Independent Living - Preparing Youth for Life Module 13 Independent Living - Preparing Youth for Life 13.0.1

Learning Objectives 13.0.2

Agenda 13.0.3

Unit 13.1 Independent Living 13.1.4

Learning Objectives 13.1.5

Shane 13.1.6 https://www.youtube.com/watch?v=76LqMnBZV-0

Consequences of Aging Out Homelessness Incarceration Pregnancy School Drop Out Costs – innumerable 13.1.7 https://www.youtube.com/watch?v=FdNRLg_QqWU

Pre-Independent Living Assessment Life Skills Educational field trips and conferences 13.1.8

Let’s Skate! 13.1.9

F.S. 409.145 (2) Quality of Parenting (3) Reasonable and Prudent Parent Standard (4) Foster Parent Room and Board Rates 13.1.10

“Nancy C. Detert Common Sense and Compassion Independent Living Act” “My Future, my Choice” Extended Foster Care Post Secondary Education Services and Supports (PESS) Aftercare Services 13.1.11

Requirements Supervised living environment May leave care and re-enter Approved by DCF Approved by CBC May leave care and re-enter Unlimited times Until age 21 Transition Plan After 17th birthday Reviewed and updated 13.1.12

Eligibility - F.S. 39.6251 Continuing care for young adults Secondary education Postsecondary or vocational education Employment training program Employed at least 80 hours/month 13.1.13

The Living Environment supervision opportunity crisis intervention support life skills instruction counseling educational support employment preparation and placement support networks 13.1.14

Input from significant people Prepare youth Case Planning Collaboration Input from significant people Prepare youth 13.1.15

Unit 13.2 Adolescents Needs 13.2.16

Learning Objectives 13.2.17

The Teen Brain 13.2.18

Overview of Life Skills for Foster Parents 13.2.19 http://centervideo.forest.usf.edu/qpi/lifeskillsfp/lifeskillsfp.html

Life-long, kin-like connections between a youth and a supportive adult Permanency Pact Permanency Pact 13.2.20 Life-long, kin-like connections between a youth and a supportive adult

LGTBQ? https://www.youtube.com/watch?v=CVW0_N93rBo 13.2.21 http://www.nrcpfc.org/webcasts/30.html

Transition Planning 13.2.22 http://rivertown-lab.com/DHS_Child_Welfare/DHS_CW9/index.html

Role Play 13.2.23

My Future My Choice – Extended Foster Care Unit 13.3 My Future My Choice – Extended Foster Care 13.3.24

Learning Objectives 13.3.25

Transition to adulthood with more support Nurturing Success Transition to adulthood with more support Extended foster care May remain until 21 (22 with disabilities) 13.3.26

13.3.27

My Future My Choice 13.3.28 http://www.myflfamilies.com/service-programs/independent-living/myfuturemychoice-youth-13-17

Postsecondary Education Services and Support. Acronyms YA EFC PESS RTI SIL Young Adult Extended Foster Care Postsecondary Education Services and Support. Road to Independence 2013 Program Subsidized Independent Living 13.3.29

Natasha 13.3.30

Grandfathering 13.3.31

College 13.3.32

FSFN 13.3.33 http://centervideo.forest.usf.edu/fsfn/ilrecord/Independent%20Living%20Record2.htm

Knowledge Assessment 13.3.34

1. What is known about the brain of a teenager? The brain is fully developed Gray matter is declining Emotional responses are changing The brain is like a child’s brain 13.3.35 Answer C

Case manager Foster parent Adult Education Life Skills teacher 2. For children ages 13-17, Life Skills are required to be taught by whom? Case manager Foster parent Adult Education Life Skills teacher 13.3.36 Answer B

3. What is an area assessed by the The Life Skills Progress Chart? money management friends’ background checks T.V. shows accessed number of miles driven 13.3.37 Answer A

4. What do case managers do at a Life Skills Progress discussion? Direct the conversation to case plan tasks Facilitate the discussion with youth and caregiver Ask the youth to direct the discussion Mentor the foster parent to facilitate 13.3.38 Answer B

Dependency Resilience Normalcy Advocacy 5. What is the term used for participation in everyday activities for youth? Dependency Resilience Normalcy Advocacy 13.3.39 Answer C

decreased increased stayed the same improved 6. From 2001 to 2014, the number of youth who “aged out” of the system has decreased increased stayed the same improved 13.3.40 Answer B

7. When working with LGBTQ youth, what should you consider? Examining your own beliefs, attitudes, and professionalism Making sure everyone knows your client is different Establishing rules limiting talking about sexuality Encouraging religious beliefs different than the client’s 13.3.41 Answer A