The John H Chafee Foster Care Independence Act

The John H. Chafee Foster Care Independence Act of 1999

th 17 Annual Risky Business Conference Des Moines, Iowa Youth Transitioning from Foster Care to Independence April 23, 2002

The Foster Care Independence Act of 1999 The Chafee Foster Care Independence Program: Strengthening the System’s Capacity to Help Young People Make Healthy Transitions to Adulthood

What Does the FCIA Do? n n n Increases funding from $70 to 140 million/year Expands services to former foster youth 18 -21 years old. Gives states the option to provide Medicaid to 18 -21 yo former foster youth Changes the state planning and application process. Increases youth asset limit to $10, 000. Increases access to CIP services for Native American tribes. n Strong focus on collaboration, youth involvement, permanency, relationships with caring adults, and achievement of positive outcomes for youth served in CIP programs.

What Opportunities does the New Chafee Foster Care Independence Program Offer to States, Communities, and Other Stakeholders? n n n Strengthen the continuum of services and supports available to older foster youth. Fill current gaps in services, especially for youth who have left the system. Increase the pool of stakeholders committed to supporting young people in making successful transitions.

What Opportunities does the New Chafee Foster Care Independence Program Offer to States, Communities, and Other Stakeholders? n n Engage young people as partners in strengthening the service system. Increase child welfare focus on supporting positive development and successful outcomes for all youth in foster care.

Important Planning Issues n n n n Eligibility Level of services to youth who have left care Use of CIP funds for room & board - housing options In-kind match Medicaid Identifying stakeholders Developing 5 -year plan Identifying resources

Implementing the Plan n n Continuum, continuum! Engage youth as partners; short term and long term. Move away from classroom type instruction to learning by doing. Identify housing options that allow for safe transitions. Create & maintain partnerships.

Some Background… n 2001 AFCARS - Adoption and Foster Care n Estimated 1999 data regarding foster care and adoption in the U. S. - from 49 jurisdictions including Puerto Rico and D. C. Available on-line at www. dhhs. gov n Analysis and Reporting System

Background, cont’d n n n n 1999 estimates: 507, 011 children, youth and young adults in foster care Under 1 Yr 4% 23, 396 1 thru 5 Yrs 25% 143, 268 6 thru 10 Yrs 26% 150, 574 11 thru 15 Yrs 28% 164, 134 16 thru 18 Yrs 16% 90, 293 19 + Yrs 2% 9, 335

Where are they? Children, youth, and young adults in care in a range of placements: n n n n Pre-Adoptive Home Foster Family Home (Relative) Foster Family Home (Non-Rel) Group Home Institution Supervised Ind Living Runaway Trial Home Visit 4% 26% 46% 8% 10% 1% 1% 3% 20, 969 140, 817 252, 326 42, 096 52, 501 4, 597 7, 038 14, 307

Background n n 263, 762 [45%] should be considered as the gross eligible population for Chafee Services. The 16+ group is almost 20%- close to 100, 000 young people. In 1998, states reported that 75, 000 youth received IL services. This estimate includes one-time services, such as conferences.

Chafee Program n The legislation requires that the Secretary of HHS, in consultation with key stakeholders, develop a set of outcomes and measures to assess state performance; list of 34 outcomes generated which involved six discussion groups with key stakeholders. List then provided to members of the Standing Workgroup for feedback 2000 -2001: Development of the National Youth In n Pilot of NYTIS n Transition Information System (NYTIS)

Evaluation & Outcomes n n Traditionally neglected area of work. Challenges related to confidentiality, ability to contact youth, resources. Need to focus on creative strategies for follow up. Work with child welfare information systems and non-CIP caseworkers to ensure follow up after emancipation, not after completion of CIP services.

Evaluation & Outcomes n n Don’t forget relationships; this qualitative result may be the most important thing you do! Coordinate with other data collection efforts, e. g. TANF, Workforce Investment Act, School-to-Work.

NYTIS - National Youth in Transition Information System - Six outcomes focus 1. 2. 3. Increased number of youth who have resources to meet their living expenses. Increased number of youth who have a safe and stable place to live. Increased number of youth who attain educational/voc goals

NYTIS - National Youth in Transition Information System - Six outcomes focus 4. Increased number of youth who have positive personal relationships with adults in the community. 5. Increased number of youth who avoid involvement with high risk behaviors 6. Increased percentage of youth who can access needed phy and mental health services.

Plan for collection of data n Current plans, not finalized n Collect outcome data at discharge for youth ages 14 and older Collect outcome data annually for youth up to age 20 receiving IL services Collect youth characteristics and services info at 6 mo. or yearly intervals n n

Proposed Outcomes/Measures Outcome 1: Increase the Percent of Youth Who Have Resources to Meet Their Living Expenses ü ü ü n ü 1. 1 What % of youth currently employed, full/part time? 1. 2 What % of youth held a job, apprenticeship, internship for at least 3 consecutive months during the past 12 months? 1. 3 What % of youth are currently relying on financial resources other than employment? 1. 4 What % of youth currently have a bank or credit account? Indicates measures relevant to outcomes specified in the Chafee Independence Act of 1999

Proposed Outcomes/Measures Outcome 2: Increase the Percent of Youth Who Have A Safe and Stable Place to Live ü ü 2. 1 What % of youth have been homeless at some point since discharge? 2. 2 For youth who have been homeless, what was the duration of homelessness? (3 or fewer nights; more than 3 nights but less than 2 weeks; 2 weeks to a month, or more than one month)

Proposed Outcomes/Measures Outcome 3: Increase the Percent of Youth Who Attain Educational (Academic and Vocational) goals ü ü ü 3. 1 What % of youth have received a hs diploma, GED, AA/BA? 3. 2 What % of youth have received a vocational certificate or license? 3. 3 What % of youth are currently enrolled in, and attending hs, GED classes, or post hs vocational training or college?

Proposed Outcomes/Measures Outcome 4: Increase the Percent of Youth Who Have a Positive Relationships with Adults in Their Lives n 4. 1 What % of youth report that there is at least one adult in their lives they can go to for emotional support? n 4. 2 What % of youth report that there is at least one adult in their lives they can go to for job/school advice or guidance?

Proposed Outcomes/Measures Outcome 5: Increase the Percent of Youth Who Avoid High Risk Behaviors ü ü 5. 1 What % of youth were referred or self-referred for alcohol or substance abuse assessment or counseling during the year? 5. 2 What % of youth were incarcerated or detained in a jail, prison, or juvenile justice or community detention facility at some time during the past year? 5. 3 What % of youth gave birth or fathered a child born during the past year? 5. 4 For youth who gave birth or fathered a child born during the past year, what % were married to the child’s other parent?

Proposed Outcomes/Measures Outcome 6: Increase the Percent of Youth Who Are Able to Access Needed Health Services n n n 6. 1 What % of youth have medical insurance? 6. 2 What % of youth have insurance with mental health benefits? 6. 3 What % of youth have insurance with prescription drug benefits? 6. 4 What % of youth require on-going medication for maintenance of physical or mental health? 6. 5 For youth require on-going medication, what % are able to access resources to continue receiving their medications?

Proposed Outcomes/Measures Outcome 7: Increase the Percent of Youth Who Have or Can Obtain Essential Documents n 7. 1 What % of youth received, or were given information on how to obtain, their birth certificates, social security cards, medical records, and educational records at the time of discharge?

Decisions About Outcome Assessments Decisions to be made in two key areas: n n Initial Outcome Assessment Follow-up Outcome Assessments Options: n n ü Conduct initial assessment at point of discharge for all youth in foster care age 16 and older Conduct the initial assessment on all youth in foster care near the time of their 17 th birthday, for those youth who were in foster care for at least six months Option 2 seems preferable

Other Important Issues for Adolescents in Out-of-Home Care

Youth Permanency n n n AFSA did not specifically speak to adolescent permanency Chafee was seen as legislation to specifically address youth issues Both missed opportunities to highlight Youth Permanency Issues Independent Living is not the enemy of Youth Permanency Although IL is a service not a permanency plan, all youth need an Independent Living Plans IL and Youth Permanency need to be seen as concurrent plans for all adolescents

Youth Permanency con’t n n All youth need permanent, connections with caring adults Concurrently, as youth are being prepared for selfsufficiency, workers should also explore an array of permanency options; i. e. , adoption, mentoring relationships, self-sufficiency, development of fictive kinship networks of mutual support and the like. Youth permanency can be achieved in many ways, but adoption and the development of specific families for adolescents should also be investigated as permanency options NRCFCPP is committed to focusing attention, resources, and time on exploring the continuum of youth permanency options and strategies

Independent Living Issues n n n Initial IL Assessments; Semi-Annual Assessments; Discharge Assessments; After. Care Assessments IL Curriculums – Life Skills Formal verses Informal Training Tangible and Intangible Skills Relationship Building After Care Services

IL Program Types n n n n Relative Care Homes Family Foster Homes Agency Operated Boarding Homes – AOBH Community Based Group Homes Group Residences Supervised Independent Living Programs – SILPs Transitional Living Programs – TLPs Residential Treatment Centers

What are the Outcomes We Want for Young People? n n n n Success in youth programs, school, and work Happiness; a sense of fulfillment Strong relationships Self-awareness Health Self-sufficiency Are there others you would add?

How do Youth Workers Support Positive Youth Development? n n Youth workers. . . Provide a balance of challenge and support Have strong selfawareness Focus on youth’s strengths and capacity Help youth build bridges to the community

What are Some of the Systemic Challenges to Successful Outcomes for Youth in Foster Care? n n The child welfare system can foster dependency in children and youth System often focuses on problems and perceived deficits of clients (and families) Youth are often worked with apart from family and community contexts Youth workers can get caught up in a culture of control

What is a Culture of Control and why is it a Problem? n n n Focus of problems is client issues apart from contexts and relationships Quick fix mentality of more rules/more restrictions More problems lead to personalization of issues by staff, which leads to more problems…. .

What Impact Does a Culture of Control Have on Youth Workers? n n n Frustration toward program and youth Increased attention to information/data/ points/rules, and less attention to youth Burnout from overpersonalization High turnover rates Inability to access youth potential

What Impact Does a Culture of Control Have on Young People? n n Learned helplessness Manipulation/ acting out Increased ability to push staff buttons Decreased ability to look at self instead of system

Reflect on Program Challenges n n n What is the role of staff in creating and perpetuating barriers to program and youth success? Does individual training and supervision address the need to understand the youth worker’s role in staff/client relationships? Is equal time spent on strengthening youth worker’s self-awareness and personal growth skills, in comparison to client supervision and administration?

How Do We Promote Systemic Culture Change for Youth Workers and Youth Programs? n n n Organizations must: Adopt a strengthsbased, or positive youth developmentfocused mission Promote accountability to the mission through supervision and evaluation n n Managers/ supervisors must: Provide training and supervision that support a youth development approach Model a strengthsbased approach to work with staff Emphasize selfawareness and personal growth

How Do We Promote Systemic Culture Change for Youth Workers and Youth Programs? n n Program Design must: n Provide opportunity for youth participation Hold youth and staff accountable for active youth participation Avoid reliance on behavior management n n n Youth Workers must: Invest time and effort in personal growth and self-awareness Model a strengthsbased approach in work with peers Connect youth to the community and identified family

Reflect on Walking the Positive Youth Development Talk n n Addressing the culture of control is one way to increase youth workers’ ability to promote youth development. Are there other systemic barriers to successful program and youth outcomes? Are there characteristics of the system that make it easier to promote positive youth development? What are they? What is one change you could make today to help you work with youth?

Conclusions “Young people may forget what you say and do, but they will never forget how you made them feel. ” Dr. Michael Carrera

NRCFCPP Gerald P. Mallon, DSW, Director The National Resource Center for Foster Care and Permanency Planning Hunter College School of Social Work 129 East 79 th Street New York, New York 10021 (212) 452 -7043 – Phone (212) 452 -7051 - Fax Mrengmal@aol. com www. guthrie. hunter. cuny. edu/socwork/nrcfcpp