2. Journey to Successful Living A Transformation Program for Youth and Young Adults in Transition to Adulthood Carolyn Jones, Project Director Kenya Wilson, Youth Engagement Coordinator JOURNEY to Successful Living is a program of the Hamilton County Mental Health and Recovery Services Board. Funding was made possible in part by cooperative agreement grant number IU79SM059043-01 from Substance Abuse and Mental Health Services Administration (SAMHSA). The views expressed in written materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

3. Journey to Successful Living’s Independence City Experience 2013 A “Youth Cultural Event” Cincinnati (Hamilton County), Ohio

4.  Hamilton County’s transformation program for transition age youth and young adults, ages 14-21 with serious mental health challenges, and their families  System partners include child welfare, juvenile justice, developmental disabilities, education, and behavioral health services  Incorporates core values of a Youth-driven, Family-guided system of care that is individualized, community-based, cultural and linguistically competent and ensures the best, most efficacious treatment practices are available through expansion of non - traditional services and use of evidence- based and promising practices Journey to Successful Living

5. Each Youth participant will become aware of the importance of decision-making and problem-solving, money and time management, and the effect of one’s choices as they move into adulthood, independence and self-sufficiency. To achieve this goal, this activity is designed to …………  Address problem areas or challenges as perceived by youth and Family/Caregivers  Provide hands-on “practice” for transition-age youth and young adults to learn “realities” of independent living  Offer culturally relevant information, tools, and resources to help them prepare for their future.  Enhance System of Care community’s understanding of the practical side of the transition-planning process, from a “youth culture” perspective  Engage transition-age youth in a fun activity that stimulates learning Independence City Goal/Objectives

6.  Community-based, non-traditional, relevant to Youth Culture  Simulated program designed to teach self-sufficiency skills and test their future independence  Best practice approach for coaching transition-age youth and young adults Journey Independence City Experience

7. Transition-Age Youth and Young Adults Life Skills Domains  Informal/Natural Supports  Life Skills  Voice and choice  Social Connectedness  Futures-Planning  Stable Living  Career Exploration/ Employment  Coping Skills  Recovery & Resiliency  Communication  Coaching  Family/Caregiver support  Academic Achievement  Voice and Choice

8. How Did We Begin? National Evaluation data is used to drive decisions regarding design Recruited 40 volunteers, including Family/Caregive rs and youth graduates through JOURNEY’s Community Partnerships Youth and Family perceptions of need for skill building is acknowledged

9. National Evaluation Data  Helped to focus activity and design  Used to determine “stations”  Provided framework for implementation of culturally relevant strategies, resources, and tools

10. National Evaluation Data at Intake for Hamilton County Youth

11. Community Partnership  Event was held at a centrally located community recreation center, accessible by bus.  Volunteers took on “positions” in “Independence City” as employers, landlords, bankers, utility company workers, grocery store clerks, health care providers, social service agencies, faith community, law enforcement, probation officers, peer support worker, career counselor, behavioral health services providers, etc.

12. Informal Supports I am a JOURNEY Peer Support Specialist I am a minister, the community’s informal, natural support

13. Their Real Lives……..  Transition/Wraparound Facilitators & Supervisors  Child Welfare Workers  Developmental Disabilities Service Facilitators  Police Officer  Senior Account Executive/Minister  Teacher  Career Counselor  School Intervention Specialist  Family/Caregiver  Guardian-at-Litem  Probation Officers  Assistant City Manager  Quality Improvement Manager  Youth Peer Support Worker  School Nurse  Information Management Technician  Health Services Administrator  Marketing and Research Office Manager  Life Coach  Siblings  Veterinary Technician

14. Awareness of Skill Building Selected Life Skills Needs at Intake Age 17 (n=36) Ages 18- 21 (n=124) Differenc e I can complete a rental agreement or lease. 30.6%37.1%-6.5% I can explain how to prevent pregnancy.69.4%73.4%-4.0% I can arrange for new telephone service and utilities. 33.3%34.7%-1.4% I can calculate the start-up costs for new living arrangements. 36.1%35.5%0.6% I ask for help when I need it.44.4%43.5%0.9% I can explain two ways to prevent STDs.75.0%72.6%2.4% I can explain how I am feeling.69.4%63.7%5.7% I can explain what happens to your body if you smoke, drink or use drugs. 75.0%65.3%9.7% *Based on data collected on first six months in services.

15. Independence City Design Youth Participant received their “Passport to Independence”, with a predetermined identity, occupation, and income. Life as an adult begins! Social Services Social Services School Bank Health Services Health Services Jobs & Employer Jobs & Employer City Metro City Metro Grocery Store Grocery Store Furniture Store Furniture Store Mental Health & Substance Abuse Treatment Mental Health & Substance Abuse Treatment Utilities Housing GENERAL INFORMATION TABLE GENERAL INFORMATION TABLE RESPITE AREA ENTER INDEPENDENCE CITY Clergy Positive Greeter Negative Greeter Police Officer Peer Support

16. Integrating Cultural Competence  Cultural relevance permeated the entire process  Build on strengths of the first event  Role of the volunteer was strengthened through training on SOC prior to the event  Develop “scripts” to refine values  Some encounters were scripted for a specific response from youth with beads  Hand-outs, including written materials and other tools were youth-friendly and culturally specific  All stations provided opportunity for cultural encounter

17. Essential Constructs of Cultural Competence *Adapted from Dr. Josepha Campinha-Bacote, President, Transcultural C.A.R.E. Associates "The Process of Cultural Competence in the Delivery of Healthcare Services", 2011

18. Post Evaluation Findings & Lessons Learned (N=60)  85% found the event helpful  85% learned new information about cultural competence  66% learned new information about SOC services and supports  63% learned new information about youth-driven, family-guided core values  70% wanted more information on SOC and CLC  65% were willing to attend classes on self-sufficiency  77% would recommend this activity to other youth  78% were satisfied with the activity  94% of Family/Caregivers accompanying youth found the event very helpful  Different FOOD!!!!!  Expand the timeframe to complete the tasks  Get rid of the Negative Greeter  Absolutely no beads!

19. http://vimeo.com/user8305701/review/73491319/0bd1ffaecb To view the video of JOURNEY INDEPENDENCE CITY EXPERIENCE 2013, click the link below:

20. Questions? Contact: Carolyn Jones, Project Director carolynj@hamilton.mhrsb.state.oh.us 513.946.8600 Kenya Wilson, Youth Engagement Coordinator wilsok@jfs.hamilton-co.org 513.946.1046