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Teen Success Agreement - Transfer - Unfinished - Unrevised (1)


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Teen Success Agreement - Transfer - Unfinished - Unrevised (1)

  1. 1. Youth Fostering Change: Teen Success Agreement A Project of Juvenile Law Center
  2. 2. Introduction This document is a youth-developed written agreement for older youth, caregivers, and social workers to provide older youth age- appropriate activities and opportunities.
  3. 3. What, Why, When, Where, How What is the Teen Success Agreement? “The Teen Success Agreement is a youth-developed written agreement that outlines the age-appropriate activities, responsibilities, and life skills for youth ages 12-21 in the child welfare system, and how the caregiver and agency will support those goals. The plan also outlines the house rules, rewards, and consequences for different behaviors.” Why we should implement this? To encourage a smooth, appropriate, and structured transition going into, during and out of placement. Youth want to be heard and this also gives youth a chance to voice or advocate for themselves easier if something in the agreement is broken. This is also true for caregivers and social workers.
  4. 4. What, Why, When,Where, How 2 When should this be used? All throughout placement (Completed within 30 days of placement)- From beginning, middle, end, and even if a previous foster youth re-enters care. (A foster youth 18 or older should be able to choose whether or not they would like to use the Teen Success Agreement.) “The youth, caregiver and provider agency should meet every Six Months to discuss, complete and update this form.” - Incorporate into monthly placement visit. Where should this be done? Wherever it is comfortable and appropriate for the youth, caregiver and provider agency.
  5. 5. What, Why, When, Where, How 3 How should this be done? All youth, all caregivers and all provider agencies are different. Therefore a certain uniqueness should come from the completion of this document. This document is individual based and specific. However, despite the many differences a youth may have with a caregiver or provider agency or vice versa there are also some similarities between them that should encourage compromise and goal driven behavior.
  6. 6. Section 1: Youth Information This section is straightforward with reason to identify a youth’s: -name -his/her age -school -educational decision maker -grade -placement address and contact information of relatives and other supports.
  7. 7. Section 2: Current Activities This section deals with activities in which youth are currently involved in or want to get involved in. Ex. Job, Sports, Clubs, Therapy, Sibling Visits) Information that needs to be provided: -Activity -Location of Activity -Schedule -Means of Transportation -This provides youth with a chance to express some physical freedom. -This provides caregivers and provider agencies an understanding of a youth’s schedule outside of school and extracurriculars.
  8. 8. Section 3: Youth’s Goals and Responsibilities This section is separated by age in order to highlight specific life goals and responsibilities of a youth at a certain time. “Check off each goal that the youth is expected to and agrees to meet.” Information that needs to be provided: -Goal or Responsibility -How caregivers will help (If help is needed to complete goal or responsibility) -What will happen if goal or responsibility is fulfilled -What will happen if goal or responsibility is not fulfilled - There are blank space for any added goals or responsibilities
  9. 9. Section 4: Youth’s Age Appropriate Activities This section is separated by age according to specific age appropriate activities youth partake in. (Remember, this document is specific, therefore, some ages for age appropriate activities may be skewed slightly) It is also encouraged that although youth partake in age appropriate activities, caregivers should think of ways to spend time with the youth. Information that needs to be provided: -What the youth is allowed to do (activity) -How the caregiver will support the youth with this activity -What will happen if the youth does not comply with expectation and limitations. This is one of the most important sections for foster youth because this is what this document looks to provide and that is to provide similar opportunities for foster youth compared to youth not in care.
  10. 10. Section 5: Chore Chart Chores may seem like a straightforward concept, however, some youth may not have been exposed to chores before. Information that needs to be provided: -Chore and (instructions or guidance if needed) -How often must the chore be completed -What will happen if chore is completed -What will happen if chore is not completed - Chores are important for youth, because it can mean building trust with a caregiver, getting an allowance, and educating a youth about home economics.
  11. 11. Section 6: Household Rules/Expectations This section provides youth and caregiver an opportunity to discuss any household rule and expectations. - Often youth come into a new placement unknowing of any rules or expectation of them, therefore, this section aims to relieve any confusion between caregiver and youth directly. - Examples: Places off limits, Privacy expectations, Computer or WiFi, Mealtimes (Experience) Information that needs to be provided: A certain household rule or expectation. What happens when a rule or expectation is not followed. What happens when a rule or expectation is followed.
  12. 12. Section 7: Youth Skills This section covers daily living skills. In a traditional family, the family unit provides a learning environment for its youth. They learn how to budget money, grocery shop, how to do laundry etc. Often in a foster home youth aren’t taught these skills in the foster family unit, this document can help to emphasize skills a youth need to focus on and skills they need help developing. - It also creates a stronger bond between foster youth, caregiver and provider agency. Information that needs to be provided: Which life skills or added life skills the youth will work to develop. How these skills will be developed, whether it be through the youth themselves, caregiver, or provider agency
  13. 13. Section 8: Caregiver Expectation This section addressed any expectations the youth or provider agency have for the caregiver. (The caregiver probably has expectations by the provider agency, but participation with the document could ensure that everyone is comfortable and it shows the youth that the caregiver and provider agency care.) The foster parent can also have expectations of themselves. Teen’s rights are violated often, either because they don’t exactly know their rights as a youth in care or they simply do not want to speak up. This section looks to clarify youths’ rights and help them better advocate for themselves if they feel something is violated. Information that needs to be provided: Expectations for caregiver. Any support the caregiver needs to meet this expectation What the youth can do if the caregiver does not meet these expectations.
  14. 14. Conclusion Why the Teen Success Agreement Consistency Stability Understanding Advocacy Organization Communication Structure Lackawanna County Office of Youth & Family Services Mission Statement
  15. 15. Thank you! Austin Ely, Brian Morgantini, Eric Miller and Lackawanna County Youth Advisory Board