Training Team themselves, we have come to believe that
our training is “one of a kind” and remarkably successful. People
come to our training because they get something there that they don’t
necessarily get in other trainings they attend: the opportunity to learn
about the foster youth experience from foster youth themselves.
We believe that the best way for social workers to learn about what
works and doesn’t work in foster care is to talk to the people who
have lived through it. Because of this, our three-year project was
designed to empower current and former foster YOUTH with the
knowledge, skills and attitude they needed to completely and totally
run a two-day social worker training. What this means for you, the
reader, is that the tone, perspective, and language used in the training
curriculum is geared towards a youth audience. We specifically wrote
it this way because our vision is to see other groups of current and
former foster youth get together, curriculum in hand, to make what we
have written here their own by assimilating THEIR own personal
stories and experiences into the training.
Although it is possible for adults to learn the curriculum and make a
training out of it, your presentation will surely lack the dynamism that
could have been had a group of current and former foster youth been
empowered to lead the training. While our training curriculum is
strong in itself, what makes our trainings stand out from the doze of
other trainings that social workers inevitably have to go through is
that our theories about foster youth empowerment and positive youth
36
development are always backed up by life experience. We are living,
breathing examples of how the foster care system does or does not
support foster youth. We are walking examples of what happens when
foster youth are truly empowered.
With that said, please feel free to read through this training material,
develop a training agenda that meets your needs and most of
all…make the curriculum your own.
We wish you much success on your training journeys.
37
How to Use This Manual
Congratulations! You have in your hands a rare object indeed! A
curriculum to help social workers improve their services to transition
age foster youth (TAY) written entirely by current and former foster
youth (age 16-22).
Just a few words to orient you:
• We organized this training in a 2-day format, but have also run
it in a 1-day format. We’ve enclosed sample copies of our
training agendas, but the curriculum itself is listed in
alphabetical order.
• Most handouts will follow each piece, any additional handouts
can be found at the end of the curriculum.
• Sometimes we refer to digital stories: those stories are included
in the video you received with this curriculum.
• This curriculum is meant to be trained by youth trainers, if you
are an adult reading this and want more info on how to train
youth to be trainers, check out the Training for Trainers (T4T)
Manual.
• Some of our competencies cover the CALSWEC
competencies…if you need to offer CALSWEC competency
trainings, check for cross-reference.
• We offered CEU’s (Continuing Education Units) for this
training, you should too.
• Forgive us for any typos, we apologize in advance ☺
38
SAMPLE 2-Day Curriculum
Y.O.U.T.H. Training Project Curriculum Agenda
Clock
Time
8:45 Day One
30
9:15
10
9:25
15
9:40
5
Agenda & Packet
Review
9:45
60
Foster Youth
Testimonial
10:45
15
BREAK
11:00**
45
A Story
12:00
60
Lunch
1:00
10
1:10
30
Energizer: One
Behind
I Remember
When
1:40
45
Milestones
2:25
15
break
2:40
30
3:10
30
3:40
20
4:00
Who
Topic
Good Morning
Breakfast
Snacks
Strengths and
Talents to
Treasure
Welcome
Project
Introduction
Handouts
Participant Packets
Charts/Props
Pens
Name tags
Treasure Hunt
Forms
Instruction posters
Project Summary
(P)
Digital Story Intro
Agenda Poster
Testimonial
Handouts
Strengths/challenges/
special needs/
recommended resources
Mindmaps
Digital Stories: Reina,
Tramisha, Sophie
Scenario Cards
Tips Sheet
Milestones Survey
Milestones Survey
Results
Tips Poster
Outer Limits
Ranking Cards
Oh Teacher My
Teacher
What Dy’a
Learn?
Raffle
Adjourn
Group Questions
3 Stations- Kinesthetic,
Word Problems, Logic
Puzzle
Dead Poets Society Video
Milestones SW Poster
Milestones Youth Poster
Raffle Tickets
Prizes
*remember to leave
packets or bring them
back tomorrow
** We have 15 minutes of wiggle time in case we fall behind
39
Clock
Time
8:45 Day Two
30
9:15
45
Topic
Good Morning
and Breakfast
snacks
Power Struggle
10:00
30
Buying Time
10:30
15
break
10:45
20
People
Hunt/DSM IV
11:05
60
Taboo
12:05
60
Lunch
1:05
5
1:10
45
Energizer: Silk
Silk Silk
Life Rebate
1:55
15
Break
2:10
45
2:55
45
Recognizing
Resources
Super Social
Worker
3:40
20
4:00
Who
Thank you’s
Evaluation
Retro Pre-test
Adjourn
Handouts
Charts/Props
Snacks
3-baskets of good stuff, 3baskets of junk
Prizes
Bell, timer, Script
People Hunt
Worksheet
Famously
Diagnosed People
handout
apple sample poster
taboo cards
instructions (2) posters
Viko’s Digital Story
Rebate Boxes, youth roles,
rebate forms, observer
sheet
Youth made SSW
forms
markers
chart paper
tape
Evals
Post Test (P)
(P) denotes that handouts are in packet
40
SAMPLE 1-Day Curriculum
Y.O.U.T.H. Training Project Curriculum Agenda
Clock
Time
Who
8:45
30
all
Topic
Good Morning
Breakfast Snacks
9:15
10
Viko
Strengths and
Talents to Treasure
Treasure Hunt forms
Instructions posters
Welcome and
Project
Introduction
Agenda and Packet
Review
Foster Youth
Testimonials
Project Summary (P)
Bios (P)
Intro Video
Kordnie
9:25
10
Reina
9:35
5
Jimmy
9:40
60
Tramisha
Reina
10:40
10
10:50
45
Handouts
Charts/Props
Pre-test (P)
Participant Packets
Pens
name tags
Agenda Poster
Foster youth testimonials
Strengths/challenges/recommended
resources/special needs
Break
Jimmy
Power Struggle
Baskets—some with good stuff, some
with messed up stuff
Buying Time
Timer, Chime
What comes to
mind…
Chime
Reina
11:35
30
Jimmy
Viko
12:05
25
Kordnie
Tramisha
Lunch
12.30
60
1:30
5
Viko
1:35
30
Kordnie
Reina
2:05
45
Tramisha
Energizer: Silk,
Silk, Silk
Recognizing
Resources
Milestones
Rhonda’s Video
Milestones Survey
Milestones Survey Results
Reina
2:50
30
Reina
Viko’s Video
Taboo Cards
Timer
Taboo
Jimmy
3:20
15
3:35
45
break
Viko
Outer Limits
Station Posters
Word Teasers
Brain Benders
Instructions for Human Knot
Raffle Tickets
Prizes
Tramisha
Jimmy
4:20
10
Reina
What D’ya Learn?
4:30
15
Kordnie
4:45
10
Kordnie
Retrospective PreTest
Evaluation
5:00
Milestones Poster
Youth Made Milestones Poster
Dot Stickers
Retro Pre Tests
Evaluations
Adjourn
(P) denotes that handouts are in participant packets
41
Youth Trainers
Chapter 5
Y.O.U.T.H
A Story
Purpose:
To help social workers identify the diversity of
transition aged foster youth: their experiences,
their cultures and backgrounds. To develop
cultural awareness and expand understanding of
the experiences of foster youth.
Number of Participants: up to 40
Time:
45 minutes
Materials:
1.
2.
3.
4.
Digital Stories on Video
TV/VCR or computer/projector with sound
Blank mind map with 11 x 17 sheet
Pens or Pencils
Introduction to audience:
(Paraphrase the following information to give
the audience a general sense about the digital
storytelling process)
In this exercise, we will be viewing several
creative works known as Digital Stories.
Digital stories are most simply described as
“mini-documentaries.” They utilize computer
technology, music, voice-overs and animated
images to showcase a piece of a person’s life
story. The most powerful element about them
is the empowerment process embedded
within the project. Digital storytelling is a
process where youth experience what it
means to tell their stories on their own terms,
in their own words and with their own style.
They are indeed the creator, director,
producer and star.
43
Instructions to audience:
We are handing out 3 blank “mind-maps”
with bubbles in the middle for each
featured youth’s name.
As you are watching the digital stories, we
would like you to pay special attention to
some of the themes, life experiences and
feelings common to each youth’s
experience in foster care.
If you want to, you can take notes while
you are watching the digital story. We will
also pause for one minute between videos
to allow you further time for note taking.
Show Videos, pausing for one minute between videos
Debrief Questions:
Dyads: First, in dyads, we want you to
discuss any feelings that came up while
watching these videos.
Large group discussion questions:
1. Did you notice any themes and/or
similarities from the three stories?
(possible responses)
Loss of family
Fear and loneliness
Strength based social workers versus problemfocused social workers
Support from social workers versus no support
Listening to youth versus ignoring or
disbelieving youth
Awareness of everything related to youth versus
not being aware or caring
The importance of including youth in the
decision making process
The negative consequences of labeling
44
Issues of abandonment
Feeling unwanted/Depression
All youth had needs
2. What, if anything, have you learned about
the diversity and culture of foster youth?
(possible responses)
Foster youth have similar life experiences
(homelessness, abandonment, emancipation)
Cultural traditions
Poetry and art as a source of empowerment
Need and desire for family
Youth are often very hard on themselves
3. What, if anything, did you see as making a
difference in the lives of these foster
youth?
45
Strong Messages Received
During Videos:
Other:
Mindmap for “A Story”
46
What Made A Difference:
Youth’s Name
Mind Map Example
Y.O.U.T.H.
Youth’s Background:
Experience Unique to Foster Youth
Culture (only):
Digital Story Breakdown
14 youth completed Digital Stories as part of the Y.O.U.T.H. Training Project. 12 of
their videos can be used as training tools in your curriculum. They cover the
following topics:
Youth
Ronda
Topic
Birth and parenting while in foster care. How the foster care system failed and
then supported the journey of one young mother.
Mookie
How the effective or ineffective job of social workers impacts youth lives.
Nick
The importance of using strength based approaches in working with foster
youth. The role of advocate in social worker relationships with transition age
youth.
Viko
Loss and grief. The importance of culturally competent work with transition
age youth who are lesbian/gay/bisexual/transgender or questioning.
Tommy
The consequences of absent social workers in a transition aged youth’s life.
Dawnielle The biological attachment issues of transition age youth. The coming out
process of a lesbian foster youth.
Jennifer
How labeling and mental health segregation impacts and suppresses the success
of many foster youth.
Alexxa
How multiple placements create a sense of helplessness in foster youth. How
sexual assault and survival of rape brought awareness to one youth.
Internalization of the abuses she endured in foster care.
Sophie
How sexual abuse and cultural issues led to out of home placement. How
mentorship, friendship and creating her own family has healed her wounds.
Tramisha
How a social worker supported one girl in foster care after her mother died of
breast cancer. How youth empowerment and CYC helped her find her voice
and achieve success.
Malcom
How racism and stereotypes impacted the service and placement of one youth.
CheRita
The importance of supporting siblings to remain connected after being removed
from home.
Y.O.U.T.H
47
Buying Time
Purpose:
To convey the importance of meeting regularly with transition
aged foster youth and taking time to listen to them.
Time:
20 minutes
Materials:
1.
2.
3.
4.
5.
Script
Timer
Two chairs
Bell
Buzzer
Note: This activity requires 3 facilitators
Instructions to Facilitator:
The objective of this activity is to give social
workers another opportunity to think about the
importance of building relationships with
transition aged youth through time spent together
at regular meetings. This exercise involves
facilitators performing a series of quick,
exaggerated skits that portray how ineffective it is
to rush through a meeting with a transition aged
youth.
Preparation:
Pick two facilitators to take the roles of the
“actors”. One facilitator will play the role of a
foster youth; one will play the role of a social
worker. (Option: select participant to play one
of the roles and practice with them ahead of
time during a break)
Actors should familiarize themselves with the
script and practice in front of the training team,
paying special attention to the timing of the
script.
48
One facilitator who is not an actor should
volunteer to be the narrator. The narrator’s job
is to introduce the skit and create the different
sound effects that are used in the skit such as
knocking and bell ringing.
Facilitators Instructions to Participants:
The training team has prepared a series of
short skits that are humorous and fun to
watch. Your job is to sit back, relax and think
about the situations portrayed before you. At
the conclusion of the skits, there will be an
opportunity to ask questions and talk about
the skits you have seen.
Narrator should instruct the actors to start
performing the skit. In between each segment of
the skit, actors should pause briefly, allowing the
audience to contemplate or reflect on the piece
that they have just seen.
Debrief Questions:
1. Was this meeting similar to any meetings
that you, as a social worker, have had with
transition-aged youth?
2. Do you ever feel like you don’t have
enough time for the transition aged youth
on your caseload?
3. What obstacles, if any, do you face, when
it comes to having enough time to meet
with the youth on your caseload?
4. What can you do to improve your time with
transition aged youth?
49
Buying Time Skit
PROPS:
Two chairs facing each other, an assortment of papers to be held by the youth,
a bell and a buzzer
ROLES:
Narrator
One transition aged foster youth, (TAY)
One social worker (SW)
NARRATOR introduces the first skit
1st SKIT
Social worker pretends to knock on a door.
TAY
Come in!
SW takes a step forward.
SW
Hey you, how have you been?
TAY pulls out a piece of paper.
TAY
Man, am I glad to see you. I need your help filling out a job application. I want to use you
as a reference and I need some info…
NARARATOR sounds buzzer
SW
Oh, sorry. Outta Time! Gotta run.
SW leaves.
TAY sits there, paper in hand.
__________________________________________
50
Y.O.U.T.H
2nd SKIT
TAY
Come in!
SW:
TAY
SW
Sure, what information?
TAY
I need the address to the social services office.
SW
No problem. It’s 343 Berry Lane, Los Angeles, CA 90007.
TAY pretends to fill out the information on the sheet as the SW talks.
TAY
Great thanks! Also, I was hoping we could talk about some things that are bothering me…
NARRATOR sounds buzzer
SW
Oh, no can do. I have other clients. Gotta run!
SW leaves.
__________________________________________
3rd SKIT
TAY
Come in!
51
Y.O.U.T.H
SW
TAY
SW
TAY
SW
TAY
SW
What’s the matter?
SW sits beside TAY.
TAY
I’m having problems with my foster parents. They aren’t willing to drive me to soccer
practice and they won’t give me the money to take the bus. My coach says I have a good
chance at a college scholarship if I keep playing, but I can’t play if I can’t get to practice.
SW
Well that sure is a pickle! How about if we all sit down together and talk this through?
TAY
Great! And one more thing…
NARRATOR sounds buzzer
SW
Oh sorry, more clients, gotta go, be good!
52
Y.O.U.T.H
SW leaves.
__________________________________________
4th SKIT
TAY
Come in!
SW
TAY
SW
TAY
SW
TAY
SW
What’s the matter?
SW sits beside TAY.
TAY
I’m having problems with my foster parents. They aren’t willing to drive me to soccer
practice and they won’t give me the money to take the bus. My coach says I have a good
chance at a college scholarship if I keep playing, but I can’t play if I can’t get to practice.
53
Y.O.U.T.H
SW
Well that sure is a pickle! How about if we all sit down together and talk this through?
TAY
Great! And one more thing…
TAY
I was interested in participating in transitional housing. Can you help me?
SW pulls out a sheet of paper.
SW
Sure thing. I happen to have this flyer right here with our county’s transitional housing info.
Why don’t you read it this week and we’ll talk about it at our next week’s meeting.
TAY
Great thanks.
TAY gets up and hugs the SW.
SW
Gotta go, anything else?
TAY: No, nothing else.
NARRATOR rings bell 3 times signifying the end of
the skit and the happy solutions ☺
54
Y.O.U.T.H
Foster Youth Testimonial
Purpose:
To sensitize participants to the negative effects of
labeling and making assumptions about foster youth.
Number of
Participants:
Up to 30
Time:
60 minutes
Materials:
Paper and Pens
“Foster Youth Testimonial” handout
Strengths, Challenges, Special Needs and Recommended
Resources Poster*see description at end of exercise
*Note: The power of this activity lies in the debrief. Look for teachable
moments during the exercise to emphasize the goals listed below.
There are three goals to this activity:
1. To get social workers to recognize and acknowledge their assumptions
about foster youth.
2. To teach social workers that case file labels are often inaccurate and
misleading.
3. To introduce workers to the idea of “getting to know” a youth before and
in spite of the labels that have been placed upon them.
These goals will be reached by giving social workers the opportunity to
confront their assumptions about individual foster youth.
Ahead of time: Each facilitator should draft a
half-page personal statement about a piece of their
life in foster care. These personal statements
should be collected and made into a handout
called “Foster Youth Testimonials.” Facilitators
should use false names on the handout, and their
true identity will not be revealed until the end of
the activity.
55
Divide the participants into as many groups as you
think are effective (five to six people per group
usually works best) and give each group member a
copy of the handout “Foster Youth Testimonials”.
Give the groups 10 minutes to read over all of the
testimonials, either individually or as a group. The
purpose of this section is for the participants to get
a general sense of the youth’s stories. It is more
important during this time that the participants
skim through each and every story rather than try
to memorize the details of a few. (10 minutes)
After 10 minutes have passed, assign each group
to concentrate on one Youth Testimonial. Assign
each group a different testimonial and make sure
that each testimonial has been assigned to at least
one group. Instruct participants to discuss the
testimonial that they have been assigned to as a
group—paying special attention to the strengths,
challenges, special needs of the featured youth.
Instruct the participants to recommend any
resources that they feel the youth would benefit
from. Ask each group to assign a note taker as
well as someone to report back. Give the groups
15 minutes.
(15 minutes)
Call time after 15 minutes. Ask for the reporters
from each group to stand up and give a brief
summary of the group’s discussion. Each group
should name at least one strength, challenge,
special need, and resource for their featured
youth. (This section can take all day if you let the
discussion get away from you. Tight facilitation is
a must during group summaries. Ideally, this
section should take about ten minutes)
(10 minutes)
56
After each group has given their summary, invite
the facilitators to come up to the front of the room
and read their testimonial out loud. We usually say
“And now for all the auditory learners in the
group, we would like to read the youth testimonials
out loud.” Take special care not to reveal that the
stories the facilitators are reading are actually
their own.
After everyone has read, it is time for the revealing
moment. We usually say something like “well, the
special thing about these stories are that the
stories that we have read are our own.” Let a
moment of shock pass, and them invite each
facilitator to talk for a few minutes about why they
chose to tell that particular story, what that time of
their life was like, where they are at today, etc.
Hold off audience questions until after each
facilitator has had an opportunity to speak. This
section should take five minutes per facilitator.
(15-20 minutes)
Depending on how much time you have, you can
open the floor for questions from the audience or
just move on to the debrief.
Debrief Questions: [20 minutes]
1. How accurate was your analysis of the
facilitators?
2. If your analysis was not accurate, what
happened?
3. How closely does this exercise relate to
your work as a child welfare worker?
4. What are the implications of making
incorrect assumptions about foster youth
on your caseload?
57
5. What are some steps that you can take to
ensure that the assumptions you are
making do not negatively affect your work
with foster youth?
58
Guidelines for Writing Testimonial
The purpose of this activity is to create a “teachable moment” in which social workers
assume things about foster youth that are not true—then you can demonstrate that making
assumptions about foster youth and people in general is detrimental to forming effective
personal and professional relationships.
You only want to share information about yourself in which you feel comfortable.
Remember, you are the facilitator and this is a revealing activity. You don’t want to put
yourself into a situation where you share so much about yourself that you feel uncomfortable
or overly vulnerable.
Think back to the many labels that were used to describe you while you were in foster care.
Did any of these labels accurately describe you? Were some of them so off-the-wall that they
did not make any since at all? These are the types of labels that most often appear in the court
files and quarterly reports that so rigorously follow youth in out of home care.
Your task is to create a half-page narrative about a piece of your life in care, which utilizes
some of the labels that people may have pinned on you that were not actually true. You
should also pick a fake name to go with your case study so that the social workers that read it
do not know it is yours. Here is an example.
Youth Testimonial: Aurora Williams
I was put into foster care from birth. I never had any biological family that cared
about me, or that I could call my own. During the years I felt really lonely about my
status as a foster child. I didn’t have many friends and I used to get into a lot of
trouble. During Jr. High I was suspended for fighting a couple of times and people
thought I was a gang-banger because of the way that I looked. I don’t respect
authority and I couldn’t stand my foster parents. I ran away from the system at age
16.
Reading this testimonial, social workers might assume that Aurora was a troubled child who
turned into a troubled teen. The testimonial is purposefully vague, but many who read it will
inevitably assume that Aurora really was a troublemaker and that it is likely that she was
involved in gangs. Some might even go as far as to recommend psychological intervention or
that Aurora should be assigned to live in a group home.
Aurora did in fact feel isolated and lonely as a child, but she overcame this
loneliness with an intense focus on scholastics and academic success. Aurora
succeeded in school and seldom got into trouble except for two isolated incidences
in Jr. High when she was suspended for fighting. While it is true that Aurora did not
respect authority, she tried her best to get along with her foster parents. Despite her
efforts, things just didn’t work out and Aurora ended up leaving the foster home at
59
Y.O.U.T.H
age 16. She had graduated a year early from high school and received early
entrance to UC Berkeley.
This description is almost totally opposite to the first description that Aurora provided about
herself. In this description Aurora appears to have overcome obstacles to reach a self-defined
degree of success. Social workers who read the first testimonial about Aurora without
knowing more about her may totally misread the person that Aurora actually is.
The purpose of this activity is to provide social workers with a testimonial that mirrors an
actual court report or case study that they might read on the job. Foster youth often
experience that court reports are inaccurate, barely revised, and often only document what is
wrong about an individual foster youth without any regard for what is going right or how the
youth is succeeding in other areas.
By reading the testimonial, social workers have a chance to think about the assumptions they
make about transition aged youth. In small groups they will discuss the youth’s strength’s,
weaknesses, recommended resources and special needs. Then, after having time to verbalize
all of their labels and assumptions they will be confronted with the knowledge that the
testimonials they just worked over are the true-life stories of their youth facilitators.
Youth Facilitators will then have a chance to talk about why they chose to tell the particular
story that they did, and how the labels that were placed on them while they were in foster
care impacted or continues to impact their lives.
Here are some questions you might want to ask your self:
•
•
•
What aspects of my life am I comfortable sharing?
What were some of the labels that social workers used to describe me?
What do I want social workers to assume about me based on my story?
Use these questions as a starting point for developing your testimonial.
60
Y.O.U.T.H
Sample Foster Youth Testimonials
Current and former foster youth sharing their stories about life in care.
Name: Billy Rogers
Age:
22
My nightmare started when I couldn’t remember my first sight of my mom. She was the most beautiful woman. But
beautiful women can get abusive. My mother left me in a park when I was 3. She lacked the saying, “my child, my
life.” That’s when the pain started. I had grown older to 5, or somewhere around that age. When I can remember my
foster parents putting out a cigarette on my arm. I didn’t let them see me cry. I kept finding myself in homes with
beautiful moms and dads who would state “this is my child and that kid is the one we’re taking care of.” I was an
outcast. My nightmare was nothing when one home showed this beautiful room with teddy bears and other stuffed
animals. What my social worker didn’t know is they would put them in a freezer and then make me sleep with them.
I woke up every day feeling alone. My mom passed away when I turned 16. I had to leave my group home with two
bags and a mom I saw once. There’s not a day that passes when I don’t try to find my mother in my dreams. I want
to tell you that people hurt me. My social worker does not even know who I am. No one wants me.
Name: Alize Jenkins
Age:
21
I entered foster care at the age of 14. After my mom died of a familiar sickness of the family. Once I entered the
system I was moved a great distance from my 2 older brothers. Things went down hill for me. I was so down and
depressed that I didn’t even recognize myself some days. I found myself stealing things from my caregiver when she
would leave. One summer I even spent my whole time at this site with other kids like me. I never really talked about
it much when I returned. At 16 I wanted to get out of my placement so bad. So I took matters in my own hands and
left the home of that caregiver and never returned. While being in the system my grades even started to drop. I didn’t
even graduate from high school at the time schedule for me to do so. Many in my family had already mapped out my
future after seeing all I had done. And what can I say they might have been right the whole time. It wasn’t a big deal
to me I was just another youth in the system.
Name: Renee McCockran
Age:
15
Before I was put in foster care my family moved around a lot. As I got older I stayed away from home as much as
possible. While I was in high school my attempts at a normal high school life didn’t work out very well. School
became less important to me and I got into some fights at school. I also had anxiety and problems sleeping. After a
few placements I was sent to live with my aunt, where I felt much more lonely. This on top of having little access to
my social worker and constant arguments with my aunt only contributed to my frustration. Finally when I couldn’t
take it anymore I left with the intent to not come back.
Name: Riley Gruber
Age:
22
Hello, my name is Riley Gruber. I come from a traditional Asian background and my parents emigrated from a third
world country. My father left me at a very young age due to family problems. My mom ended up having full custody
of me. At this point I hated my mom for the problems she caused and mainly for pushing my father away. A few
years later, my mom ended up meeting my so-called step-dad. They got married shortly after meeting each other. My
step-dad was the only father figure I’ve ever had. He showed us that he cared and even told us at times that he loved
us. But he wasn’t who he said he was and turned out to be a crazed maniac. He did things he should have never done
to a girl. At this point in time I felt like my world was tumbling down. Shortly after I was taken into custody and went
to a receiving home called Orangewood Children’s Home. After being there for a few months I ended up at one group
home and two foster homes. By this time I was finishing up at my eighth high school. I was depressed and I secluded
myself from others to hide away from the pain. At my last foster home, I constantly fought with my foster mom. I
ended up out on the streets because my foster mom had kicked me out. She ended up dropping my stuff off in boxes
in front of my work and that was the end point of the system for me. Soon after, I was struggling and became
homeless.
Name:
Candis Moreno
Age:
16
At a very young age, I started having strong feelings of hate toward my mother. I never confided in her and our
conversations were nothing more than screaming matches filled with obscenities. During 7th and 8th grade, I started
to become more and more violent with my sister and decided that I didn’t value school enough to attend. I left home
for weeks at a time, not bothering to call. (Not that I had a “home” to call). School became a non-existent worry in
my life. I had no friends, and did not excel in educational environments. My mother was addicted to alcohol, and
could never keep a steady home. For one year, my family and I lived in a tent in a friend’s back yard.
61
Y.O.U.T.H
I began to take the blame for my family’s situation, and took responsibility for the hardships that my siblings were
going through. This problem persisted until I was placed into a money hungry foster home. There, I didn’t get to talk
to the other kids, and often got in trouble for shutting my bedroom door. I remained withdrawn in my placement until
I moved a year later – 11 months more than planned.
Name: Adam Tobias
Age:
19
I was put into the foster care system at 16. I went to a shelter home for a few months and then moved to a group
home a couple of hundred miles away. I mostly kept to myself and I felt like I didn’t belong in the environment. I
was also diagnosed with General Anxiety Disorder. I got mostly Bs and Cs during this time. I was put into a foster
home after almost a year in the group home but it didn’t work out with my foster parents so I ended up going back to
the shelter home and finally returning to the original group home I was at. Back at the group home, I grew much more
irritable and detached from everyone. I began to openly defy the staff at the home, and all I began to care about was
turning 18 and leaving. I ended up emancipating soon after my birthday despite the fact that I still had a year of high
school left. I went to live with some friends.
Name: Tyrone Johnson
Age:
19
I don’t identify as a smoker, but I’ll be damned if I don’t turn to cigarettes when things get too hard for me. I’ve lived
in more homes than I care to count. My mom got killed when I was eleven and after I found my step-dad sleeping
with my sister (he 40, she 21), life flipped on its head. In foster care, my social worker kept telling me that she’d
move me into a group home if I didn’t cooperate with my foster parents more. I broke all kinds of rules in my foster
home: coming home past curfew, stealing food, and talking back. My court report said I was arrogant, stubborn, went
AWOL once, and caused fights with the other kids in the foster house. One time, I got cuffed along with my
roommate for shoplifting clothes from JC Penny. My foster parent wouldn’t come pick us up. They never do. I stole
key chains from one store and when the manager found out and cried out, my foster mom just kept on walking to the
car. She was gonna leave me there, fourteen years old. I’ve thought about suicide. I keep thinking about those times
when I sat inside that cold bathtub trying to rock the pain away, staring at an empty drain. One night, I fell off my bed
crawled across the dirty carpet looking for – god knows what, just crawling, crying, reaching for anything, lonely, and
feeling betrayed by some of the people I loved most. I used to dream of the day I would find the one mother that
would love me unconditionally, care for me unconditionally, accept me unconditionally.
Name:
Tim Jeffrey’s
Age:
17
I was raised in a single parent home until the age of 13. I met my father a couple of times, and my mother was an
alcoholic and had drug addiction problems. I entered the foster care system at the age of 14 through probation for
stealing and assault on a school employee. I was placed in three different foster homes. At one foster home I was
found smoking marijuana. I received a psychiatric evaluation at age 13 and was deemed anti-social. My bio-mom
said I would be better off in foster care, and that she was unable to control me. I had trouble in junior high and got
straight Fs. I was expelled in the 6th, 7th, and 8th grades for fighting and defiance. I didn’t have any friends at the
school I attended and I hated all of my teachers. I got alcohol poisoning when I was 13 years old. The first thing I did
when I got out of the hospital was go to a party and get drunk.
Name:
Griselda La Paz
Age:
16
Today I left the foster home that I had been staying in for most of my life. My foster mom and I had not been talking
for a while, probably because she knew that I was leaving and she was mad because she won’t be getting any more
foster care money for me. I graduated from high school earlier this month, and now I am going up North for a
summer program at college. I crammed all of my stuff into a suitcase that my friend’s mom bought for me as a
graduation present. My mom refused to take me to the airport, so I had to beg one of my “play aunts” to give me a
ride. The only thing that I can think about right now is how lonely and scared I am, and how different this place feels
from my life back home. I got off at the Airport, and didn’t know how to get to the university. The cab guy charged
me $45 and then dropped me off in front of some dorms way far from where I was supposed to be. As I was dragging
my stuff to the check-in point, I kept seeing other students check in with their smiling families and proud parents. As
for myself, I am here alone and there is no one who gives a damn about whether I made it safe off the plane or
whether I am going to be alright here. I have $50 in the bank and I am a long way away from anybody I know or love.
62
Y.O.U.T.H
I Remember When…
Using personal stories in your work with transition aged youth
Purpose:
To enable social workers to understand the
importance of using personal life experiences as
teachable moments while communicating and
supporting transition aged youth
Number of
Participants:
Up to 30
Time:
30 - 45 minutes
Materials:
1.
2.
3.
4.
5.
Envelopes with youth scenarios
Timer
Poster
Handout
Bell or chime
Instructions to participants: Part One
First, we’d like you to divide into dyads, or
groups of two. Each group will be given an
envelope with two scenarios.
Hand out envelopes
Please don’t look at these until we begin the
exercise.
After the envelopes have been handed out
We’d like you to choose one person to play
the role of a youth and one to play the role of
the social worker. Once you’ve done that,
we’d like the youth to spend a couple of
minutes telling the social worker about his/her
problem. You can either read it off the paper
or ad lib a little, but make sure you get the
main concepts from the card to your social
worker.
63
Next, we’d like the social worker to spend five
minutes in conversation with the youth about
the youth’s situation. We’ll let you know when
time is up by ringing this bell.
Ring bell.
Whole Group De-brief:
By show of hands, how many felt the social
worker appropriately addressed the issues
the youth brought up?
For those of you with hands raised, will you
please share how the social worker was
helpful?
Did any of the social workers share
personal life experiences in working with
the transition aged youth?
If so, how did they use personal
experiences?
Facilitator’s Role Model
Now we’re going to have our trainers role
model a social worker interviewing a
youth—this time offering appropriate personal
stories and making connections with foster
youth.
Afterwards, instructor reviews the elements of
personal sharing and explains the reasoning
behind using personal stories.
Instructions to Participants: Part Two
Now we’d like you to change roles and work
with a new set of situations. The person who
first played the youth will switch and become
the social worker. The social worker will now
play the youth. For the social workers: this
time you will have ten minutes to think and
respond to the youth. A big change -- this
time we’d like you to use and discuss personal
64
life experiences that you’ve had as a
technique to talk with the youth about their
issues. For example, for the new school
situation, perhaps there was a time when you
felt alone or like the odd man/woman out in a
situation. Share your experience with the
youth as you’re working out the youth’s
problem.
Whole Group De-brief: Part Two
Would anyone share how this scenario
went for you?
How did using the techniques that the
trainers modeled make a difference from
your first practice?
Anyone willing to share the personal
stories that you utilized?
What effect does it have on transition aged
youth to use your own personal stories?
Facilitator:
Review important reasons to use personal life
experiences to support transition aged youth.
(Poster)
65
Facilitator’s Role Model Script
Youth: I’ve been feeling down because my grades in school dropped, and my job cut my hours
so I’m not making as much money as I thought I would this year.
Social Worker: Well, let’s take these issues one at a time. First, tell me more about the
grades…do you know why they dropped?
Youth: Well, I’m taking chemistry because it’s required for college, but I suck at it. I can
never remember the damn periodic table of whatever, and I don’t really get the concepts. I’m
also sucking at algebra right now, but I am doing well in English, Drama and Government.
Social Worker: Wow, that sounds hard. Have you ever enjoyed math or science classes?
Youth: Not really. I’m only taking it because I have to. I mean, I’m not going to become a
scientist or anything.
Social Worker: You know, I had a really hard time in math and sciences when I was in high
school too. In fact, to let you in on a secret, I failed Algebra II three times before I finally was
given a mercy pass from my last instructor senior year because he knew that I needed that
grade to get into a UC.
Youth: I wish he was my teacher.
Social Worker: Yeah, I bet. He definitely did me a favor, because I am just not that kind of
learner. But I also got good grades in English and social science classes. Now here I am, a
social worker, not a chemist or a mathematician!
Youth: Well, given that my teachers are not going to give me a mercy pass, what should I do?
Social Worker: Well, have you talked to your school counselor about your troubles?
Youth: No
Worker: Are there other classes you can take to meet college science requirements?
Youth: Yes, but physiology isn’t offered until next semester.
Social Worker: What if you made an appointment with your school counselor and I went with
you to talk about how you’re doing and how you can feel successful in school and still meet
your college requirements?
Youth: That sounds good.
Social Worker: Well call me tomorrow and tell me when I should meet you at school next
week and I’ll be there!
Youth: Hey, thanks! I appreciate this.
Social Worker: You’re welcome. I’ll be waiting to hear from you!
The End
66
Y.O.U.T.H
Scenarios
Miguel’s Conversation
Nobody likes me, and don’t tell me it will get better after they get to know me. I have been
going to this new school for two weeks now, and I still don’t have a single friend. I can’t
even do the work. None of the teachers can even say my name right. I just want to get my
GED in independent study. I don’t even need to go to regular high school.
------------------------------------------------------------------------------------
Jasmine’s Scenario
I’m trying to decide on my housing options. Should I go live at a transitional housing
program where I have no rent or bills, but I will have roommates (who I might not like),
curfew and rules. Or should I live in my own apartment, which is expensive but includes
freedom.
------------------------------------------------------------------------------------
Jamil’s Scenario
I’m trying to decide whether I should go into Job Corps, get vocational training or enlist in
the military.
------------------------------------------------------------------------------------
Johnny Scenario
I have to make a decision whether to work at a paid job for the summer at KFC (Kentucky
Fried Chicken) or to take an unpaid summer internship at a cool non-profit.
------------------------------------------------------------------------------------
Tony’s Scenario
I just got a new girlfriend and we talk every night for hours. I think I’m in love and we’re
going to move out when we turn 18 and get an apartment together.
------------------------------------------------------------------------------------
Wyclef’s Scenario
I have sibling visit coming up. I haven’t seen my siblings in almost five years, since I was
10. I’m worried because I’ve changed a lot. I’m worried I’ll be too different and most
importantly I don’t know what to wear.
67
Y.O.U.T.H
Life™ Rebate
Purpose:
To provide social workers with an opportunity to deconstruct
complex eligibility and procedural instructions and relay them
to transition aged youth. To practice and assess
communication skills.
Number of
Maximum of 30
Participants:
Time:
45 minutes
Materials:
1. 10 Boxes of Life Cereal with rebate on back
2. Instructions to a) social worker; b) observer and c) youth
3. Timer
We’re going to begin by dividing up the class
into small groups of three.
Divide up groups.
We have three roles for each group. Decide
who in the group will be: the social worker,
the youth or the observer.
Hand out a Life cereal box to each group
First, we’d like the social worker and the
observer to please read the rebate together.
You will have five minutes to understand the
instructions. I encourage you to take notes on
the details of the rebate instructions,
especially keeping in mind deadlines, mailing
instructions, any stipulations, hints or tips and
eligibility requirements. For the people playing
the role of the youth, please read the notes
about your role.
68
After five minutes: call time and then instruct the
small groups to do the following:
1. The social worker (A) will explain the
rebate instructions to the youth.
2. The observer (B) will observe and assess
the success or struggle of the social
worker.
3. The youth (C) fills out the rebate form,
guided by social worker’s instructions. The
youth may not see the instructions
him/herself.
The observer will fill out rating sheet and
judge whether instructions for submission
have been explained well. The observer
chooses if the youth will be granted the rebate
upon submission.
If the rebate is granted, a free rent coupon will
be given the youth. If the rebate is incorrectly
filled out, or if the observer doesn’t believe the
youth will submit the rebate form correctly and
on time, then as a group, all members should
discuss what changes would need to be made
in order to receive the rebate.
Debrief Questions:
1. For those who received a prize, what
helped you to succeed?
2. For those who did not receive a prize, what
happened?
3. Did any of you ask other rebate instructors
for tips on how to offer instructions? Why
or why not? Would it have helped you to
do a better job?
4. Do you generally network and ask for help
in your actual work with foster youth?
69
5. Do you experience similar challenges in
your work understanding and explaining
transitional services to youth?
6. Do you think it would have helped if the
youth were able to read the instructions
themselves? Why or why not?
7. If the youth you’re working with fails to
receive her/his rebate, how does this effect
you?
8. How will you incorporate your skills for
success in working with transitioning
youth?
Summarizing Statement:
This exercise was developed from information
we gathered from focus groups of transition
aged youth. Many transition aged youth
reported to us that they missed out on
important opportunities for things like:
transitional housing, IL services, computer
camps, etc. because their social workers
missed deadlines or they didn’t fulfill prerequisites (which they weren’t aware were
required), they didn’t know how to fill out
forms, and sometimes neither did their social
workers.
This was an activity designed to be a gentle
reminder about complexity of accessing
services for youth and the importance of
following youth development principles when
assisting youth in getting services.
70
Life™ Cereal Rebate Offer Form
First Name ______________________________________________________________
Last Name ______________________________________________________________
How much did you pay for this box of Life™ Cereal? ___________________________
Where did you purchase this Life™ Cereal? ____________________________________
What date did you receive this box of Life™ Cereal? ___/___/___
Last three addresses you’ve lived in: including city, state and zip codes
1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
If you’ve ever lived in a garage or a group home you must write your social worker’s phone
number (including extension) here: ___________________________________________
If you play or plan to play a musical instrument, please list them here: _______________
________________________________________________________________________
If you currently have or plan to have a pet, please list here _________________________
________________________________________________________________________
Please answer the following:
Have you had the flu in the last year?
Do you regularly wear shoes?
Do you have green hair?
Will you ever have green hair?
Have you ever cursed at an authority figure?
If so, did you regret it?
Do you have a sense of humor?
yes
yes
yes
yes
yes
yes
yes
no
no
no
no
no
no
no
In three words or less, describe yourself
________________________________________________________________________
________________________________________________________________________
Y.O.U.T.H
71
Observer Sheet
Please assess the social worker’s instruction giving skills in the following categories:
Was the social worker friendly and
approachable during the meeting with the
youth?
Yes
No
Needs Improvement
Was the social worker attentive to details?
Yes
No
Needs Improvement
Did the social worker miss any details?
Yes
No
Needs Improvement
How did the social worker handle her/his own
frustration with the instructions?
How did the social worker support the youth in
understanding the intricacies and eligibility
process of the rebate?
Any suggestions for improvement?
Will you grant the youth a rebate?
Yes
No
Good job!!!
Here’s why:____________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Y.O.U.T.H
72
Youth Roles
Youth: You are 17 years old. You have blue hair. You used to live in Fresno
and your bedroom was a converted garage. You are a good student. You love
cats. You hope to go to UC Berkeley next year.
Youth: You are 18 years old. You have a 3.1 GPA at El Camino Community
College. You currently live in a transitional house/apartment that you were set
up with at 17. You don’t like authority and are thinking of attending an activist
training on how to scale buildings next year. You believe that pet ownership is
a form of slavery.
Youth: You are 16 years old. You have attended school intermittently because
of multiple placements, but you have a decent GPA. You also have a daughter
who just turned one. You need an apartment for the two of you. You like jazz
and play the trumpet.
Youth: You are 17 years old. You have green hair that happened from an
unfortunate experience with bleach, but you kind of like it now. You are in
high school and an athlete. You are into hip-hop and Scottish Terriers.
Youth: You are 16. You like girls. And you are one. Your favorite book was
Oranges Aren’t the Only Fruit. You wish you could go to a boarding school
and study foreign languages. You’re quite good at them. You are applying
early to college next semester.
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Milestones
Purpose:
To educate social workers on the significant social
milestones in a transition aged youth’s life.
Number of
Participants:
Maximum of 30 participants
Time:
45 - 60 minutes
Materials:
1. “Transition Aged Youth Milestones” survey
2. Prepared “Milestones” chart (see example)
3. Prepared “Transition Aged Youth Say” chart (see
example)
4. Large dot stickers
5. Music
Facilitators should pass out one survey and 32
stickers to each participant.
This is a three-part exercise:
1. Take a look at the Milestone’s survey. Your
job is to fill out this survey from the
perspective of a transition aged youth. The
first column lists events in the lives of
transition aged youth. The middle column
asks you to rate the general importance of
these events according to foster youth. The
last column asks you to rate how important
it is for social workers to attend these
events in support of foster youth.
Remember, you are filling out this survey
from the perspective of a transition aged
foster youth. You will have 5 minutes.
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2. After you have completed your survey, you
will take your survey and stickers to the
poster (point to “Milestones” poster) and
post your stickers according to how you
rated the milestones on your survey.
3. Once everyone has voted, we will analyze
and discuss the results. Any questions?
After 5 minutes, prompt the participants to finish
their surveys and begin posting their votes
Instructions to Facilitators
Assemble the large group and spend about 20
seconds looking at the visual representation of the
survey results. Lead discussion noting that
discussion questions are intended to incite
conversation within the group. Any or all of these
questions may be changed or adapted depending
on how powerful the discussion is.
Discussion Questions
1. Does anyone want to share your reactions
to these results?
2. Did you have a hard time rating these
milestones? Why or why not?
3. Do you ever talk with your transition aged
youth about what is important to them?
4. Do you make it a point to attend these
milestones?
5. Are there barriers that you have to
overcome in order to attend a milestone
event? How do you overcome them?
Instructions to Facilitators:
After the last responses from the group discussion
questions, unveil the “Transition Aged Youth Say”
poster and allow 3-5 minutes for participants to
reflect silently on the results. Explain that the
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survey information was gathered recently from
current and former foster youth who were asked to
complete the same “Transition Aged Youth
Milestones” survey. The following questions can
be used to generate discussion.
Discussion Questions
1. Would anyone like to share your
thoughts/feelings/reactions to the survey
results?
2. Does anything about the results surprise
you?
3. How are the youth’s survey results similar
or different from your survey results?
4. Can you think of any milestones that are
not on here that should be?
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Milestones Survey
What milestones are important to youth?
On a scale of 1 to 5 (5 is the most important, 1 is the least important), please rate how
important the following events are to transition aged youth by writing in the numeric rating
in the corresponding box. Remember, you are answering from the perspective of a transition
aged youth.
very important
☺5
☺4
Event
3
2
General
Importance
1
not that important
How important is it for
social workers to be at
these events?
High School Graduation
Birthdays (16th or 18th)
First Car Purchase
First Day at a New School
Prom
College Orientations
First Day of College
Doctor/Dentist Appointment
Award Ceremony
First Apartment or Transitional Home
Opening First Bank Account
Visiting Colleges
Getting a Drivers License
Emancipation Court Date
Other________________________
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Y.O.U.T.H
Milestones Survey Results
We surveyed 58 California foster youth and this is how they ranked their most important
milestones
Most important
☺5
☺4
Event
3
2
Importance in your life
1
Least important
Importance that social
worker attends
High School Graduation
4.95
3.51
Birthdays (16th or 18th)
3.97
2.86
First Car Purchase
4.05
1.97
First Day at a New School
3.19
1.93
Prom
3.64
1.56
College Orientations
4.20
2.75
First Day of College
4.40
2.40
Doctor/Dentist Appointment
3.12
1.67
Award Ceremony
3.99
2.93
First Apartment or
Transitional Home
4.55
3.11
Opening First Bank Account
4.05
2.20
Visiting Colleges
3.87
2.64
Getting a Drivers License
4.43
2.51
Emancipation Court Date
4.34
3.60
Write In’s:
having a baby
graduation from the marines
skateboarding tournament
first kiss
sports
church activities
emancipation meeting
78
Y.O.U.T.H
Oh Teacher, My Teacher
Purpose:
To explore innovative, effective and non-traditional teaching
styles and enable social workers to identify and utilize unusual
teachable moments.
Number of
Screening on a television /VCR: 30
Participants: Screening on a projection screen: 100
Time:
Materials:
45 minutes
1. Dead Poet’s Society tape(s): either one tape with 3 clips
or 3 tapes each cued to the proper location
2. Television or screening system with sound
3. Small Group questions on posters and in handouts
4. An easel, chart paper, tape and markers for each group
5. Any supplies needed to break participants into groups
(stickers, color, etc.)
Instructions to Facilitators
Ahead of time view the movie Dead Poet’s
Society in its entirety. Note that while we found
the movie to have excellent teaching content, it
does have a bit of a tragic ending (one of the
students commits suicide). We think you should
view the entire movie so that you can answer any
questions about the overall movie and see how the
scenes piece into the larger script.
Clip One: Professor Keating (Robin Williams)
meets his class for the first time.
(6 minutes, 2 seconds long)
Clip Two: Professor Keating teaches poetry with
soccer.
(4 minutes, 18 seconds long)
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Clip Three: Professor Keating pushes Todd (Ethan
Hawke) to take himself and his abilities seriously
during class.
(1 minute, 36 seconds long)
Instructions to participants:
We will screen 3 scenes from a popular 1989
movie, Dead Poet’s Society. We’d like you to
observe for teaching styles and take special
notice of any innovative teaching techniques
while you’re watching. Afterward, we’ll break
up into small groups and discuss what we’ve
seen.
**Show clips to the group**
Small Group Discussion Instructions
(each group facilitated by youth facilitators)
We’re going to divide you up into three groups
and each group will get 15 minutes to begin
discussion of a specific scene. (Group one will
start with clip one, group two with clip two, and
so on). If your group has time, you can go
onto additional questions.
We’ve given you each a (number, sticker,
color, etc.) please find your group based on
your (number, sticker, color, etc.) and
discussion guidelines/questions. We need
you to select a spokesperson and a chart
writer. We’ll be asking you to report back in
15 minutes.
Large Group Discussion:
Let’s review together the major concepts/
themes/ideas that were covered in the three
clips we offered you. Each group will report
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back now. (Post the charted responses of
each group)
1. How many of you felt like Professor
Keating when you began your work as a
social worker? How many still feel this
way?
2. In what ways do you utilize creative,
innovative or non-traditional methods of
working with foster youth?
3. How do you overcome barriers that keep
you from being more creative, inventive or
imaginative with your work?
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Group One
Small Group Discussion Questions
Instructions to facilitator: First, brainstorm a list of concepts covered for your
first discussion clip; second answer the following questions in order. Do not
worry if you don’t get to them all (each group is starting with a different question)
and the point is to have as full a discussion as possible on your first clip. If you
have additional time, you can go onto additional discussion clips.
Clip one: When Robin Williams meets his class for the first time
Concepts covered: using surroundings to teach, breaking molds, non-traditional
teaching, being physical with students, building community awareness (of those
who’ve gone before), identifying role models, encouraging students to take control
of their lives, etc.
1. What concepts relevant to social work were covered in this scene?
2. What teaching techniques did you notice in this scene?
3. Think of a time when you had a teaching experience like this… Did it work?
Why or why not?
Clip two: Soccer-Poetry Scene
Concepts covered: passion and whole body (kinesthetic) experience
2. How is the whole body used in this teaching technique?
3. What was the professor trying to teach his students in this scene?
4. In your own work with youth, in your own setting, what could you teach /do
with youth in this similar way?
Clip three: Ethan Hawke project report scene
Concepts covered: risk taking, non-traditional teaching, strengths based approach,
hands-on boundary issues, encouraging persistence, “fail ‘til you succeed” motto,
building self-esteem and self-worth, teacher and student taking a risk together
2. How did you feel about Robin Williams taking his student out of his
“comfort zone?”
3. How did it feel in the beginning of the scene versus the end?
4. Have you ever been helped to take a risk before? If so, when? Did it help?
5. Would you ever consider using a technique like this with a foster youth?
Why or why not?
Y.O.U.T.H
82
Group Two
Instructions to facilitator: First, brainstorm a list of concepts covered for your first
discussion clip; second answer the following questions in order. Do not worry if you don’t
get to them all (each group is starting with a different question) and the point is to have as
full a discussion as possible on your first clip. If you have additional time, you can go onto
additional discussion clips.
who’ve gone before), identifying role models, encouraging students to take
control of their lives, etc.
Why or why not?
Concepts covered: risk taking, strengths based approach, non-traditional
teaching, hands-on boundary issues, encouraging persistence, “fail ‘til you
succeed” motto, building self-esteem and self-worth, teacher and student taking
a risk together
2. How did you feel about Robin Williams taking his student out of his “comfort
zone?”
5. Would you ever consider using a technique like this with a foster youth? Why
or why not?
Y.O.U.T.H
83
Group Three
Instructions to facilitator: First, brainstorm a list of concepts covered for your
first discussion clip; second answer the following questions in order. Do not
worry if you don’t get to them all (each group is starting with a different question)
and the point is to have as full a discussion as possible on your first clip. If you
have additional time, you can go onto additional discussion clips.
Concepts covered: risk taking, non-traditional teaching, strengths based
approach hands-on boundary issues, encouraging persistence, “fail ‘til you
succeed” motto, building self-esteem and self-worth, teacher and student taking
a risk together
2. How did you feel about Robin Williams taking his student out of his
“comfort zone?”
5. Would you ever consider using a technique like this with a foster youth?
Why or why not?
who’ve gone before), identifying role models, encouraging students to take
control of their lives, etc.
Why or why not?
Y.O.U.T.H
84
Outer Limits
Purpose:
To reinforce the value of persistence and stepping out of your
comfort zone in reaching goals. This activity also encourages
social workers to develop empathy for transition aged youth.
Number of
Participants:
10-30
Time:
30 – 45 minutes
Materials:
1. Activity ranking forms
2. Prepared activity stations with mind teasers, word
problems and Kinesthetic activity instructions
3. Station identification posters
4. Mind teaser puzzles
5. Word problem handouts
6. Human knot/group shoe tie handouts
7. Bell or chime
In advance, create several stations around the
room with the following activities:
1. Mind teasers/brain benders (aka, logic toys)
(Logical/Mathematical intelligence)
2. Word problems (Verbal/linguistic intelligence)
3. Instructions for Group Shoe Tie
(Kinesthetic/Physical intelligence)
4. Instructions for the Human Knot
(Kinesthetic/Physical intelligence)
Hand each participant a small ranking slip (see
attached) that includes: a physical activity, a
verbal/linguistic and a mathematical/logical
activity.
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Instructions to the group
On your sheets, we’d like you to rank these
activities by level of comfort from 1-3, 3 being
the most challenging.
Explain to the group
This exercise is intended to help you step out
of your comfort zone. Now that you’ve ranked
the exercises according to your comfort level,
please select number two or three on your list
and find a station with one of those activities
listed. In your small groups, please take 10
minutes to work on your activity. We will ring
the bell/chime when time is up.
*Facilitators Note
It is best to have a permanent facilitator leading
the kinesthetic group, but otherwise rotate from
group to group during their work time, answer
questions, provide assistance and support difficult
or challenging work group dynamics.
Large Group Discussion Questions:
1. Did you step out of your comfort zone? If
so, how did it feel? If not, why not?
2. How often do you think transition aged
youth step out of their comfort zone?
Examples?
3. Did anyone receive support or positive
feedback from your group members? If so,
how did you respond to it?
4. If you didn’t receive any support or positive
feedback, do you think it would have made
a difference if you had?
5. Can you think of a case where a transition
aged youth needed support in being
persistent to meet a challenging goal? How
did you (or didn’t you) support that youth?
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Facilitator Sum Up
We believe social workers must acknowledge
the challenging, difficult hoops that transition
aged youth must jump through in order to
succeed into emancipation. When a transition
aged youth knows that you understand they
are out of their comfort zone, under pressure,
etc. they will be able to believe in and trust
you better.
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Ranking Slips
Please rank these activities by how challenging
you find them (3 being most challenging)
____ Mind teasers/brain benders (aka, logic toys)
____ Word problems
____ Word problems
____ Physical Challenges
____ Word problems
____ Word problems
____ Word problems
____ Word problems
88
The Numbers Game
Directions: Find the words that fit the abbreviations below.
Example: 16 = O in a P ... You need to figure out what the "O" and "P" stand for.
Answer: 16 Ounces in a Pound
1) 26 = L of the A
2) 7 = D of the W
3) 31 = F at B R
4) 101 = D
5) 52 = C in a D
6) 7 = W of the W
7) 88 = P K
8) 13 = S on the A F
9) 365 = D in a Y
10) 18 = H on a G C
11) 90 = D in a R A
12) 200 = D for P G in M
13) 50 = S in the U
14) 3 = B M (S H T R)
15) 4 = Q in a G
Try making up a few of your own.
Here's another fun puzzle problem.
1. First of all, pick the number of times a week that you would like to have chocolate. (try for
more than once but less than 10).
2. Multiply this number by 2.
3. Add 5.
4. Multiply it by 50.
5. If you have already had your birthday this year add 1752.... If you haven't, add 1751.
6. Now subtract the four-digit year that you were born. You should have a three-digit number
..... The first digit of this was your original number (i.e., how many times you want to have
chocolate each week). The next two numbers are YOUR AGE!
Y.O.U.T.H
89
People Hunt …
Purpose:
To develop awareness and understanding of the
limitations of labeling and misuse of psychological
diagnostic practices.
Number of
Participants:
Up to 40
Time:
45 minutes
Materials:
People Hunt Handouts
Famously diagnosed sheets
Introduce exercise simply as a “people hunt” with
the goal of everyone in the room getting a chance
to know their co-workers better. (Don’t give any
clue that there is anything special about the
questions). Remind the audience that trainers are
off limits as participants in the people hunt.
Once a participant fills his/her entire sheet (the
winner), collect his/her form and let the class in on
the secret, i.e., this was a special people hunt
exercise and the goal was to show how normal
behaviors and coping skills are sometimes
interpreted as being indicators of emotional or
mental disorders for youth in foster care. Remind
them that context is very important – and
behaviors that seem to be average teenage
behaviors when teens are in a “normal” biological
home sometimes get put under the microscope and
are seen as abnormal behaviors in the context of
foster care.
Using the winner’s paper, ask one by one the
person who signed next to each statement to stand
90
up. (Skip #3, #6, #11, #15)—they are put there to
throw people off.)
For example: ask the person who has recently
debated or argued about politics to stand up; tell
that person that you hate to give bad news to them
but according to the DSM IV manual, the
personality characteristic of often arguing with
adults is an indicator of Oppositional Defiant
Disorder, and based on their answer you think
they may be suffering from this personality
disorder (make it kind of funny so they know we’re
not serious). Then do the same with each of the
other statements. (See the key down below for an
explanation of each disorder).
When you have finished going through the list, ask
for a volunteer to share how they felt when you
told them that a behavior that they thought was
normal was actually symptomatic of a mental
disorder. Hopefully they will say they felt angry
and upset that you were labeling them. Make the
point that foster youth feel angry and upset when
this same labeling happens to them, but that it is
much more scary and frustrating because, unlike
in this exercise, for foster youth the label is coming
from someone who they see as an “expert” and
they lack control over many aspects of their life,
and what will be done with that information.
Remind everyone that we are not mental health
experts and so they should not take our labeling or
pseudo-diagnosis in this exercise to heart. The
point is to show how context informs what
behavior means. Behavior that is often normal in
the context of being a teenager, can turn into a
foster youth being labeled as having a
disorder—which affects they way many people
interact with youth (whether or not they are
believed, given opportunities, etc.)
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Thank them for participating, and remind them
how important it is to be aware of how arbitrary
labels can be, especially when interviewing or
interacting with the youth in the home.
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People Hunt Form
Find someone who…
1. __________
Has recently debated or argued about politics
2. __________
Was annoyed by something or someone in the last week
3. __________
Enjoys eating Thai food
4. __________
Considers themselves to sometimes be a perfectionist
5. __________
Has had a hard time making an important decision
6. __________
Knows how to dance salsa
7. __________
Dislikes being criticized in front of others
8. __________
Is frequently “on the go” and busy
9. __________
Can talk for hours on the phone
10. __________
Has lost more than one pen in the last month
11. __________
Plays a musical instrument
12. __________
Is sensitive to other’s reactions and feelings
13. __________
Has done something impulsive recently
14. __________
Is an affectionate person
15. __________
Is an excellent bowler
16. __________
Sometimes feels stressed out by work
Y.O.U.T.H
93
Key for the People Hunt diagnosis statement
#1 (ODD) Oppositional Defiant Disorder. Characterized by negativistic hostile
and defiant behavior. Symptom - often argues with adults.
#2 (ODD) Oppositional Defiant Disorder. Characterized by negativistic hostile
and defiant behavior. Symptom – often touchy or easily annoyed by others.
#4 (OCD) Obsessive Compulsive Disorder. Symptom – shows perfectionism
that interferes with task completion
#5 (DPD) Dependent Personality Disorder. Symptom – has difficulty making
decisions without advice and reassurance from others.
#7 (APD) Avoidant Personality Disorder. Symptom – fears being criticized in
social situation.
#8 (ADHD) Attention Deficit Hyperactivity Disorder. Symptom – is often “on
the go” or acts as if driven by a motor.
#9 (ADHD) Attention Deficit Hyperactivity Disorder. Symptom – often talks
excessively.
#10 (ADHD) Attention Deficit Hyperactivity Disorder. Symptom – often loses
necessary things such as pens, toys, etc.
#12 (BPD) Borderline Personality Disorder. Symptom – is very sensitive to
and unusually affected by the reactions and feelings of other people.
#13 (BPD) Borderline Personality Disorder. Symptom – impulsivity.
#14 (BPD) Borderline Personality Disorder. Symptom – can never get enough
love from others.
#16 (BPD) Borderline Personality Disorder. Symptom – experiences stress and
anxiety from daily activities such as employment, parenting, etc.
Y.O.U.T.H
94
Famously Diagnosed Folks
Malcolm X
Malcolm X’s mother deteriorated emotionally and mentally after his father’s brutal killing.
In 1939 she was committed to a mental institution and the younger children were placed in
foster homes. Malcolm had already been removed from his mother’s home and was in foster
care for juvenile delinquency. He was eventually made a ward of the state and sent to a
county juvenile home in Mason, Michigan. Malcolm did well in Mason and graduated from
junior high at the top of his class academically and athletically. However, Malcolm was
discouraged from continuing academically past the eighth grade due to his race.
His is not a “rags to riches” tale, but a powerful narrative of self-transformation from petty
hustler to internationally known political leader. If he had believed the stereotypes about
him, or been limited by the labeling, he would have never become the leader in the Black
community that he ultimately became.
Dr. Ben Carson
Dr. Ben Carson gained international prominence in 1987 when he led the first successful
operation to separate Siamese twins attached at the back of the head. He has since performed
similar operations on two other sets of twins and is widely recognized as one of the world’s
preeminent neurosurgeons.
No less remarkable than Dr. Carson’s surgical skill was his rise from a poor Detroit
neighborhood to become director of pediatric neurosurgery at Johns Hopkins Children’s
Center in Baltimore. His autobiography, Gifted Hands, recounts how his mother’s discipline
and guidance, and his strong religious faith, enabled him to overcome the numerous obstacles
in his way.
An incident occurred in which Dr. Carson as a child tried to stab another youngster.
Benjamin and his brother fell farther and farther behind in school. In fifth grade, Carson was
at the bottom of his class. His classmates called him “dummy” and he developed a violent,
uncontrollable temper.
Dr. Carson was stereotyped as a child who would never succeed academically, and one
destined for a life of crime and likely incarceration. His mother refused to believe these
stereotypes about her son, and gave him extra support and encouragement to succeed socially
and in school. If Dr. Ben Carson and those who cared about him most had believed the
stereotypes about him or labels put on him, he would never have pursued such high goals,
and society would have lost a brilliant, innovative neurosurgeon.
Albert Einstein
Albert Einstein did not speak until the age of three. Even as an adult, Einstein found that
searching for words was laborious. He found schoolwork, especially math, difficult and was
unable to express himself in written language. His work on relativity, which revolutionized
modern physics, was created in his spare time.
Y.O.U.T.H
95
Power Struggle
Purpose:
To heighten participant’s awareness of foster youth as
disadvantaged minorities. To sensitize social workers to the
power differences between themselves and foster youth. To
increase social worker’s understanding of the perceptions
foster youth have of caseworkers. To emphasize the
importance of not over personalizing youth’s opinions of
them.
Number of
Participants:
Maximum of 30
Time:
40 minutes
Materials:
1. Timer
2. Prizes
3. “Sensitivity to Foster Youth” Handout
One basket per group of five people. Half of the baskets
should be “privileged” and contain - a colorful easy puzzle,
calculators, pencils, pencil sharpener, erasers
The other baskets should be “underprivileged” and include
– an impossible puzzle, a crumpled up sheet of blank white
paper, and light colored broken crayons
First, break participants into groups. There should
be no more than five people per group. Half of
these groups will be “privileged” and half of these
groups will be “underprivileged.” Do not let
participants know in which type of group they will
be. They should only know that they are assigned
to group 1, 2, 3, etc.
Organize groups by number and have them sit
together at a table or form a circle with their
96
chairs. Place baskets on each table. The baskets
will contain the instructions and materials to
perform three simple logical, verbal, and
mathematical tasks. You can introduce this activity
as a race to see which group can finish the tasks
fastest. Mention that the winning group gets a
prize.
What makes the game interesting is that the
participants in the privileged groups will have
more resources to complete their tasks than the
participants in the underprivileged group.
Organize the baskets at follows:
Privileged Group
• A small, colorful and easy to assemble
puzzle (including all pieces)
• Calculator, sharpened pencils, erasers, and
clean scratch paper
Underprivileged Group (we think it is funny to
jam the “underprivileged” materials into an
oatmeal box, or some other type of tattered
looking container)
• An impossible to put together puzzle made
out of a plain sheet of white paper. (For
effect you can even remove one of the pieces
to ensure that the group cannot put it
together)
• A crumpled up blank piece of white paper
and a few broken crayons in which to hand
write the poem. For effect you can use white
or very light colored (yellow, cream, etc)
crayons
• Dull pencils without erasers (to complete the
math test.)
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The participants will have 10 minutes to complete
the exercises. Instruct the group who finishes first
to get facilitators’ attention by raising their hands.
Give the winning group a small prize.
Instructions to Participants:
Please report to your assigned groups.
Facilitators are coming around to hand out
supply baskets. These baskets contain the
materials to perform three simple logical,
verbal and mathematical exercises. Your
instructions are included in the basket. You
will have 10 minutes to complete your
exercises with only the materials that have
been provided to you within the basket. You
cannot share materials with any other tables
or discuss the exercise with any one that is
not in your group. Follow the instructions as
assigned. If your group finishes before time is
called get facilitators’ attention by raising your
hands. There will be a prize for the group who
finishes first. Ready, set, go!
Facilitators call time after 10 minutes and gives
out the prize. If a group finishes before the 10
minutes are up, check their work, award them a
prize but allow the other teams to continue.
Debrief Questions:
Questions for the privileged group:
(Facilitators pick someone from one of the
privileged groups)
1. Will someone from your group show the
class your resources?
2. Did you feel that your resources were
adequate?
3. Did you notice the other group’s supplies?
4. What did you think about the supplies that
they had?
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Questions for the underprivileged group:
(Facilitators pick someone from one of the
underprivileged groups)
1. Will someone from your group show the
class your resources?
2. Did you feel that your resources were
adequate?
3. Did you notice the other group’s supplies?
4. What did you think about the supplies that
they had?
5. Did you feel you were denied resources?
Did you feel left out?
6. What do you feel could have helped you
through these activities?
Large Group Debrief Questions
1. Did the non-winning teams have the
incentive to keep going once the winning
team finished? Why or why not?
Possible YES Answers:
Perseverance, commitment to personal or group
achievement, team support, personal willfulness, etc.
Facilitator Follow Up:
These are the same factors that motivate
disadvantaged youth (foster youth, poor youth,
youth of color) to keep striving, despite all
obstacles and lack of resources.
Possible NO Answers:
Frustration at lack of resources, didn’t see the
point of competing when the prize had already
been won, etc.
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Facilitator Follow Up:
These are some of the same reasons that foster
youth may not strive to succeed. They feel
frustrated that they don’t have what everyone else
has or they may not see the point in trying where
there is no tangible “prize” to be won.
2. How was this race similar to what happens
in real life?
Possible Answers
Some people get more resources than others (like
money, health care, family support, educational
opportunities). The people who get more resources
usually do better than those who do not. The
people who have more resources are at a social
advantage.
3. How have foster youth been historically
disadvantaged?
Possible Answers
Foster youth often don’t have the resources they
need to succeed. They lack family and other social
supports, income, educational opportunities,
adequate health care, opportunities for personal
growth, independence, etc. They are stigmatized.
They may feel different from everyone else.
Caseworkers often are not honest with them.
4. How do social workers have more power or
privilege than transition aged youth?
Possible Answers
Social workers have the authority to make
important decisions about foster youth’s lives with
or without the input of youth. Social workers are
educated, often middle class, may come from
“traditional” families and look socially
acceptable.
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5. How do you think a foster youth’s
historically underprivileged position might
shape their view of social workers?
Possible Answers
Foster youth see social workers as having power
over their lives. Youth may feel that social
worker’s professional status makes it impossible
for them to know how foster youth feel. Foster
youth may be untrusting of what they perceive as
the “all powerful” social worker.
6. How can you be sensitive to foster youth,
considering these power relationships?
(Pass out handout)
Possible Answers
Understand and acknowledge power. Work at a
level of empathy, not sympathy with foster youth.
Know how you feel about power differences. Take
pride in your work and don’t over personalize
youth’s conceptions of you.
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Tips on How to Demonstrate Sensitivity in Working
with Historically “Powerless” Foster Youth
California Youth Connection recommends the following practices to facilitate a trustbased working relationship between social workers and foster youth:
1. Keep “power” in mind
a. Recognize that foster youth perceive social workers as being
“powerful and privileged,” due to the role/control they may have
over the youth’s life.
b. Acknowledging your “power,” can validate a foster youth’s feeling
of powerlessness and can set the stage for the beginning of
empowerment
c. Frank, open discussions about power in worker/client relationships
builds trust and helps define boundaries between foster youth and
social workers
2. Work to equalize power
a. View foster youth as resources who bring a wealth of strengths,
experience, and positive personal attributes to the working
relationship
b. Value, listen to and support foster youth while they make their own
decisions
c. Recognize and utilize opportunities to promote foster youth
empowerment
3. Work at a level of empathy, not sympathy
a. Validate youth’s needs
b. Recognize the differences between victimization and
empowerment
4. Show respect by treating foster youth with the same respect as
you would treat any other person:
a. Ask youth what she/he wants to be called
b. Respect their unique strengths and challenges
c. Avoid trivializing youth’s thoughts, opinions and viewpoints
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Recognizing Resources
Purpose:
To introduce social workers to the various resources
available for foster youth who are also teen parents.
Number of
Up to 40
Participants:
Time:
30 – 45 minutes
Materials:
1.
2.
3.
4.
Recognizing Resources worksheet
pens/pencils
Recognizing Resources answer key
Rhonda’s Digital Story
Facilitators are coming around and passing
out a worksheet called “Recognizing
Resources.” This worksheet contains a list of
statements related to resource knowledge for
transition aged parenting foster youth.
This is a three-part exercise:
1. First, we want you to read over this list and
sign your name next to the one statement
that applies to you.
2. Second, we’d like you to go around the
room, meet and greet others and have
them each sign their names next to one
statement that applies to them on your
sheet.
3. Third, after everyone has had a chance to
have their paper signed, we will call
everyone to take their seats and share a
little about their experience with the
resources and supporting parenting foster
youth.
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[After 10 minutes, ask if the group needs more
time. If they do, give them a couple additional
minutes; if they don’t need extra time, call them
back into a large group]
Refer to the “Recognizing Resources” answer key.
Go down the list of statements one by one. Read
each statement out loud and ask the audience for a
show of hands of people who signed their name
next to that statement. Call on a person and ask
them to share a little about their experience with
that resource.
For Example:
Facilitator Reads: I can name a federally funded
childcare/development program for transition
aged parenting foster youth. Did anyone sign on
that line?
Participant Responds: Yes I did!
Facilitator: Great! What federally funded
childcare program were you thinking of?
Participant Responds: I was thinking of the Head
Start Program.
Facilitator: Would you like to tell me a little about
that program?
If no one raises her/his hand, refer to the answer
sheet and give an answer when possible. (Optional:
lead a discussion around why no one raised her or
his hand to give an answer.)
(20 minutes)
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Instructions to Participants
Thank you for participating in this activity. Now
we’d like to show you a digital story made by a
young woman named Rhonda. Rhonda was
pregnant and gave birth while in care. She
created this digital story to share a little about
what her experience was like, and to educate
social workers about the needs of transition
aged parenting foster youth.
Show Ronda’s digital story
Debrief Questions:
1. Any reactions? Responses to the video?
2. What went wrong during Ronda’s history in
foster care?
3. What support did Rhonda need while in
foster care?
4. Ultimately, what helped Rhonda?
5. Can you share a success story of when
you helped a parenting youth obtain
needed resources?
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Recognizing Resources
Directions: The following is a list of statements related to knowledge of resources for transition
aged parenting foster youth. Review the list, and sign your name on ONE line that applies to you
and that you are willing to share with others. walk around, meet people and get them to sign on
ONE line of your sheet also. When time is called, please take a seat and await further instructions.
___________ I can name a federally funded childcare/development program for transition
___________ I make it a point to formally acknowledge when a youth on my caseload gives
birth.
___________ I can name a federally funded financial support program that is useful for
___________ Parenting foster youth on my caseload know that they can call me when they
have questions related to childcare and their new role as a parent.
___________ I can name a federally funded nutritional support program for transition aged
parenting foster youth and their children.
___________ I am familiar with the “Rights of Teen Parents Who are In Foster Care” brochure
___________ I have gone over the Rights of Teen Parents Who Are In Foster Care brochure
with my transition aged parenting foster youth.
___________ I know where to go to get information about parenting classes for a transition
___________ I take allegations of abuse or neglect on the part of foster parents that are
expressed to me by transition aged parenting foster youth seriously.
___________ I know where to refer my transition aged teen parent for relationship counseling.
___________ I can identify an empowerment activity that a transition aged teen parent can
excel in.
___________ I can identify a job-training program that is appropriate for transition aged
parenting foster youth.
___________ I talk with my transition aged parenting foster youth about educational planning at
least every 4 months.
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Recognizing Resources - Answer Key
___________ I can name a federally funded childcare/development program for transition aged
Possible Answers: Head Start/Early Head Start
___________ I make it a point to formally acknowledge when a youth on my caseload gives
birth.
___________ I can name a federally funded financial support program that is useful for
Possible Answers: CalWORKS
___________ The parenting foster youth on my caseload know that they can call me when they
have questions related to childcare and their new role as a parent.
___________ I can name a federally funded nutritional support program for transition aged
parenting foster youth and their children.
Possible Answers: WIC, Food Stamps
___________ I am familiar with the “Rights of Teen Parents Who are In Foster Care” brochure
___________ I have gone over the Rights of Teen Parents Who Are In Foster Care brochure
with the transition aged parenting foster youth n my caseload.
___________ I know where to go to get information about parenting classes for a transition
Possible Answers: May be specific to a particular county
___________ I take allegations of abuse or neglect on the part of foster parents that are
expressed to me by transition aged parenting foster youth seriously.
___________ I know where to refer my transition aged teen parent for relationship counseling.
Possible Answers: May be specific to a particular county
___________ I can identify an empowerment activity that a transition aged teen parent can
excel in.
Possible Answers: CYC, ILSP, Student Leadership at school
___________ I can identify a job-training program that is appropriate for transition aged
Possible Answers: JTPA, WIA
___________ I talk with my transition aged parenting foster youth about educational planning at
least every 4 months.
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Support Programs
Federally Funded Support Programs that could be useful to Transition Aged
Parenting Foster Youth
CalWORKS: (California Work Opportunity and Responsibility to Kids) a welfare program
that gives cash aid and services to eligible needy California families. This is commonly
known as “welfare”.
Food Stamp Program: a federally funded program that helps low income families buy the
food they need for good health. This is commonly known as “Food Stamps”.
Head Start and Early Head Start: a comprehensive child development program that serves
children from birth to age 5, pregnant women, and their families. They are child-focused
programs and have the overall goal of increasing school readiness of young children in lowincome families.
JTPA: (Job Training Partnership Act) this is a federal law that authorizes and funds a
number of employment and training programs in California. JTPA’s primary purpose is to
establish programs to provide job-training services for economically disadvantaged youth
and adults, dislocated workers and others who face significant barriers to employment.
WIA: (Workforce Investment Act) this federal act rewrites existing laws governing
workforce preparation programs including job training, adult education and literacy, and
vocational rehabilitation. Under these new laws One-Stop employment centers have been set
up to assist workers in training and finding jobs that will promote economic self-sufficiency.
WIC: (Women, Infants, and Children) this federally funded nutrition assistance program
serves nutritionally at risk women and children by aiding them in obtaining the food they
need to remain healthy.
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CalWORKS
California Work Opportunity and Responsibility to Kids
What is it?
California’s version of the Federal program TANF (Temporary Assistance to Needy Families). This program
gives cash aid and services to eligible needy California Families. Some of the resources that CalWORKS
provides are:
CASH to assist with:
Housing, Food, Clothing, Utilities and Medical Care
SERVICES such as:
Food Stamps, Medical Coverage, Child Support, Welfare to Work Program, Family Planning, Child Health and
Disability Prevention, Social Services and Child Care.
What are the requirements?
Specific eligibility requirements take into account an applicant’s citizenship, age, income, resources, assets and
other factors. Generally, services are available to:
•
Families that have a child(ren) in the home who has been deprived
of parental support or care because of absence, disability or death
of either parent.
•
Families with a child(ren) when both parents are in the home but the principle earner
is unemployed.
•
Needy caretaker relatives of foster child(ren).
How do I find out if I’m eligible?
Interested persons may contact any of the 58 county welfare offices in California. Needy families may apply for
CalWORKS at any office located in the county where they live. The county welfare department is listed under
the county government section of the phone book.
What is the application process like?
Families requesting assistance must complete an application form. If the family doesn’t have time to fill out an
application because they do not have shelter, food, clothing or medical care, they can ask for IMMEDIATE
help.
Next the welfare office will set up an interview with one of its workers to obtain facts and verify eligibility. At
the interview, the county will advise applicants of the rules that must be met to be eligible for CalWORKS. If
the county determines that the applicants are eligible for CalWORKS, the family will receive monthly checks
from the county welfare department until determined ineligible.
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109
Food Stamp Program
What is it?
Food Stamps are a Federally funded program that helps low income families buy the food they need
for good health. For most households, food stamps are only part of their food budget; they must spend
some of their own money along with the food stamps in order to buy enough food for a month.
Once eligibility is determined, Food Stamps can be used to purchase:
• Food for human consumption
• Seeds and plants to grow food for household use
Food Stamps cannot be used to purchase:
• Any non-food items such as pet food; soaps, paper products and other household
supplies; grooming items and cosmetics.
• Alcoholic beverages
• Vitamins and medicines
• Any food that will be eaten in the store.
• Hot foods that are ready to eat.
• Any food marketed to be heated in the store.
How do I find out if I am eligible?
You may be able to get food stamps if you have a low income house hold and:
• Work full or part-time
• Are unemployed
• Receive welfare or other assistance
• Are elderly or disabled
• Are homeless
What is the application process like?
There are over 240 food stamp offices in California operated by county welfare departments. Lowincome people may apply for food stamps in the office located in the county where they live. To find
a nearby county look in the phone book under the County Government section.
Interested people are required to complete application forms, and will need proof of the following:
asset amounts and property value, citizenship status, social security cards, shelter costs and
information about work or school status.
Applications are accepted in person, by phone, and by mail in instances when the applicant is
unable to get to a nearby office. All other applicants are required to complete written forms.
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110
Head Start and Early Head Start
What is it?
Head Start and Early Head Start are comprehensive child development programs that serve
children from birth to age 5, pregnant women, and their families. They are child-focused
programs and have the overall goal of increasing school readiness of young children in lowincome families.
Head Start programs provide a range of individualized services in the areas of education and
early childhood development; medical, dental, and mental health; nutrition; and parent
involvement. In addition, the entire range of Head Start services are responsive and
appropriate to each child’s and family’s developmental, ethnic, cultural, and linguistic
heritage and experience.
Early Head Start programs were developed to address the needs of low-income families with
infants and toddlers and pregnant women, Early Head Start provides programs that enhance
children’s physical, social, emotional, and cognitive development; enables parents to be
better caregivers and teachers to their children; and helps parents meet their own goals,
including economic independence.
Children from birth to age five from families with low-income are eligible for Head Start and
Early Head Start services.
Children from families receiving public assistance (TANF or SSI) are eligible for Head Start
and early Head Start Services regardless of family income.
Ten percent of enrollments are offered to children with disabilities.
How do I find out if I’m eligible?
If you meet any of the above criteria and want to enroll your child in the program, contact a
local Head Start or Early Head Start program in your area by calling the Head Start
Information and Publication Center toll-free at 1-866-763-6481. Your local Head Start
agency will provide the required forms and answer any questions about the program. The
local agency will also help you find the Head Start Center closest to your home.
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111
Job Training Partnership Act
What is it?
The federal Job Training Partnership Act is a law that authorizes and funds a number of
employment and training programs in California. JTPA’s primary purpose is to establish
programs to provide job-training services for economically disadvantaged adults and youth,
dislocated workers and others who face significant employment barriers. These programs
help prepare individuals in California for participation in the state’s workforce, increasing
their employment and earnings potential, improving their educational and occupational skills
and reducing their dependency on welfare.
The JTPA offers a variety of employment and training services to eligible individuals.
Services are designed and administered by the Career Services Division and include the
following:
Workshops for resume and interviewing skills
Evaluations to help you find out what kind of training is right for you
Help with tuition and books
Career development
On the job training
Labor marker information
Skills you need to find and keep a job
GED perspiration
Vocational and classroom training
JTPA requires that youth participants be between the ages of 14-21 and come from
economically disadvantaged backgrounds.
If you meet the above criteria and want more information about the program, stop by one of
the Service Delivery Areas (SDA) in your area.
nearest you, call or visit your local Employment Development Department.
Where can I go to get services?
JTPA services are provided by local agencies called Service Delivery Areas (SDA).
California has 52 SDA's throughout the state. Each SDA is administered through a
partnership between the local elected officials and a Private Industry Council (PIC). To find
the office nearest you, contact your local Employment Development Department.
Y.O.U.T.H
112
WIA
Workforce Investment Act
What is it?
The Workforce Investment Act of 1998 rewrites federal laws governing workforce preparation programs
including job training, adult education and literacy, and vocational rehabilitation. Under the new laws,
one-stop employment centers have been set up to assist workers in training for and finding jobs that will
promote economic self-sufficiency. Customers will benefit from these “one-stop” delivery systems with
career centers where they can access core employment services and be refereed directly to job training,
education or other services.
One-Stop centers use varied strategies in providing the appropriate services to meet the needs of their
customers:
• Core Services are available and include: labor marker information, initial assessment of skill
levels, and job search and placement assistance.
• Intensive Services are available to eligible unemployed individuals who have completed at
least one core service, but have not been able to obtain employment, or employed individuals
needing additional services to obtain or keep employment that will lead to personal selfsufficiency.
• Training Services are available to eligible individuals who have met the requirements for
intensive services and have not been able to obtain or keep employment. Individual Training
Accounts are established to finance training based upon the individual’s choice of selected
training programs.
For youth eligibility (ages 14-21), a person must be low income, and meet at least one of the following six
barriers to employment: basic skill deficient, school dropout; homeless, runaway or foster child;
pregnant/parent; offender; or requires additional assistance to complete educational programs to obtain and
maintain employment.
Eligible adults must be age 18 or older. While eligible laid-off workers are generally individuals who have
been terminated from their last employment and are unlikely to return to their previous industry or
occupation, displaced homemakers and self-employed individuals also may qualify for these services.
If you meet any of the above criteria, stop by one of the one-stop centers in your area.
Where can I go to get these services?
To find a One-Stop career center in your area, check out the website at www.sjtcc.ca.gov/one-stop/ for a
complete listing of California’s One-Stop centers by county. Or contact the Workforce Investment
Division at (916) 654-8008.
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WIC
Women, Infants, and Children
What is it?
WIC is a federally funded nutrition assistance program that serves nutritionally
at risk women, infant and children by aiding them in obtaining the food they
need to remain healthy.
Pregnant or postpartum women, infants, and children up to age 5 are eligible.
They must meet income guidelines, a State residency requirement, and be
individually determined to be at “nutritional risk” by a health professional.
Two major types of nutritional risk are recognized for WIC eligibility:
• Medically based risks (designated as “high priority”) such as anemia,
underweight, maternal age, history of pregnancy complications, or
pregnancy outcomes.
• Diet-based risks such as inadequate dietary pattern.
Nutritional risk is determined by a health professional such as a physician,
nutritionist, or nurse, and is based on Federal guidelines. This health screening
is free to program applicants.
To be eligible on the basis of income, applicants’ gross income (before taxes
are withheld) must fall at or below 185 percent of the U.S. Poverty Income
Guidelines. A person or certain family members who participate in other
benefits programs such as the Food Stamp Program, Medicaid, or Temporary
Assistance for Needy Families automatically meet the income eligibility
requirements.
Contact the WIC State or local agency serving your area to schedule an appointment.
Applicants will be advised about what to bring to the WIC appointment to help determine
eligibility. To find a WIC agency in your area, call the WIC State agency at 1-888-942-9675.
Y.O.U.T.H
114
Strengths and Talents to Treasure
Purpose:
To give social workers the opportunity to reflect on the attitude,
knowledge and skills necessary to provide effective services for
transition aged youth and to give facilitators a sense of the group.
Time:
15 - 20 minutes
Materials: “Strengths and Talents to Treasure” handout, pens/pencils,
instructions poster (or overhead), clock/timer, chime (or
something to call time with)
Optional: journals, prizes for the participant with the most
signatures
One or two facilitators should stand at the
entrance of the training room. These facilitators
are in charge of: a) greeting and welcoming
workshop participants as they come in; b) passing
out the “Strengths and Talents to Treasure”
worksheet; c) giving instructions and pointing to
the instructions poster or overhead.
This is a four-part exercise:
1. First, we want you to read over this list,
find one item one line that most applies to
you (and you are willing to share/admit to
others) and sign your name on that line.
2. Second, we’d like you to go around the
room, meet and greet others and have
them each sign their names on one line of
your sheet. When I call time, please take
your seat.
3. Third, after everyone is seated we will ask
you to turn your treasure hunt form over
♥
Credit where credit’s due: Based on an exercise by Jo Newell, Ideas2B
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and answer some personal reflection
questions. (5 minutes)
4. Finally, we’ll take a few minutes to share
reactions, reflections and feelings that
came up from the exercise.
Facilitator reads aloud personal reflection
questions: (also printed on back of sheets)
Did any feelings come up for you when
reading the Strengths and Talents
statements?
What are your expectations of this
workshop?
How would you describe the energy and
experience of this group?
Facilitator’s Closing Comments on Exercise:
This exercise was a way to introduce you to
the knowledge, skills, and attitude necessary
to serve transition aged youth, and to
introduce you to some of the ideas we will
cover in the next two days. We hope that it
has stimulated your interest in the training!
♥
Credit where credit’s due: Based on an exercise by Jo Newell, Ideas2B
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Treasure Hunt Form
Directions: Please review this list of experiences, talents, skills, interests, knowledge,
capabilities and values. Please sign your name on ONE line that you are willing to share
with others. Then walk around, meet people and get them to sign on ONE line of your sheet
too. When time is called, please take a seat and await further instructions.
_______________
I share common interests with youth on my caseload.
_______________
I have run in a marathon.
_______________
I respect youth’s right to privacy.
_______________
I garden.
_______________
I am/was a foster child.
_______________
I recently finished a book titled ___________________ ).
_______________
I understand the importance of confidentiality with the
foster youth I work with.
_______________
I love sushi.
_______________
I have gone job searching or house hunting with a
transition aged youth.
_______________
I recently saw a movie titled______________________ ).
_______________
I have used a bus, train (public transportation) with a
transition aged youth.
_______________
I know the birthdays of at least two youth on my caseload.
_______________
I hold interviews with youth in private.
_______________
I like camping.
_______________
I always make and keep regular appointments with youth.
_______________
I walked 10 miles in the snow to school.
_______________
I reflected on my own strengths & limitations before I
became a social worker.
_______________
I sing in the car.
_______________
I recognize and acknowledge that I have power over foster
youth.
_______________
I recognize and acknowledge and value that foster youth
are or can be powerful.
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Y.O.U.T.H
Did any feelings come up for you when reading the
Strengths and Talents statements?
What are your expectations of this workshop?
How would you describe the energy and experience
of this group?
118
Y.O.U.T.H
Super Social Worker
Purpose:
To provide social workers a new opportunity to 1)
consider the critical qualities of successful social
work performance and 2) reflect and (re)evaluate the
qualities they currently hold, goals to strive for and
to 3) hear what youth consider super.
Number of
Participants:
15 - 30 (No more than six in each group and no less
than three groups total)
Time:
30 - 50 minutes
Materials:
Easel, Chart paper and Markers for each group
Super Social Worker handout
Qualities of a Good SW handout
Instructions for Facilitators:
Divide the participants into groups, with no
more than six people in each group.
Assign each group an easel and markers.
Instructions to participants:
In this exercise you will be making your very
own “Super Social Worker.” Your task is to
draw your ideal “Super SW” on the easels and
enumerate the qualities that an excellent SW
will have. Remember to base your qualities in
reality (no flying or X-ray vision please!)
We’d like you to list the various qualities of our
super social worker in any creative way you
want, a suggestion would be to associate the
qualities with a body part. For example: the
word “strength” could be depicted as an arm,
compassion in the heart area, etc. Don’t
forget to give your “Super SW” a name.
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You will have ten minutes to complete this
exercise. One of the facilitators will visit each
group to help out if needed. Any questions?
Okay, go.
After the participants are finished, have them
stick their “Super SW” to the wall.
Allow them roughly five minutes to go around
the room and look at the work of other groups
In a large group: ask each group to introduce
their social worker by name and offer their top
three qualities
After the groups have presented pass out the
Super SW handout created by foster youth, and
compare and contrast this example with the
ones created in the exercise. Answer any
questions the participants have about the youth
made Super SW.
Debrief Questions:
1. Were there any repeated “super” qualities
around the room? What were they?
2. Did anyone notice a “quality” that they
never considered before? What were
they?
3. Are there any barriers that keep social
workers from becoming “super?” How can
we overcome them?
4. Do you possess any of the qualities of a
“perfect” SW? Which ones?
5. What qualities do you want to develop or
work on?
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Bonus Question:
If there were a galactic battle between the
youth made Super Social Worker and the
social worker made Super Social Worker, who
would win and why?
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Super Social Worker: Illustration 1
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Y.O.U.T.H
123
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124
Survey Says!
Purpose:
To expand social workers understanding and
knowledge of youth perspectives, preferred
communication styles, etc.
Number of
Participants:
Up to 40
Time:
30 – 45 minutes
Materials:
Game board (poster)
Question cards
Family Feud music
Bell and buzzer
Prizes
Roles
host, two teams, audience members.
Background work:
Y.O.U.T.H. Training Project staff surveyed 52
youth on communication and youth perspectives.
This activity is intended to test your
knowledge of current transition aged youth
perspectives, communication styles and
needs. It may look a little familiar to you as
it’s loosely designed after the game “Family
Feud.” Because we as foster youth know the
concept of family feuds too well, we have
changed the name of our game to Survey
Says!
First off, we need 10 volunteers from the
audience to create two separate teams who
will compete against one another to see which
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social workers are most knowledgeable about
foster youth perspectives, needs and
communications styles. The remaining
participants will appropriately play the role of
audience.
Host explains the game.
This game will have three rounds using
answers from surveys we’ve recently
conducted with current and former foster
youth. The object of the game is for your team
to work together and correctly identify the top
5 survey responses to each category.
For each round, the team that is “playing the
question” (or attempting to guess all top
survey responses) tries to guess the
remaining answers until you get them all or
until you give three incorrect answers
(strikes). Three strikes and the question will
go to the other team and they will have the
opportunity to steal your points by giving a
correct survey answer. If they give an
incorrect answer, your team will keep the
points from that round. After three rounds the
team with the most points wins!
Starting the game:
Flip a coin to see who goes first. If you win
the toss, your team must attempt to identify
the survey responses first.
After a team finds all five responses to a
survey question or a team has struck out and
the other team has had a chance to steal, the
round ends.
After all rounds have been played, the winning
team will receive a round of applause (as their
126
prize) and we’ll hand out all survey responses
and discuss the game.
Debrief:
1. Any surprises?
2. Anyone want to share any general
thoughts?
127
Survey Says Setup
This exercise requires some extensive preparation before the training:
The first thing that we did was create a survey (which you will find as a handout in
your curriculum packet) designed to pick up on transition aged youth thinking about a
number of different topics.
We compiled the survey results into the attached handout and used the survey results
to set up the “Survey Says” game board. You can either use the survey results that we
found, or distribute your own survey and compile your own results.
To set up the game board you need a HUGE (4’ x 6’ minimum) sheet of chart paper,
cut like a big rectangle.
Survey Says!
At age 16, what was
most important to you?
1.
School—25
2.
Dating—12
3.
Emancipatio
n—10
4.
Sports—9
5.
Friends--5
Name one thing social
workers don’t
understand about
transition aged youth:
1.
Everything
—7
2.
Need for
freedom—5
3.
Our
feelings—4
4.
Teen
lifestyles—3
5.
We need
love and
support
What kinds of things do you
want your social worker to
keep confidential?
1.
Personal
Feelings—18
2.
Everything—10
3.
Foster Placement
Issues—6
4.
Nothing—5
5.
Dating/Romantic
interests--4
How does your social worker
express friendliness?
1.
They aren’t
friendly—11
2.
They do a good
job/all things—7
3.
Smiles—6
4.
Talking with me
and listening—4
5.
Being nice and
kind--4
Where is your favorite
place to meet your
social worker?
1.
Restaurant—
27
2.
Foster
Home—14
3.
Park—11
4.
Social
Services--8
Where would you like to
go to have fun with your
social worker?
1.
Restaurant—14
2.
Amusement
Park—13
3.
Movies—9
4.
Shopping (and
social workers
pay)--6
How often do you want to
see your social worker?
1.
Once a
month—21
2.
Twice a
month—14
3.
As many times
as possible—3
4.
Every two
months—2
Name an important need
to transition aged youth
other than food, clothing
and shelter:
1.
Support—8
2.
Money—8
3.
Love—7
4.
Friends—7
5.
Education—
4
What is the most important
relationship you have?
1.
Boyfriend/girlfr
iend—12
2.
Family
(mother/father/e
xtended
family)—7
3.
Siblings—6
4.
Mentor—6
5.
Friends--6
What are the top 5
survival needs of
transition aged youth?
1.
Housing—36
2.
Job/job
training—35
3.
Money—29
4.
Education/scho
ol/college—23
5.
Food/cooking-23
Next, divide the paper into sections and write in your survey answers as illustrated
above ©.
Then, get a bunch of index card sized post-it notes, and cover all of the answers with
them. I have highlighted all of the text that should be covered with post it notes.
As you are running the activity, uncover the first, second, third, and so on answers as
they come up, taking care not to reveal the subsequent answers that come afterwards.
**Side note—at times, this method has been too time consuming and unreliable, so we
encourage you to think up more efficient ways to do it, Power Point is one idea we had
but never actualized.
Y.O.U.T.H
128
Survey Says Answer Key
We surveyed 52 transition age foster youth in California and this is what they
said…(responses are tallied after each answer)
1. At age 16, what was most important to you?
1. School – 25
2. Dating – 12
3. Emancipation – 10
4. Sports – 9
5. Friends – 5
2. What kinds of things do you want your social worker to keep confidential?
1. Personal feelings – 18
2. Everything – 10
3. Foster placement issues – 6
4. Nothing – 5
5. Dating/Romantic interests - 4
3. Where is your favorite place to meet your social worker?
1. Restaurant - 27
2. Foster home - 14
3. Park - 11
4. Social services - 8
4. Where would you like to go to have fun with your social worker?
1. Restaurant - 14
2. Amusement park - 13
3. Movies - 9
4. Shopping (and social workers pay) – 6
5. How often do you want to see your social worker?
1. Once a month – 21
2. Twice a month – 14
3. As many times as possible – 3
4. Every two months - 2
6. Name one thing social workers don’t understand about transition age youth.
1. Everything- 7
2. Need for freedom – 5
3. Our feelings – 4
4. Teen lifestyles – 3
5. We need love and support – 3
Y.O.U.T.H
129
7. How does your social worker express friendliness?
1. They aren’t friendly – 11
2. They do a good job/all things – 7
3. Smiles – 6
4. Talking with me and listening – 4
5. Being Nice and kind - 4
8. Name an important need to transition age youth other than food, clothing and shelter:
1. Support – 8
2. Money – 8
3. Love – 7
4. Friends – 7
5. Education – 4
9. What is the most important relationship you have?
1. Boyfriend/girlfriend – 12
2. Family (mother/father/extended family) – 7
3. Siblings – 6
4. Mentor – 6
5. Friends – 6
10. What are the top 5 survival needs of transition age youth?
Housing – 36
Job/job training – 35
Money – 29
Education/school/college – 23
Food/cooking - 23
Y.O.U.T.H
130
Taboo
Purpose:
To expose social workers to the unique challenges of lesbian,
gay, bisexual, transgender and questioning (LGBTQ)
transition aged youth in coming out, communicating their
needs, and expressing themselves
Number of
Participants: Up to 40
Time:
45 - 60 minutes
Materials:
Taboo cards
Timer
Resource sheet
Unique issues handout
Definitions poster
Viko’s Digital Story
This exercise is an introduction to the needs
of LGBTQ youth and is loosely modeled after
the popular Milton Bradley game, Taboo. We
will play two rounds of this game (or until
you’ve worked with all 12 cards) and you’ll
each get a chance to play the role of Cluegiver.
Part One: The Game
First we’ll break into pairs. Each group will
receive a packet of 12 cards. We don’t want
you to look inside the packets yet, but we will
tell you that on each card there is a “guess
word” and four or more “taboo” words. The
object of the game is for the clue giver to get
her/his teammate to say the guess word at the
top of the card without saying the taboo
words.
131
For the first round, please decide which one of
you will be the clue giver. After you’ve
decided, the clue giver will take the clue
packet. And we’d like each team to seat
yourselves facing each other. We’d like the
clue giver to “cup” the cards in your hand so
that the guesser cannot see through the cards
to the answer (it defeats the learning
possibilities in the game if you cheat!)
Your team will receive a point for every time
the clue giver to get her/his teammate to say
the guess word at the top of the card.
Here’s an example. (Show poster) In this
case the word is “apple” and we want you to
guess it without using any of the following
words: core, red delicious, granny smith, pie,
cobbler. So you could say, “New York is
called the big…” or “some would say it’s like
comparing blank and oranges.” What are
some other ways you could try to get
someone to guess apple?
The clue giver MAY NOT:
Say any piece of the guess word (at the top
of the card)
Use any of the taboo words or versions of
them (e.g., TV for television)
Spell out the word
Use “sounds like” or hand gestures of any
kind
The clue giver MAY:
Use sentences
Use Descriptors (e.g., it looks like, is
shaped like, etc.)
132
Sing (“Don’t sit under the ___ ____ tree,
with anyone else but me…”)
Use as many (non-taboo) words as you
want
Note: If the clue giver accidentally uses a
taboo word or the guess word, you must
discard that card and you will not earn that
point.
At the end of two rounds, count up your total
team points and we’ll see who came in first!
The timer will be set for 5 minutes and if you
guess all six of the clues before times up, just
talk amongst yourselves about the concepts
you guessed. When we call time we’ll have
you switch places and roles for the second
round.
Before we begin, are there any questions?
Debrief discussion introduction
This activity was developed with the
recommendations of a focus group we held
with LGBTQ youth in 2001. We asked the
youth what they needed from social workers,
what worked well and what they wanted to be
different. A lot of what they asked for was
cultural competency and understanding.
The object of this activity was three-fold:
To get you thinking about the difficulty a
transition aged lesbian, gay, bisexual,
transgender or questioning foster youth
might have communicating with social
workers.
133
To introduce you to new language and
challenging issues that face transition
age youth
To provide an opportunity for all of us to
reflect on and work through any bias we
may hold about working with
lesbian/gay/bisexual/transgender/questio
ning youth.
Debrief Questions
1. Were there any issues, words or concepts
that were either new or uncomfortable for
you?
2. How fast did you pick up on the
concept/situation/word/phrase being
described?
3. What words or terms were unfamiliar to
you? Which ones?
Part Two: The Video
Now we’d like to show you a digital story
made by a former foster youth in California.
His name is Viko and when he made this story
he was currently working for GLASS
interviewing and screening potential foster
parents. One confusing moment in this video
is when Viko talks about waking up with
another frozen stuffed animal. What he’s
referring to is that while in care, other youth or
even foster parents in his placement would
wait until Viko went to sleep, steal any stuffed
animal he was sleeping with, dunk it in water,
put it in the freezer and after it was frozen they
would place it in bed with him. Each morning
he would wake up drenched.
Viko’s story debrief:
First, in dyads, share with each other what
you saw, how you feel, any reactions, etc.
134
Large Group Questions:
Any responses to Viko’s story? What did
you see?
What went wrong in this young man’s
history in care?
Does his case remind you of any young
people on your caseload?
How do you think you might have
proceeded in supporting Viko if he was one
of the youth on your caseload?
What can we do to better support
lesbian/gay/bisexual/transgender/
questioning youth?
135
Sample Taboo Cards
Sex Education
Sleep with mate
Anal
Oral
Desire
Lust
Finding LGBT
Activities
Social
Date
Party
Frustrated
Friends
Sexuality
Confusion
Questioning
Don’t know who I am
Lost
Weird
Clueless
Transgender
Queer identified
Third gender
Bathroom
Ward floor
Born this way
Homophobic
Placement
Foster parents
Group home kids
Hate
Violence
Name Calling
Gender Issues
Sex
Confusion
Frustration
Androgynous
Transgender
Lesbian
Women/girls
Butch
Feminine/femme
Sexist
Man-hater
Dyke
Visibility Issues
People don’t see me
Frustration
Assumption
LGBT
Identity issues
Morality Issues
Religion
Values
Judgment
Ungodly
Immoral
Androgynous
Gender
Neutral
Butch/femme
Clothes
Haircut
Internalized
homophobia
Shame
Self-hatred
Fear of self
Denial
136
Lesbian, Gay, Bisexual, Transgender and Questioning
Learning Opportunities and Definitions Page
LGBTQ – lesbian, gay, bisexual, transgender and questioning. This is a common acronym to
describe a whole bunch of people.
Questioning (Q) – when a person is uncertain of, or in the process of discovering or identifying their
sexual orientation.
Coming out – this is when a person who is lesbian, gay, bisexual or transgender acknowledges that
they are not heterosexual. Coming out includes coming out to themselves and/or others. It is usually
a very scary and challenging time in an LGBTQ person’s life.
Finding LGBT Activities – when foster youth “come out” they may not know how or where to meet
other LGBTQ youth. They also might not feel comfortable asking their foster parents for rides to
LGBTQ social activities. Further, they might not feel comfortable or safe inviting LGBTQ friends to
their group homes, foster homes or other placements. It’s important to make sure that LGBTQ
youth are socially engaged and involved in community with one another.
Morality Issues – many LGBTQ foster youth have heard from various religions that it is immoral to
be LGBTQ. If a youth comes out or is considering coming out, they may fear being rejected from
their foster parents, group home staff, biological family members, their church or religious practice,
etc. Another conversation/concern worth having.
Sexuality Confusion – this phrase describes when someone is unsure of his or her sexual orientation.
Many people go through a certain amount of this before they come out.
Sex education – if you don’t know what this means, we’re scared of you. But seriously, most sex
education is oriented towards heterosexuals; therefore it’s important to ask LGBTQ youth if they
have the information they need to practice safe sex.
Gender issues – this is when a youth is not sure or comfortable with their gender. It might be when
a boy/young man feels like or identifies more with girls/young women or if a girl identifies with
boys/young men. Some LGBTQ people identify their gender as butch or femme and sometimes
folks identify as androgynous (particularly women) and therefore do not see their gender as either
feminine or masculine.
Transgender – an umbrella term used to describe folks who are transsexuals (pre and post
operation); transvestites; cross dressers; persons with ambiguous genitalia; persons who have chosen
to perform ambiguous social genders; and persons who have chosen to perform no gender at all.
Homophobia - The fear and hatred of gays and lesbians. The fear of being perceived as gay or
lesbian.
Internalized Homophobia – is when folks take on the negative and self-hating beliefs that
homophobes have expressed to them. These feelings include: shame, self-hatred, fear and denial of
sexual feelings.
Visibility Issues – many youth suffer from visibility issues when they first come out as an LGBTQ
person. This is especially true if they don’t look like the stereotypical LGBTQ person. It’s important
for social workers to be aware of this issue and the way it impacts the health and well being of
LGBTQ youth. The issue comes up often when a youth is placed in a homophobic placement and
cannot fully, safely express his/her sexuality.
137
Y.O.U.T.H
LGBTQ Resources
To Improve Your Work with Lesbian, Gay, Bisexual, Transgender
and Questioning Foster Youth
Support/Services/Hotlines:
National Youth Advocacy Coalition (NYAC): maintains a database of local and national
organizations, which provide support services to lesbian, gay, bisexual, transgender, and
questioning youth. Find an organization near you. 1-800-541-6922 www.nyacyouth.org
The Gay & Lesbian National Hotline: offers a toll-free telephone number for totally
anonymous information, referrals and peer counseling. Callers will be able to speak
directly to a trained volunteer who can access a national database of referrals specific to
the gay and lesbian community. National toll-free number: 1-888-THE-GLNH (1-888843-4564) www.glnh.org/home.htm
Parents, Families and friends of Lesbians and Gays (PFLAG): works to promote the
health and well-being of gay, lesbian, bisexual and transgender persons, their families
and friends through: support, to cope with an adverse society; education, to enlighten an
ill-informed public; and advocacy, to end discrimination and to secure equal civil rights.
www.pflag.org
The Gay, Lesbian and Straight Education Network (GLSEN): through its network of 85
chapters in 35 states, works with school officials and parents to assure that each member
of every school community is valued and respected, regardless of sexual orientation or
gender identity. (212) 727-0135 www.glsen.org
The Gender Identity Project offers transgender and transsexual people an opportunity to
discover who they are in an atmosphere of self-acceptance and to build community. The
Gender Identity Project's community-based approach works to help transgender people to
become freer to celebrate their identities and experiences. (212) 620-7310 (ask for G.I.P.)
www.gaycenter.org/programs/mhss/gip.html
Lambda Legal Defense and Education Fund is a national organization committed to
achieving full recognition of the civil rights of lesbians, gay men, and people with
HIV/AIDS through impact litigation, education, and public policy work. (212) 809-8585
www.lambdalegal.org Western Regional Office: 6030 Wilshire Boulevard, Suite 200,
Los Angeles, CA 90036-3617. (323) 937-2728 phone; (323) 937-0601 fax
The American Foundation for AIDS Research (amfAR): is the nation's leading nonprofit
organization dedicated to the support of HIV/AIDS research, AIDS prevention, treatment
education, and the advocacy of sound AIDS-related public policy. amfAR's mission is to
prevent HIV infection and the disease and death associated with it and to protect the
human rights of all people threatened by the epidemic of HIV/AIDS. 1-800-39-amfAR
www.amfar.org
138
Y.O.U.T.H
Web Sites:
•
•
•
•
•
•
•
•
http://www.nrcys.ou.edu -- publications and links to services for GLBT foster youth
http://www.youth.org -- was formed to provide for the needs of GLBT youth; the need
for a rare opportunity to express themselves, to know they are not alone, and to interact
with others who have already accepted their sexuality
http://www.lambdalegal.org/cgi-bin/iowa/documents/record?record=1027 -- Getting
Down to Basics About Lesbian, Gay, Bisexual, and Transgender Youth in Foster Care
http://www.gsanetwork.org -- empowering youth activists to fight homophobia
http://www.bidstrup.com/pardata.htm -- Resources for Parents of Gay, Lesbian,
Bisexual, and Transgender Youth
http://www.thenationalinstitute.org/authenticity/index.html -- The National
Institute’s Authenticity Online Magazine
http://www.aclu.org/issues/gay/hmgl.html -- ACLU Gay and Lesbian Rights
http://www.equality.org.za/ -- South African Lesbian and Gay Equality Project
Media/Publications:
•
•
•
•
•
•
•
•
•
•
•
Youth in the Margins: A Report on the Unmet Needs of Lesbian, Gay, Bisexual, and
Transgender Adolescents in Foster Care Including a Survey of Fourteen States and
Proposals for Reform
http://www.lambdalegal.org/cgiin/iowa/documents/record?record=899
Task Force to End Homophobia – Los Angeles County Dependency System
Recommendations for DCFS at http://www.aclusc.org/docs/LGBTfosteryouthrecs.pdf
Serving Gay & Lesbian Youths: The Role of Child Welfare Agencies. Recommendations
from a CWLA Colloquium. 1991.
No Safe Bed: Lesbian, Gay and Bisexual Youth in Residential Services. by Laurie Bell,
Carol O’Brien, and Robb Travers. 1993.
Often Invisible: Counseling Gay and Lesbian Youth by Margaret Schneider. 1988.
Opening Doors: Making Substance Abuse and Other Services More Accessible to
Lesbian, Gay, Bisexual Youth by Bonnie Simpson. 1993.
Is It A Choice? Answers to 300 Most Asked Questions About Gay And Lesbian People by
Eric Marcus. 1999.
Loving Someone Gay by Don Clark, Ph.D. 1977.
Lesbian and Gay Youth: Care and Counseling by Caitlin Ryan and Donna Futterman. 1998.
Lesbian and Gay Youth Issues: A Practical Guide for Youth Workers by Gerald P. Mallon.
2001.
Am I Blue? Coming Out From The Silence edited by Marion Dane Bauer. 1995. Sixteen
original short stories about growing up gay or lesbian or with gay or lesbian parents or friends.
139
Y.O.U.T.H
What comes to mind…
Purpose:
To increase self-awareness of underlying cultural
assumptions by asking participants to reflect on
stereotypes through word and thought association
Number of
Participants:
Up to 40
Time:
30 minutes
Materials:
Chime
Watch
Instructions to facilitator:
In order to prepare the audience for an
intensive exercise, start off with a calming
voice, attitude and manner. First, lead the
group in a 1-minute meditation exercise.
Instructions to Participants: Meditation
Exercise
“Sit comfortably in your chair. If you want
to, lie on the floor, just relax. Close your
eyes. Listen to the noises in the room.
Feel the shirt on your back, your feet on
the floor, etc.”
Ring the chime to signal when the meditation
minute is over.
Now that your mind is open, and your
troubles are filed away, we’d like to do a
word association exercise with you. This
exercise may bring up stereotypes, hidden
biases or prejudices. We’re going to read
off a list of items and we’d like you to let
your mind free associate. Be aware of all
thoughts that come to your mind. Do not
censor them, let them come freely. These
140
thoughts are for you and no one else.
There are no mind readers in this room. (At
least we hope not!)
Note to facilitator: read off the list slowly and
deliberately. (see attached)
De-brief questions:
1. How was that? What feelings came up
for you?
2. Did you recognize any biases or preconceptions that you were unaware of?
3. How do youth’s pre-conceptions impact
your ability to work with them?
4. How do you think your pre-conceptions
impact your work with foster youth?
Closing Statement
We all have stereotypes, prejudices and
biases. It’s important to be aware of our
own biases and pre-conceptions as we
work with youth and to not let these
stereotypes interfere with reality.
141
List
White male
Asian female
Bi-racial child
18-year-old Black male
Native American
Teen parent
35-year-old Black male
Police officer
Teacher
Runaway youth
Lawyer
Boy with baggy pants
Single parent
Soldier
Social Worker
S.S.I. Recipient
Foster youth
Welfare family
White female
Newborn baby
Man in a turban
Lesbian
Fat child
Guy with a bandana
Alcoholic
Divorced mom
Rock star
Boy with Afro
Bisexual teenager
Gunshot victim
Mexican female
New driver
Rapper
Young woman with five children
Youth facilitator
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Y.O.U.T.H
Youth Trainers
Chapter 6
Y.O.U.T.H
Foster Youth Bill of Rights
YOU HAVE THE RIGHT TO LIVE IN A
SAFE, COMFORTABLE HOME WITH:
• enough clothes and healthy food
• your own place to store your things
• an allowance (if you are in a group
home)
• a phone that you can use to make
confidential calls (unless a judge says
you cannot)
YOU HAVE THE RIGHT TO:
YOU HAVE RIGHTS AT COURT TOO.
YOU CAN:
• go to court and talk to the judge
• see and get a copy of your court report
and your case plan
• keep your court records private, unless
the law says otherwise
• be told by your social worker or
probation officer and your attorney
about any changes in your case plan
or placement
YOU HAVE HEALTH RIGHTS. YOU CAN:
• be treated with respect
• go to religious services and activities of
• see a doctor, dentist, eye
your choice send and get unopened
doctor, or talk to a counselor
mail (unless a judge says someone
if you need to
else can open your
mail)
• refuse to take medicines,
vitamins or herbs (unless a
• contact people who are not in the
doctor or judge says you must)
foster care system (like friends, church
members, teachers, and others)
• make contact with social workers,
YOU HAVE SCHOOL RIGHTS. YOU CAN:
attorneys, probation officers, CASA's,
foster youth advocates and supporters,
• go to school every day
or anyone else involved with your case
• go to after-school activities right for
• be told about your placement by your
your age and developmental level
social worker or probation officer
NO ONE CAN:
Remember your rights.
• lock you in a room or building
(unless you are in a community
treatment facility)
• abuse you physically, sexually
or emotionally for any reason
• punish you by physically
hurting you for any reason
• look through your things
unless they have a good and
legal reason
Also remember that the
foster parent’s or group
home’s job is to supervise
you and keep you safe and
healthy.
If you feel you are being
discriminated against because of, but
not limited to, your sex, race, color,
religion, or for any other reason,
please contact the
Foster Care Ombudsman Help-line.
YOU HAVE THE RIGHT TO DO SOME
THINGS ON YOUR OWN. YOU CAN:
• have your own emancipation bank
account (unless your case plan says
you cannot)
• learn job skills right for your age
• work, unless the law says you are too
young manage the money you earn (if
right for your age, developmental level
and it’s in
your case plan)
• go to Independent Living Program
classes and activities if you are old
enough
YOU HAVE FAMILY RIGHTS TOO. YOU
CAN:
• visit and contact your brothers and
sisters (unless a judge says you
cannot)
• contact parents and other family
members, too (unless a judge says
you cannot)
YOU HAVE OTHER RIGHTS TOO. YOU
CAN:
• tell the judge how you feel about your
family, lawyer, and social worker
• tell the judge what you want to happen
in your case
• have your own lawyer
• live with a family member if
that would be a safe place
• call the Foster Care Ombudsman
Office and Community Care Licensing
at any time
• get help with school if you
need it
Know your rights! For a complete list of foster youths'
rights, call the Office of the Foster Care Ombudsman at
1-877-846-1602. Are your rights not being followed? Call
the same number—we can help.
Call the Foster Care Ombudsman Office and Community Care Licensing at any time.
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Youth Trainers
Chapter 7
Y.O.U.T.H
Glossary
A
Accoutrements: all of the “stuff” that you need. For example, the accoutrements of an apartment
would be the furniture, towels, sheets, etc.
Afro: a hairstyle popular in the African-American community characterized by curly or bushy hair
combed or cut into a rounded shape on top of the head.
Allegations: claims.
Assess: to determine the importance, size, or value of.
Assumptions: to expect that someone or something is going to act a certain way
Auditory: a learning style that describes people who learn best when they are able to hear things.
B
Bias: a personal and sometimes unreasoned judgment
Bisexual: a person who feels sexually attracted to both males and females.
Brain benders: a toy or game that challenges a person’s logic/mathematical ability.
C
Care Providers: anyone who is charged with the care of foster youth including foster parents, group
home staff, babysitters, teachers, day care attendants, etc.
Challenges: describes internal or external personal difficulties. Internal challenges are anything
located inside the body: health, mental well being, and emotions. External challenges are anything
located outside of the body: work, school, and other people.
Chart Write: a method of documenting information that involves using markers to write what you
are trying to convey on big pieces of chart paper or easel pads.
Child Welfare Worker: a social worker who works with children and youth.
Circumstances: the conditions that have bearing on a person’s decisions about a situation.
Comfort Zone: a psychological or physical place where you feel most safe.
Coming Out: this is when a person who is lesbian, gay, bisexual or transgender acknowledges that
they are not heterosexual. Coming out includes coming out to themselves and/or others. It is usually
a very scary and challenging time in a LGBT person’s life.
146
Compassion: deep awareness of the suffering of another coupled with the wish to relieve it.
Contemplate: to think really hard about.
Culture: a word used to describe a group of people who have shared similar experiences, have
similar values and face similar circumstances based on their membership in that group.
Cultural Assumptions: assumptions that you make about other
cultures, based on how your own culture defines that group.
Cultural Awareness: the process of becoming knowledgeable about your own culture as well as the
culture of those around you.
Cultural Competency: having, or working towards having, the
knowledge, skills and attitude necessary in understanding and interacting cultural groups different
from your own.
Cultural Value: a concept that is considered important and worthwhile within a culture.
D
Debrief: the period of discussion that takes place after completing an activity.
Deconstruct: to pull apart a concept in order to look closely at each individual component.
Digital Stories: a very short film created on digital multimedia used to illustrate a personal life
story.
Disadvantaged: when everyday life is harder for you and/or people like you because of social,
economic, or political forces that you cannot control.
Historically Disadvantaged: when people in particular groups have been disadvantaged over time
because of their membership in that group.
Diversity: differences within people and groups of people.
Dyads: breaking up into groups of two.
E
Emancipation: the legal termination of a foster care youth from the foster care system. This usually
occurs on the youth’s 18th birthday. After emancipation the youth receives no further financial
support from the foster care system and is expected to be fully self-sufficient.
Empathy: identification with and understanding of another’s situation, feelings, and motives.
Empowerment: the process of enabling people to become more in control of their destinies.
147
Enumerate: to count off or name one by one.
Ethnic: of or relating to a sizable group of people sharing a common distinctive racial, national,
religious, linguistic or cultural heritage.
Experiential Learning: using hands-on experiences to teach someone something; For example,
teaching adult-readiness skills by taking a youth to the bank and guiding them in opening a checking
account, or taking a youth to the laundry mat to show them how to wash clothes.
External Reality: the situation of the world around you.
F
Facilitators: the people who lead the workshop/class/meeting.
Federal: describes the government at the highest level.
Federally Funded: paid for by the government.
Feedback: commenting on the result of a process or activity; an evaluative response: asked the
students for feedback on the new curriculum.
Finding LGBT Activities: when foster youth “come out” they may not know how or where to meet
other LGBT youth. They also might not feel comfortable asking their foster parents for rides to
LGBT social activities. Further, they might not feel comfortable or safe inviting LGBT friends to
their group homes, foster homes or other placements. It’s important to make sure that LGBT youth
are socially engaged and involved in community with one another.
Foster Youth: young people who are in some way affiliating with the foster care system, including
those who live in foster homes, group homes, residential homes, kinship care or otherwise.
Free Associate: letting your mind think freely in order to bring up old memories.
G
Gay: used to describe people (usually men) who are sexually attracted to persons of the same sex.
Gender: describes the social role that people choose to act out, either the “woman” role, the “man”
role or somewhere in-between.
Gender Issues: this is when a youth is not sure or comfortable with their gender. It might be when a
boy/young man fells like or identifies more with girls/young women or is a girl identifies with
boys/young men. Some LGBT people identify their gender as both or femme and sometimes folks
identify as androgynous (particularly women) and therefore do not see their gender as either
feminine or masculine.
148
H
Homophobia: The fear and hatred of gays and lesbians. The fear of being perceived as gay or
lesbian.
Internalized Homophobia: is when folks take on the negative and self-hating beliefs that
sexual feelings.
I
Implication: the results; what can happen.
Incentive: the reward, either psychological or physical.
Innovative: new and exciting.
Internalized Homophobia: is when folks take on the negative and self-hating beliefs that
sexual feelings.
Interpersonal: a learning style that describes people that learn best when they are able to work with
other people. Activities that an interpersonal person would enjoy include team building activities,
group presentations, group problems, practice synergy, and working with a learning partner.
Intricacies: the complications, complexities and perplexities of.
J
K
Kinesthetic: describes people who learn best when they are able to perform physical (bodily)
challenges and tasks. Some examples of kinesthetic learning are: skills practices, Hands on activities,
puzzles, smells, pantomime, creative drama, and field trips.
L
Lesbian: describes women who are sexually attracted to other women.
LGBTQ: shorthand for saying Lesbian, Gay, Bisexual, Transgender, Queer or Questioning.
Limitations: shortcomings, deficiencies, or defects.
Linguistic: a learning style that describes people who learn best when they are able to talk, read,
and/or write about the material being presented.
149
Logical: describes people who enjoy learning best when they are presented with challenges that
involve solving problems, logical thinking and reasoning. Logical (Mathematical) learners like to
engage in
logical analysis, understand cause and effect, solve problems, classify terms, measurement, strategy
games, graphs & patterns, and symbols and codes.
Logic Toys: toys that require people to use the logical/mathematical side of their brains, such as
tangrams.
M
Milestone: a special event in a person’s life that is an indication that that person is growing up or
moving towards their goals i.e. prom, graduation, Sweet 16, promotion.
Mind Map: an alternative method for documenting information; see examples.
Mind teasers: see brain benders.
Minority: refers to people who have less political, social or economic power because the number of
people that make up their group is small in comparison to other groups i.e. African-Americans are a
minority population because there are far more White people than African-American people living in
the United States.
Monolithic: sameness, single, solitary.
Morals: concerned with the judgment of the goodness or badness of human action and character.
Moral Beliefs: beliefs about how good or bad you think an action is.
Morality Issues: many LGBT foster youth have heard form various religions that it is immoral to be
LGBT. If a youth comes out or is considering coming out, they may fear being rejected from their
foster parents, group home staff, biological family members, their church or religious practice, etc.
Another conversation worth having.
Musical: describes people who learn best when they are presented with challenges/tasks that involve
the recognition of sounds, melody, tone and aural language (pitch, timbre, rhythm). Musical learners
like theme music, music associations, cultural music, environmental sounds, reference songs, writing
songs, raps and the use of rhythm.
N
Narrator: the person who is telling the story; the person responsible for introducing the skit and/or
keeping the skit moving on time.
Network: an informal association of people interested or involved in similar areas of work; people
that you can turn to for advice or consultation.
150
Non-traditional: anything that is against the norm; something that people do not think of doing
right away.
Norms: common, expected, taken for granted.
Null: invalid; does not count.
O
Over-personalizing: taking things too personal; understanding things as a direct threat to yourself.
Own Learning: your own personal learning experience.
P
Permanency: the quality or state of being permanent; continuance in the same state or place;
fixedness.
Personal Life Experience: something that you have gone through personally.
Psychological Diagnostic Practices: the process by which professionals diagnose you with mental
disorders.
Pre-conceptions: having an idea of how something or someone is going to be.
Prejudices: having a judgment or opinion about someone or something before you actually know
anything about it.
Proactive: acting in advance to deal with an expected difficulty.
Positive Youth Development: when you see youth as a resource and work with them from a
strength-based approach. Also when you give youth the education, resource and support that will
enable them to make their own decisions.
Power: the social, economic or political weight that you possess either individually or as a member
of a group.
Power Differences: imbalances in power; when one social/economic/or political group (White
people/rich people/Republicans) is taken more seriously and has more rights or opportunities than
other groups.
Privilege: the social, economic or political “extras” that a person may have simply because they
happened to belong to a certain group. Privilege has to do with social inequality. For example, flesh
colored Band-Aids always being the color of White people’s flesh; men making more money than
women who do the exact same job; able-bodied people never having to think about how they are
going to get into a building.
Props: the learning tools that you use in trainings such as charts, chimes, clocks, etc.
151
Q
R
Racial: refers to biological characteristics that classify a group of people as a “race”, namely skin
color, hair texture, distinction of physical features.
Rapport: relationship, especially one of mutual trust.
Reasoning: the basis or motive for an action, decision, or conviction.
Rebate: a deduction from an amount to be paid or a return of part of an amount given in payment.
Rectifying: to set right; to correct.
Resource: something that can be used for support or help; an available supply that can be drawn on
when needed.
S
Scenario: an example of something that could happen.
Self-awareness: keeping in mind your life experiences and how those experiences affect your dayto-day actions and interactions with other people.
Sensitize: to make aware of.
Sensitivity: to be aware of.
Sex Education: the knowledge and skills people need to learn in order to practice safe sex such as
birth control, STD information; how the body works, etc.
Sexuality Confusion: this phrase describes when someone is unsure of his or her sexual orientation.
Many LGBT people go through a certain amount of this before they come out.
Skills Practice: an exercise that gives you the opportunity to try out a new skill, or polish a skill
already acquired.
Skits: a short, usually comic dramatic performance or work.
Social Advantage: describes the privilege that people have when they make up a social group that is
viewed favorably by society; for example college graduates are viewed favorably so they have a
easier time getting a job, married couples have numerous social advantages such as being able to
take out loans easier, qualifying for health insurance; acceptance by church communities, etc.
Social Worker: someone with a college degree who has been educated about various social systems
and resources and knows how to help people work through those systems and get those resources.
152
Spatial: describes people who enjoy learning best when they are presenting with challenges/tasks
involving thinking in dimensions, mental images and visual recognition. Spatial (Visual) learners
like mind mapping, highlighting, an interesting learning environment, color and paint, slides, visual
games, 3-D materials, videos and films and the use of maps and flow charts.
Special Needs: a unique resource that is required or wanted.
Stereotypes: when you let one or a few negative experiences with a person influence your
perception of all people resembling that person you had the negative experience with; For example,
having a bad experience with a bus driver and then from that day on thinking that all bus drivers are
mean.
Stigmatized: when a group of people (LGBTQ, poor people, minorities) is thought about as being
disgraceful, immoral, disgusting, or anything else negative.
Stipulations: special rules that apply to the situation.
Strategies: the “action plan” that is used to address an issue.
Strengths: qualities in a person that are considered good, refreshingly unique or helpful.
Strength Based: viewing a person as having strengths and capable of using their strengths to
address problems.
Subjective Reality: how you “see” your situation inside your head. For example, anorexics may be
really thin but may “see” themselves as being morbidly obese.
T
Taboo: something too controversial to be brought up in public.
Tangible: something that can be easily identified, understood, felt, seen; obvious
Teachable Moment: a moment that occurs in training that opens the door for a core concept or idea
to be communicated easily and thoroughly.
Terminology: the vocabulary of technical terms used in a particular field, subject, science, or art.
Testimonial: when someone speaks out in his or her own words on a subject or issue that is close to
their own personal being.
Theory: a set of knowledge that defines an academic genre, such as Political Theory or Sociological
Theory.
Transgender: an umbrella term used to describe folks who are transsexuals (pre and post
operation); transvestites; cross dressers; persons with ambiguous genitalia; persons who have chosen
to perform ambiguous social genders; and persons who have chosen to perform no gender at all.
153
Transition: describes the process of change.
Transition Aged: the span of years (usually 14-21) when a foster youth makes the transition from
being in-care to out-of-care; childhood to adult
Transitional Housing: housing set up usually by a county or independent contractor that is
specifically for foster youth who are emancipating or have emancipated from the system.
Transitional Services: services that are provided to transition-aged foster youth; some services
include: housing, groceries, help with paying bills, therapy, obtaining legal documents.
Turban: A traditionally Muslim headdress consisting of a long scarf of linen, cotton, or silk that is
wound around a small cap or directly around the head.
U
V
Values: a principle, standard, or quality considered worthwhile or desirable.
Value Judgments: deciding on whether or not you consider something to have value.
Verbal: describes people who enjoy learning best when they are presented with challenges
involving language and word play. Verbal (Linguistic) learners like to do word searches, interviews,
speaking/presentations, defining terms, fill in the _______, discussions, poems, reading and writing
assignments.
Visibility Issues: many youth suffer from visibility issues when they first come out as an LGBT
person. This is especially true if they don’t look like the stereotypical LGBT person. It’s important
for social workers to be aware of this issue and the way it impacts the health and well being of
LGBT youth. The issue comes up often when a youth is placed in a homophobic placement and
cannot fully, safely express his/her sexuality.
Void: ineffective and useless.
W
Word Problems: a game that appeals to Verbal/Linguistic learners. See definition of
Verbal/Linguistic learning.
154
Sample Retrospective Outcomes Survey
(Training County goes here)
Date:____________
Bay Area Academy/California Youth Connection
Y.O.U.T.H. TRAINING PROJECT TRAINING OUTCOMES SURVEY
Respond to each item by placing an X in the appropriate “Before” column and in the appropriate “Now”
column
HOW WELL INFORMED ARE YOU
ABOUT…
BEFORE SESSION
NOT AT
SOME-
ALL
WHAT
FAIRLY
WELL
WELL INFORMED
NOW
NOT AT
SOME-
ALL
WHAT
FAIRLY WELL
WELL INFORME
D
1.
What contributes to positive youth
development
2.
The impact that demonstrated caring,
concern and attention from social
workers has on transition age foster
youth development
3.
The long term implications that youth
empowerment can play in the adult
life of a foster youth
4.
What happens to transition age youth
who are not allowed the opportunity
to build and sustain control over
her/his life
5.
The benefits of sharing your own
personal stories with foster youth
6.
What transition aged foster youth
most want (realistically or
unrealistically) from social workers
7.
The steps that can be taken to develop
a successful relationship with
transition age youth
8.
The best ways to address the varying
needs of transition age youth
9.
The creative and unique ways to teach
independent living skills to a
transition age youth
155
HOW WELL INFORMED ARE YOU
ABOUT…
BEFORE SESSION
NOT AT
SOME-
ALL
WHAT
FAIRLY
WELL
WELL INFORMED
NOW
NOT AT
SOME-
ALL
WHAT
FAIRLY WELL
WELL INFORME
D
10. The transitional resources available
for foster youth including
employment and job placement,
medical and mental health care
insurance/MediCal, education, social
group referrals, financial assistance,
etc.
11. The importance of acknowledging and
attending celebratory events in a
youth’s life
12. The importance of being accessible
and available to youth beyond routine
expectations via pager number, voice
mail, email, etc.
13. The benefits and risks of using a
DSM-IV diagnosis to assist transition
age youth
14. The resources available to parenting
foster youth
15. The unique needs of LGBTQ youth
16. California Youth Connection and its
work
YOUR BACKGROUND
17. My level of education is… (please check one)
Bachelor Degree
BSW
MA degree (not MSW)
MSW (IV-E)
MSW (not IV-E)
18. I have worked directly with transition age youth (ages 13-18): (please circle one)
Just started
1-2 years
2-5 years
Over 5 years
19. I have taken classes specific to transition age youth: (please circle one)
No class
1 class
2 classes
3 classes
More than 3 classes
20. Not counting this training, I have attended a training of more than four hours taught exclusively by youth:
(please circle one)
Yes
No
156
Outcome Survey Results (2003)
Social Workers' Educational Background
40%
36%
35%
30%
Percent
25%
21%
21%
20%
13%
15%
8%
10%
5%
0%
Bachelor Degree
BSW
MA degree (not MSW)
MSW (IV-E)
MSW (not IV-E)
Degree
Number of Years Social Workers Worked Directly with Transition Age Youth
29%
30%
25%
27%
22%
21%
Percent
20%
15%
10%
5%
0%
Just started
1-2 years
2-5 years
Over 5 years
Number of Years
157
Number of Classes Social Workers have Taken Specific to Transition Age Youth
30%
30%
25%
23%
25%
20%
Percent
16%
15%
10%
6%
5%
0%
No Class
1 class
2 classes
Number of Classes
3 classes
More than 3 classes
Did Social Workers Attend Prior Trainings Taught by Youth?
Yes
24%
No
76%
158
Comparison of Social Workers' Knowledge
(Mean Scores Before and After Training)
4
3.67
3.57
3.68
3.57
3.55
3.53
3.52
3.5
3
2.73
2.72
2.61
2.56
2.5
2.47
2.14
2
1.5
1
0.5
0
What contributes to
positive youth
development
How a demonstration
of caring impacts FY
development
How youth
empowerment
impacts FY after
emancipation
Impact of the lack of
control over FY's
own life
Benefits of SW's
sharing of personal
stories
What TAY most
want
How to develop a
successful
relationship with TAY
Knowledge Issues
Before Training
After Training
Comparison of Social Workers' Knowledge (continued)
(Mean Scores Before and After Training)
4
3.59
3.39
3.36
3.5
3.2
3.05
2.84
3
2.57
Mean Scores
Mean Scores
2.5
2.5
2.32
2.65
2.37
2.12
2.24
2
1.5
1
0.5
0
Addressing
Resources
Acknowledging Benefits and risks
varying needs of available for TAY milestone events
of DSM-IV
TAY
for TAY
diagnosis to assist
TAY
Parenting TAY
resources
Needs and
available
resources to
LGBTQ TAY
Knowledge Issues
Before Training
After Training
159
Appendix
Participants' Background
#
%
Education
Bachelor Degree
63
36%
BSW
14
8%
MA degree (not MSW)
37
21%
MSW (IV-E)
36
21%
MSW (not IV-E)
23
13%
Unknown
22
NA
Total
195
100%
Length of Time Worked Directly with Transition Age Youth
Just started
38
21%
1-2 years
48
27%
2-5 years
52
29%
Over 5 years
39
22%
Unknown
18
NA
Total
195
100%
Taken Classes Specific to Transition Age Youth
No Class
53
30%
1 class
45
25%
2 classes
28
16%
3 classes
11
6%
More than 3 classes
42
23%
Unknown
16
NA
Total
195
100%
Attended Training Taught Exclusively by Youth
Yes
44
24%
No
136
76%
Unknown
15
NA
Total
195
100%
160
How Well Informed Are You About…
Before
Training
After
Training
(n=88)
(n=88)
Mean Scores
Difference
(increase in
knowledge)
1. What contributes to positive youth development
2.83
3.65
0.82
2. The impact that demonstrated caring, concern and attention from social workers
has on transition age foster youth development
2.77
3.77
1.00
3. The long term implications that youth empowerment can play in the adult life of
a foster youth
2.79
3.75
0.96
4. What happens to transition age youth who are not allowed the opportunity to
build and sustain control over her/his life
2.59
3.63
1.04
5. The benefits of sharing your own personal stories with foster youth
2.52
3.55
1.03
6. What transition aged foster youth most want (realistically or unrealistically)
from social workers
2.23
3.58
1.35
7. The steps that can be taken to develop a successful relationship with transition
age youth
2.58
3.56
0.98
8.
2.47
3.43
0.96
9. The creative and unique ways to teach independent living skills to a transition
age youth
2.45
3.23
0.78
10. The transitional resources available for foster youth
2.46
3.16
0.70
11. The importance of acknowledging and attending celebratory events in a youth’s
life
2.70
3.62
0.92
12. The importance of being accessible and available to youth beyond routine
expectations via pager number, voice mail, email, etc.
2.93
3.71
0.78
13. The benefits and risks of using a DSM-IV diagnosis to assist transition age
youth
2.62
3.39
0.77
14. The resources available to parenting foster youth
2.21
3.01
0.80
15. The unique needs of LGBTQ youth
2.36
3.42
1.06
16. California Youth Connection and its work
1.87
3.54
1.67
The best ways to address the varying needs of transition age youth
161
Y.O.U.T.H. Training Project
Youth Offering Unique Tangible Help
Training Team, 2002 – 2003
Viko Gracian
Sopheavy Kirby
Kordnie Lee
Johnny Madrid
Nikki McGovern
Tramisha Poindexter
Reina M. Sanchez
Nick Smith
and Jamie Lee Evans
162
A message to Social Workers:
What you do on your
9 to 5... Can affect a
child's entire life!
~Mookie A.
Y.O.U.T.H.
163

A Training Curriculum for Youth Trainers

Transcription

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