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Fostering Futures: Supporting Youth Transitions into Adulthood

Fostering Futures: Supporting Youth Transitions into Adulthood. Agenda*. Welcome/Introductions Fostering Futures Overview Evaluation/Data Collection Engaging Older Youth (Pt. 1) Lunch Engaging Older Youth (Pt. 2) Challenges Putting it Together Action Planning

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Fostering Futures: Supporting Youth Transitions into Adulthood

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  1. Fostering Futures:Supporting Youth Transitions into Adulthood

  2. Agenda* Welcome/Introductions Fostering Futures Overview Evaluation/Data Collection Engaging Older Youth (Pt. 1) Lunch Engaging Older Youth (Pt. 2) Challenges Putting it Together Action Planning *AM & PM breaks will be built in

  3. Learning Tools…. • Toys • Books • Manuals • E-learning & Workshop Materials • Each other!

  4. Learning Journals • “Note to self” • Things to think about • Reactions • Responses • Curiosities • “Me” vs “Us” time

  5. Treasure Hunt • Complete the Treasure Hunt • Circle the statements that are true for you

  6. Treasure Hunt: Part 2 • Ask others to initial ONE statement that describes them-- on your paper • “Hunt for” 4 different colleagues SEATED AT A DIFFERENT TABLE than you! • Initialed lines don’t need to match those that you circled

  7. Treasure Hunt: Part 3 • With your Treasure Hunts, form a single line • Face same direction • When a statement is read, take a step forward if it applies to you • Observe • When asked, take step back

  8. By the end of this training experience, volunteers will be able to… • Establish rapport/engage with older youth in a unique way so that… • Understand & walk a youth through the (6) various components of Possible Selves as a framework for establishing goals and achieving their hopes • Know what legislation supports and focuses on older youth in care & the impacts on case planning • Develop effective communication skills to work with different constituents involved in an older youth’s case (the youth, the family, service providers, etc.) • Identify, locate and access resources (common resources & specific, local resources) that can assist an older youth moving toward independent living; and then identify when/how to use them • Describe the multitude of issues facing an older youth as they move toward permanence and/or emancipation • Explain and value the importance for a youth to have a permanent connection with an adult • Value & practice the way in which various identities (REI, LGBTQ, foster care, etc.) can be regarded as a source of strength • Contribute to and access the ongoing resource library

  9. ADULTS How We Learn The Percentage (%) Of Information That We Retain When We: 10%Read 20% Hear 30%See 50%See and Hear 70%Discuss 80%Experience 95% S H A R E 0 20 40 60 80 100 Based on work by William Glasser

  10. Group Agreements • What group agreements do we need for our time together? • Think about roles, time, confidentiality, learning, engagement, respect, etc. "Agreements" with youth?

  11. Parking Lot • Organization-specific? • Policy-related? • Things to return to later….

  12. Components of “Blended Learning” (and beyond) • E-learning • Workshop (today!) • Evaluation (at the end of today… plus!)

  13. Welcome from National CASA CEO Michael Piraino • Listen as National CASA CEO Michael Piraino welcomes you to the Fostering Futures program and briefly explains the reason for this initiative

  14. Mentor vs. Advocate

  15. Mentor vs. Advocate? • What elements are unique to the role of “mentor” • What elements are unique to the role of “advocate” • Where might there be overlap?

  16. Fostering Futures Goal Setting Worksheet • What am I good at? • What would my colleagues say I’m good at? • What do I like to do? • What do I want to be doing a year from now? • What do I want to be doing 5 years from now?

  17. Fostering Futures Goal Setting Worksheet • Describe yourself as a person • Describe yourself as a learner • Describe how you see yourself through the lens of one of your strengths • Hopes? Fears? Expectations?

  18. Possible Selves Tree Source: Hock, M., Schumaker, J. & Deshler, D. Possible Selves (2003). Edge Enterprises, Inc: Lawrence, KS

  19. Fostering Futures Goal Setting Worksheet • What stands out for you on the tree? • Which limb has the most branches? • Which limb needs to be strengthened most? • Main hopes? Goals?

  20. Fostering Futures Goal Setting Worksheet • Hopes • Specific goals • Specific deadines • Check-in on progress

  21. Possible Selves …the imagining and planning for positive possible future goals which is a strong motivator and predictor for achieving those possibilities…

  22. Six Components of Possible Selves • Discovering • Thinking • Sketching • Reflecting • Planning • Performing Model integrated TODAY!

  23. YOUTH’s Trees…. • How might this assist in planning for permanence? • What might be some challenges? • What steps can you take to overcome these challenges? • What supports & resources do YOU need? • What might be parallels for the youth with whom you work?

  24. Concentric Circles • Form two groups • Goal: to increase our fluency about our own strengths… since we might be asking the same questions of youth!

  25. Concentric Circles • What were some of your thoughts going through the possible selves simulation?

  26. Concentric Circles • What potential does (or doesn’t) this hold for your work with older youth?

  27. Evaluation Tools/Data Collection • Explore the Needs/Resources Assessment tool • Explore the DCFS “Get Goal’d” worksheet • What questions do you have?

  28. Evaluation Tools/Data Collection • Volunteer Responsibilities: • Needs/Resources assessment two (2) times • Goal Setting worksheet one (1) time (some volunteers may be asked for this twice)

  29. Engaging Older Youth • Anchoring from e-learning • Physical • Emotional • Intellectual/Cognitive • Social • Moral • Tasks/Attitudes/Behaviors • Impact of Foster Care on Development • Helpful Responses & Resources

  30. Memory Lane • 3 “meaningful” adults when you were growing up • How was rapport built? • E-learning vs. real life • Role of culture in rapport-building

  31. The Great Debate Room Temperature: Hot or Cold? • 5 minutes to plan • 90 seconds to make your case in public

  32. Assigned Choices vs. Having Options • What was it like being told which side to support/defend? • What was it like to choose a side?

  33. Assigned Choices vs. Having Options • How might shared decision-making/planning fit into your court reports?

  34. Impact of Culture • Do you think culture played a role in The Great Debate activity? (How are you defining “culture”?) • How might culture impact your work with an older youth?

  35. Peer-to-Peer Connections • Advantages/Disadvantages, Barriers/Potential to online social networking • Don’t forget face-to-face peer-to-peer opportunities

  36. Challenges • Challenges from the podcast • General challenges • Necessary preparation • Roadblocks to positive possible selves • Roots of negative possible selves

  37. When Life Steps In • Pairs – one plays volunteer, other youth • Begin possible selves-type planning • Roll die, advance the corresponding number of spaced • Turn over a challenge card and discuss the challenge • Try to get back to conversations around possible selves and permanence • Repeat

  38. Jigsaw • Separate into groups with at least one domain in each group • Discuss surprises, ah-has, important discoveries, successes, mistakes and lingering questions

  39. Reflection • Time for journaling on… • Ah-ha moments • Useful tools • Do something differently • Tool/resource wish-list

  40. Case Studies • Re-introduction to Javier and Nita • Groups of 3 • Volunteer • Youth • Observer (record at least two +/∆) • 3 10-minute rotations • 7-minute role play • 3-minute de-brief

  41. Practicing the Conversations: Round Two • Same triads • Switch roles: volunteer, youth, observer • Observer record two +/∆ • Time: 7-minutes, followed by 3-minute debrief • Focus: Explore further needs or resources surrounding education & vocation or housing & living arrangements

  42. Practicing the Conversations: Round 3 • Same triads • Switch roles: volunteer, youth, observer • Observer record two +/∆ • Time: 7-minutes, followed by 3-minute debrief • Focus: Explore permanent connections, possible strategies to identify & access committed adults, or value/importance

  43. From the Classroom to the Real World • Review all today’s material • Journal • Manual • Posters • Identify one SPECIFIC thing that you can take to the workplace to do a better job at engaging clients. • Prepare to stand and publicly proclaim this..

  44. Back at the workplace, I will… • Experiment…. • Try out… • Consider… • Practice… • Remember… • Be aware…

  45. GREAT JOB! • Please complete today’s evaluation! • Be prepared for ongoing evaluation processes!

  46. Congratulations! • Thank you for your time and ACTIVE involvement!

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