2018 foster leadership and alumni communities
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This document outlines a leadership development program for foster care youth and alumni. It discusses empowering youth by increasing their autonomy and self-determination. The program teaches identity development, advocacy skills, and governance structures for youth boards. Youth learn experientially through activities like a blindfold exercise. Barriers to success are addressed, including a lack of family privilege. The goal is to create a community for foster care youth and alumni while promoting youth voice in agencies and policy.
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2018 foster leadership and alumni communities
- 1. 2016 Foster Leadership: Facilitating Leadership Development for Foster Care Youth and Alumni
- 3. Skit: • Five volunteers
- 4. Transition to Young Adulthood for a young person growing up with their biological family
- 5. Challenges faced by a young person who grows up in foster care
- 6. Empowerment: • “The process of becoming stronger and more confident, especially in controlling one's life and claiming one's rights.” • To empower another person is: “To increase their autonomy and self-determination so that they can represent their interests in a responsible and self-determined way.”
- 7. Where Was Your Voice? • Design • Delivery • Evaluation
- 9. Identity: • Personal identity is the concept you develop about yourself that evolves over the course of your life. • It is strongly related to an individual’s self- respect or dignity.
- 10. Culture of Foster Care Postcard project www.fostercarealumni.org
- 11. Reclaim, reframe
- 13. • Local and statewide, national conferences • Op-eds and interviews • Discussions about child welfare policy • Brainstorming sessions about IL classes and aftercare “Nothing about us,without us.”
- 15. Source: Honoring Emancipated Youth Foster Care Youth Serving Agencies Youth and Alumni Led Agencies Youth are viewed as the recipients of programs, services, tools and resources. Youth act as developers , facilitators and evaluators of programs and services. Youth are showcased as a “Success Story” to promote a program. Youth act as agency representatives, and promote positive impact to community. Youth receive pre-packaged issues and topics. Youth have the opportunity to research multiple issues and decide on final projects Youth do not receive formal education or training about advocacy movements and systemic change. Youth receive strategic education and training about advocacy and its impact on larger social issues and systems.
- 18. Youth Boards and the Role of Adults
- 20. Structure: • To construct or arrange according to a plan • To establish a pattern • To provide overall organization
- 21. Establishing Structure • Code of Conduct • Mission Statement • Recommendations • Strategic Plan • Marketing Plan • Logo, Mascot • Group Identity
- 22. Sample Governance Models • President • Vice President • Secretary • Treasurer • Media Spokesperson • Parliamentarian • Operations Chair • Communications Chair • Youth Outreach * Customize your leadership structure; make it a reflection of the skills, insights and talents of participants
- 23. Experiential Learning: “Learn By Doing”
- 24. True or False?
- 29. Creating and Maintaining a Community of Foster Care Youth and Alumni
- 30. What groups do you belong to?
- 31. Collective Identity: • Collective identity refers to a person's sense of belonging to a group. The identity of the group, or the 'collective,' becomes a part of the person's individual identity. • Why might shared identity be particularly important to foster care youth and alumni?
- 32. Consumer & Social Movements • Civil rights movement • Women’s suffrage • Disability rights • Faith movements • GLBTQ
- 33. Foster Care Movement • Youth in Care Canada • California Youth Connection • Statewide youth advisory boards • Foster Care Alumni of America • International foster care movement
- 35. Where Was Your Voice? • Design • Delivery • Evaluation
- 36. What Does It Look Like?
- 37. Family Privilege: • This refers to the often-unnoticed benefits that stem from being a member of a stable family. • What are some examples?
- 40. Public Speaking and Purposeful Sharing
- 41. Media Savvy
- 42. Diplomacy: • “The art of dealing with people in a sensitive and effective way.” • Why does this matter?
- 43. Diplomacy skills
- 47. Appreciating your strengths and guarding against overuse
- 48. Reminder from morning presentation Youth Serving Agencies Youth Led Agencies Youth are viewed as the recipients of programs, services, tools and resources. Youth act as developers , facilitators and evaluators of programs and services. Youth are showcased as a “Success Story” to promote a program. Youth act as agency representatives, and promote positive impact to community. Youth receive pre-packaged issues and topics. Youth have the opportunity to research multiple issues and decide on final projects Youth do not receive formal education or training about advocacy movements and systemic change. Youth receive strategic education and training about advocacy and its impact on larger social issues and systems.
- 53. Post Adoptive Support Copyright Grace Hilliard-Koshinsky, used with permission
- 54. Taylor Model Copyright Danny Taylor, used with permission.
Editor's Notes
- The idea behind consumer movements is that the consumers of a service should be involved in its design and delivery, and should be given opportunities to evaluate their experience. We are the consumers of foster care, and any time that a new law is passed that effects foster care, it needs our input Consumers of a service should be involved in its: (WHITEBOARD) • Design • Delivery • Evaluation
- KIERRA: Foster Care Alumni of America has created an ongoing Postcard Project, in which postcards are created by people in and from foster care. As we build the foster care alumni movement, we are constantly discovering that - regardless of age, ethnicity, geography, education, occupation, or placement history - as alumni of the foster care system we have a great deal in common – and what we share is the culture of foster care. During this presentation, we will be sharing some of those postcards. These postcards clearly illustrate the stigma of foster care.
- Attribution theory: How you interpret events affects how you respond to them.
- KIERRA: When families break down, relationships become complex and complicated. Sibling relationships might include biological siblings who were relinquished or removed at birth, half-siblings, step-siblings or current/former foster siblings. Not all couples are married, so a sibling could include: "Mom's ex-boyfriend's daughter." This diagram illustrates sibling shared experiences: (created by Lisa) Shared biology Shared memories Shared history Common identity
- KIERRA: KIERRA: 'Nothing about us without us' is Foster Care Alumni of America’s motto. When 'experts' hold discussions about changing child welfare policies, procedures and/or legislation, youth and alumni should be there. Youth in Ohio have shared their voices as part of the Kids Are Waiting Campaign (explain the “I Am Waiting” shirts – what they say on the front and on the back). Youth and alumni in Ohio have presented workshops and participated in panels during local, statewide and national conferences. We have written op-eds and been interviewed by newscasters.We’ve been involved in discussions about child welfare policy, including Marcus Fiesel legislation, Medicaid until age 21, and protesting cuts to TANF-Independent Living funds.VISION Board youth have contributed to the curriculum of Independent Living classes, and helped teach those classes.
- Older adolescents have six interrelated jobs to accomplish during this stage of their lives: • Increase and maintain knowledge of self and self-esteem. • Learn to be increasingly responsible and make complex decisions. • Set goals and develop strategies to reach them. • Become increasingly independent from parents. • Develop strong relationship skills. • Increase interpersonal communications skills. Today these life skills are still necessary. If we expect youth to go into adulthood in a positive way, we can plan experiences to help them perform the jobs listed above. Have a well-planned program. Such a program requires good organization, strong leadership, and exciting, imaginative programs that are connected with your members’ lives, needs and interests. Set clear, simple and consistent behavioral expectations and consequences. All individuals need to know the results of their actions. When working with young people, it is essential that expectations and consequences be clear, easily understood and consistent. Provide individual attention to your members. Public recognition of positive behavior.
- ADRIAN: One person is blindfolded. Audience tries to navigate them to the front of the room. Each person in the room can give them a different instruction, but only one instruction This activity demonstrates how vital it is to empower young people, rather than having them be “powerless” and uninvolved with decisions impacting their lives. Regarding foster homes, "Every place we live has different rules - but we are getting ready to age out of foster care. Shouldn't we be developing our own rules?" Youth in foster care want to speak to the judge personally about their case They want to be present when a move is being considered or custodial decisions are being made. Any adult would want to meet his or her lawyer before a trial – and youth desire meaningful interaction with their CASA/GAL as well.
- Knowing the steps to take
- ANGIE: Steps for securing group identity
- Exercise: Go to parts of the room where signs are – EXPLAIN YOUR DECISION Print OHIO YAB Officer Descriptions Customize your leadership structure; make it a reflection of the skills, insights and talents of participants.
- “LEARN BY DOING” ACTIVITY When you offer experiential learning opportunities that are developmentally appropriate and appealing to young people at the different ages and stages of their lives, you provide environments proven to foster positive youth development. (Advisor-Explorer Relationship… and the importance of Reflecting afterward) Do • Young people experience an activity, which involves exploring or discovering something related to the learning topic. (Exploring meets developmental needs of adolescents: choosing values and lifelong commitments) Reflect • Young people share by describing what happened or what they experienced. When young people share what they’ve learned, they not only stimulate their own growth, but the growth of their group as well. • Young people process what they’ve learned and shared in order to look for patterns or themes, with the goal of building a bridge to new knowledge and skills. Apply • Young people generalize from this experience to implications related to their own lives or to broader societal experiences. • Young people apply or think about what can be done with their newly acquired information or skill.
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- (Mention and briefly discuss these barriers- and how to overcome them) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- Overcoming Hurdles in Ohio OHIO YAB
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- Each of these consumer and social movements have left their fingerprints on our lives The idea behind consumer movements is that the consumers of a service should be involved in its design and delivery, and should be given opportunities to evaluate their experience. We are the consumers of foster care/adoption, and any time that a new law is passed that effects foster care, it needs our input Consumers of a service should be involved in its: (WHITEBOARD) • Design • Delivery • Evaluation
- LISA: History of foster care movement: Canadian Youth in Care (CYC) now called the Youth in Care Network – led to the creation of California Youth Connection (CYC) The success of the California Youth Connection led to legislation requiring states to create youth advisory boards The need for foster care alumni to ALWAYS have a voice and community that they can never “age out” of led to Foster Care Alumni of America Foster Care Alumni of America is a national organization, created in May 2006 There is an international foster care movement as well
- ADRIAN: One person is blindfolded. Audience tries to navigate them to the front of the room. Each person in the room can give them a different instruction, but only one instruction This activity demonstrates how vital it is to empower young people, rather than having them be “powerless” and uninvolved with decisions impacting their lives. Regarding foster homes, "Every place we live has different rules - but we are getting ready to age out of foster care. Shouldn't we be developing our own rules?" Youth in foster care want to speak to the judge personally about their case They want to be present when a move is being considered or custodial decisions are being made. Any adult would want to meet his or her lawyer before a trial – and youth desire meaningful interaction with their CASA/GAL as well.
- The idea behind consumer movements is that the consumers of a service should be involved in its design and delivery, and should be given opportunities to evaluate their experience. We are the consumers of foster care, and any time that a new law is passed that effects foster care, it needs our input Consumers of a service should be involved in its: (WHITEBOARD) • Design • Delivery • Evaluation
- LISA: Hand out chart. Who is taking responsibility? Who is making the decisions? Are youth involved in this effort actively engaged in leadership development and skill building? 8) Young people-initiated, shared decisions with adults. This happens when projects or programs are initiated by young people and decision-making is shared between young people and adults. These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults. This rung of the ladder can be embodied by youth/adult partnerships. 7) Young people-initiated and directed. This step is when young people initiate and direct a project or program. Adults are involved only in a supportive role. This rung of the ladder can be embodied by youth-led activism. 6) Adult-initiated, shared decisions with young people. Occurs when projects or programs are initiated by adults but the decision-making is shared with the young people. This rung of the ladder can be embodied by participatory action research. 5) Consulted and informed. This happens when young people give advice on projects or programs designed and run by adults. The young people are informed about how their input will be used and the outcomes of the decisions made by adults. This rung of the ladder can be embodied by youth advisory councils. 4) Assigned but informed. This is where young people are assigned a specific role and informed about how and why they are being involved. This rung of the ladder can be embodied by community youth boards. iii Not True Participation 3) Tokenism. When young people appear to be given a voice, but in fact have little or no choice about what they do or how they participate. This rung of the ladder reflects adultism. 2) Decoration. Happens when young people are used to help or "bolster" a cause in a relatively indirect way, although adults do not pretend that the cause is inspired by young people. This rung of the ladder reflects adultism. 1) Manipulation. Happens where adults use young people to support causes and pretend that the causes are inspired by young people. This rung of the ladder reflects adultism.
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- ADRIAN: Will mention the role of Ohio foster care alumni and youth in: - Marcus Fiesel legislation - Extending Medicaid to age 21 - Protesting TANF-IL cuts - FCAA Alumni Leadership Institute 2007 & 2008
- ADRIAN: Will mention the role of Ohio foster care alumni and youth in: - Marcus Fiesel legislation - Extending Medicaid to age 21 - Protesting TANF-IL cuts - FCAA Alumni Leadership Institute 2007 & 2008
- ADRIAN: Will mention the role of Ohio foster care alumni and youth in: - Marcus Fiesel legislation - Extending Medicaid to age 21 - Protesting TANF-IL cuts - FCAA Alumni Leadership Institute 2007 & 2008
- Older adolescents have six interrelated jobs to accomplish during this stage of their lives: • Increase and maintain knowledge of self and self-esteem. • Learn to be increasingly responsible and make complex decisions. • Set goals and develop strategies to reach them. • Become increasingly independent from parents. • Develop strong relationship skills. • Increase interpersonal communications skills. Today these life skills are still necessary. If we expect youth to go into adulthood in a positive way, we can plan experiences to help them perform the jobs listed above. Have a well-planned program. Such a program requires good organization, strong leadership, and exciting, imaginative programs that are connected with your members’ lives, needs and interests. Set clear, simple and consistent behavioral expectations and consequences. All individuals need to know the results of their actions. When working with young people, it is essential that expectations and consequences be clear, easily understood and consistent. Provide individual attention to your members. Public recognition of positive behavior.
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- KIERRA: (Mention and briefly discuss these barriers) Low Attendance Tokenism Transportation Issues Personal Issues Time Management Financial Issues Lack of Experience
- GRACE: Experience of adoptee: Grateful to have found a family. Grief over loss of siblings. Guilt over not being able to express this grief. Adds up to feeling CONFLICTED. The need for open, honest communication between adoptees and adoptive parents