learning circle - hunter.cuny.edu · learning circle: value the individual strengths and uniqueness...

Developed by the National Resource Center for Family-Centered Practice and Permanency Planning at the Hunter College School of Social Work. August 2008.

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Discussion Guide

Learning Circle: Value the individual strengths and uniqueness of each youth. Actively engage youth in developing life skills that will prepare them for successful adulthood.


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Preparation for Adulthood: Supervising for Success

Discussion Guide

Learning Circle: Value the individual strengths and uniqueness of each youth. Actively engage youth in developing life skills that will prepare them for successful adulthood. Activity One: Focus Questions Objectives: To facilitate a discussion of strengths-based practice and

preparation work among members of the learning circle community. Time: 45 minutes Materials: Flipchart paper Markers

Talking Balls/Sticks Focus Questions Re-numbering Exercise: Participant Packet Facilitator Notes: Welcome the participants back to the learning circle and provide an overview of the day’s topic. State that we are going to spend the day talking about strengths based practice and how to integrate this approach into life skills preparation. Ask group members to report back on activities or materials that they’ve used since the last learning circle. The facilitator can ask for volunteers or can just go around the circle to give all participants the opportunity to share. Divide participants into smaller talking circles and give each group their own talking ball/stick. Inform the group that when a participant is in possession of this object, the focus is on him/her and what he/she is saying. All others should listen deeply to what this person has to say. The goal of the discussion in the small groups is to ensure that participants really spend time talking in depth about the identified focus questions. Note to Facilitator: The following strategies can also be used to facilitate the focus questions; The World Café and Technologies of Participation.


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Facilitator introduces the focus questions identified below: Present the first focus question for the learning circle and write it out on the flip chart. Inform participants that the second focus question will be addressed after lunch.

In your supervision, how do you encourage staff to focus on a strengths-based perspective? What tools or strategies to you use?

What should a “prepared young person” look like when they leave

foster care? What are the challenges in supervising staff that are responsible for helping young people acquire life skills?

During the discussion, facilitator should circulate throughout the room to ensure that groups are focused on the task and using the talking balls/sticks appropriately. Once groups have discussed the focus questions, facilitator debriefs the small group conversations with the following probing questions:

In response to the first question, what were some of the tools discussed?

What are some of the issues that surfaced in your discussion specific to helping young people acquire the necessary life skills for the transition from foster care?

Facilitator reconvenes large group and asks group members to share the highlights from their conversations around each of the focus questions. Facilitator records responses on the flip chart. Refer participants to the Handout: Re-Numbering Exercise in their participant packet and tell the group to use whatever learning methods work best for them to learn the new numbers. Give them one minute to learn the new numbers. Then, tell them to turn over their handout, take out a piece of paper and recall as many numbers as possible. When finished, have everyone turn over their handout and review their work. Ask for a show of hands to indicate how many they had right; starting with all ten and working down. Ask the participants that have the most correct answers how they learned the new numbering symbols. Ask the group if anyone believes that we all could have gotten 100% if the information had been presented differently. On the flipchart, show the group the image below, which resembles the key pad of your cell phone. If we ask


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someone to learn new information and give them something they already know as a reference point, it makes learning new information easier.

Therefore, today we are going to build on your existing knowledge of strengths-based practice and integrate a series of tools and techniques which will also ensure effective preparation for adulthood work with young people. Now, we are going to look at a series of digital stories representing the views of supervisors, workers and young people.


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Activity Two: Voices from the Field Objectives: To appreciate the multiple perspectives on issues related to

strengths-based practice and preparation for adulthood. Time: 45 minutes Materials: Digital Stories (Supervisors - Erin; Workers – Aurora, Erin

Gladstone, Diane; Youth – Jennifer, Jessica, and Josh). Facilitator Notes: Introduce the concept of digital media stories and talk with group about the purpose of the stories, how they’re made and where they can obtain a free copy of the DVD’s (http://www.hunter.cuny.edu/socwork/nrcfcpp/pass). After viewing the stories, ask group members to discuss what they’ve seen in the context of their earlier conversations around strengths based practice and preparation for adulthood. Use the following questions to facilitate discussion:

What are some of your reactions to the stories? How did the different roles illustrated by the stories represent a strengths-

based philosophy? After viewing the stories, what would be preparation for adulthood work

look like in an ideal world? Facilitator transitions into a discussion of the various tools and techniques available to supervisors and workers.

http://www.hunter.cuny.edu/socwork/nrcfcpp/pass


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Activity Three: Tools and Techniques – Valuing Strengths and Promoting Preparation for Adulthood Objectives: To explain a strengths-based framework for practice.

To describe three strengths-based assessment tools. To explain how life skills assessment can be integrated into planning with young people. To describe a life skill assessment process. To interpret the ACLSA Score Report.

Time: 3.5 hours Materials: Handout: Case #1 Handout: Case #2

Handout: Comparing the Two Perspectives: Determining the Differences. Participant Resource Packet Charting My Course Handouts: Life Skills Strengths/Needs Assessment, Beginnings: Getting to Know You, Individual Life Skills Progress Form (on project website www.hunter.cuny.edu/socwork/nrcfcpp/pass under learning circle/session materials) Internet access to demonstrate the resources available at the Casey Life Skills website www.caseylifeskills.org Sample ACLSA Score Report

Activity Source: Strengths-Based Assessment Strategies with Youth,

Children FIRST, Fordham University, 2003

Competency-Based Assessment System for Life Skills developed by Joan Morse and Dorothy Ansell for New Jersey Department of Human Services, Division of Youth and Family Services, 2005 and now part of Ansell-Casey Life Skills Assessment Plus developed by Casey Family Programs and NRCYS, 2006

Facilitator Notes: Lecture: Strengths-Based Practice State that a strengths-based approach looks at skills, competencies, talents, goals, past successes, attributes, interests and wants – AS WELL AS the problems, needs, and challenges.


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State that Dennis Saleebey, editor of The Strengths Perspective in Social Work Practice, outlines the following way to focus on strengths. He calls it “CPR.” Draw a triangle on the flip chart. By the lower left part of the triangle place a “C” which stands for capacity, courage and creativity. Facilitator asks, “What tools are we using to assess the C’s and what does practice look like when you embrace the 3 C’s?” On the top of the triangle place a “P” which stands for potential, purpose, and possibilities. On the lower right part of the triangle, place an “R” to represent reserve, resilience and relationships. State that when working with youth, we need to be focused on “CPR” and form a relationship which has acceptance and acknowledgement at the cornerstone. State that we have become accustomed to using to assessment tools to get at what is wrong with youth. Saleebey’s model provides with an alternative paradigm for thinking about what is right with the young people with whom we work. When we talk about strengths based assessment, we need to change the labels and consider all of the components of the CPR model. Strengths-based assessment exists in the context of relationships and these relationships need to be accepting and acknowledging. In Saleebey’s opinion, we need to be able to “administer” CPR to our youth and help young people with developing reserves. Facilitator transitions conversation into a discussion about strengths based assessments. Ask the group the following question: When we are conducting assessments, what is the lens through which we assess the youth with whom we work? State that strengths-based assessment serves as the foundation for deciding what, if anything, needs to change and how a worker and youth affect that change.

State that strengths are an integral part of any assessment. Strengths-based practice focuses on the youth’s strengths as opposed to problems. Strengths focus on what a person can do, what he or she likes to do, and the people who are willing to help him/her attain goals. State that in your supervision with staff, it is critical to work with staff to strike the balance between the trauma experienced by their youth, their areas of need with their strengths and the components of Saleebey’s model. Refer participants to their resource materials Strengths Can Be. This handout provides a broad overview of the areas in which strengths can be explored with youth. These areas include: skills, talents, personal virtues and traits, interpersonal skills, cultural knowledge and lore, family stories and narratives, knowledge gained from struggling against adversity, spirituality and faith, and hopes and dreams. Encourage group members to think about how youth might


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respond to questions about these components of strength and what kinds of questions might elicit this information. Presentation of Tools and Techniques: Case Study – Skill Building Activity State that we are now going to analyze an actual case situation. Divide participants into groups of 4 or 5. Distribute Handout: Case #1. Ask participants to read the case and answer the following questions on the Handout: Comparing the Two Perspectives: Determining the Differences. Ask participants to respond based solely on the information presented not what someone SHOULD do. Advise them to be detailed with responses. Give them fifteen minutes to complete the activity.

How would this view of Emmanuel influence a treatment/service plan? How would this view of Emmanuel guide the attitudes of professionals

working with him? How would this view include his cultural identity? How would this view determine the way the family is involved in

treatment? How would this view influence the development of a post release/aftercare

plan? Distribute Handout: Case #2. Ask participants to answer the same questions. Note to Facilitator: Case Background Information: This is an actual case but the state has been changed. The first case study represents information received by a worker asking her to provide intervention. She was asked to use a strengths-based assessment since the first one provided very little information. Refer participants to their resource materials Strengths-Based Assessment for Youth as a tool to reveal the information in Case #2. This provides a powerful illustration of how strengths-based approaches influence practice and intervention. Discuss with participants how the words we write dramatically impact the approach we take with our young people and our view of them. Discuss the power of strength-based assessment and the change in the way in which all members of the family are now viewed. Facilitator should point out that this is a powerful activity to use with staff in unit meetings. Refer participants to the resource material Strengths-Based Assessment for Youth and ask the group to comment on the types of questions that were used.


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Discuss with participants that we have looked at strength-based assessment at great length and each participant has a list of strength-based questions that they can integrate into their assessments. Reiterate that the idea of strength-based practice is that there is a balance achieved in our discussions with youth about their needs and problems, as well as their strengths, assets and wants. The key to strengths based practice is BALANCE. The goal of strengths based practice is to raise the motivation of youth to participate fully in their case planning and decision making about their lives. If we only point out their faults and their problems, we give them little hope that they will be able to achieve their dreams. Charting My Course – Skill Building Activity Ask the group if they are familiar with Person-Centered Planning. Provide the following definition:

Person-centered planning is a process-oriented approach to empowering people with disability labels. It focuses on the people and their needs by putting them in charge of defining the direction for their lives, not on the systems that may or may not be available to serve them. This ultimately leads to greater inclusion as valued members of both community and society. Person-centered planning involves the development of a "toolbox" of methods and resources that enable people with disability labels to choose their own pathways to success; the planners simply help them to figure out where they want to go and how best to get there. (Source: www.ilr.cornell.edu/edi/pcp/)

Distribute Charting My Course and state that this type of assessment uses a series of maps to do with the young person or it can be incorporated into team meetings where those invited by the young person give input. This tool was adapted from various person-centered planning tools. If this tool is used in meetings, it is important that the young person drives the discussion. Nothing should go on any of the maps if the young person is not in agreement. Review the seven maps with the group. Use the following information when presenting the maps:

MAP One: What are your life’s dreams?

This question sets the tone for developing the plan. It is important to listen to your partner and try to get to the real dream and be totally non-judgmental. As the guide, it is important to watch that your body language does not negatively impact the process. It is important to not

http://www.ilr.cornell.edu/edi/pcp/


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“kill” a young person’s dreams even if you feel that the dream is not realistic.

MAP Two: What are your nightmares? What are you most afraid of?

This is the most difficult question. The nightmare and the dream are of equal importance. In order to achieve the dream, we must avoid the nightmares. The nightmare allows people the dignity to let their monsters and demons out of the closet in an atmosphere where they are heard, recorded, respected, and planned for avoiding.

MAP Three: What are my strengths and talents?

This map focuses on the concept of “gifts,” not as an academic ability, but as a totally well-rounded person. It is important for each member to state his/her strengths and talents using positive language.

MAP Four: What are my likes and dislikes? This map gets the focus person start to examine the things that they like and dislike. MAP Five: Who do I go to?

We have included these questions to help the focus person begin to see the types of support that different people provide. It prepares them for the next map, Circles of Support.

MAP Six: Circles of Support

This allows the focus person to visually see their circles of support. The focus person writes their name in the middle circle and then places the people who offer them the most support closest to them, eventually moving towards the outer circles. It is important to help the focus person identify supportive people and/or groups and organizations.

This is similar to My Social World that we discussed in the permanency learning circle.

MAP Seven: Plan of Action This map creates the plan of action. In order to prevent the nightmare from happening and to facilitate the dreams becoming true, the focus person and/or group are asked to, in a very specific way, identify the


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plans. The plans should include who will do what, and when will they do it. State that strengths-based assessment is a process to get to a product – it is about helping the young person to identify their dreams and goals and then helping them to develop a plan to achieve their goals. Facilitator divides group into pairs and asks them to interview each other using the Charting My Course materials. Facilitator debriefs the activity and asks participants to reflect on their experience with completing the interview and process for themselves. Facilitator asks participants how they would use this type of tool in their supervision. The Asset Checklist – Skill Building Activity Review the materials on The Developmental Assets™ framework created by the Search Institute that was discussed in the learning circle on youth development. State that the developmental assets are positive “building blocks” (relationships, experiences, values, attitudes and attributes) that all children and youth need to succeed. The developmental approach refers to how the building blocks both emerge from and help shape the ways in which children and youth grow and develop. Assets focus on positive building blocks that give strength to children and youth. State that the Developmental Assets are not a program but a framework for looking at how programs support children and youth. The assets can be used as a lens through which to view your work with children and youth. The developmental assets are another tool for accomplishing the goals of any school-based program.

There are two types of assets. The external asset category focuses on external structures, relationships and activities that create a positive environment for young people. The four external asset categories are:

Support, Empowerment, Boundaries and Expectations, and Constructive Use of Time.

The internal asset category reflect internal values, skills and beliefs that young people also need to fully engage with and function in the world around them. The four internal asset categories are:

Commitment to Learning,


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Positive Values, Social Competencies, and Positive Identity.

Note to Facilitator: The following information was obtained from the Search Institute website ( www.search-institute.org) and can be incorporated into your discussion of the framework.

Researchers have learned a great deal in the past several decades about elements in human experience that have long-term, positive consequences for young people. Factors such as family dynamics, support from community adults, school effectiveness, peer influence, values development, and social skills have all been identified as contributing to healthy development. However, these different areas of study are typically disconnected from each other.

The framework of Developmental Assets steps back to look at the whole in an effort to pull many pieces together into a comprehensive vision of what young people need to thrive. In addition to roots in the scientific research on adolescent development, the assets grow out of two types of applied research:

Prevention, which focuses on protective factors that inhibit high-risk behaviors such as substance abuse, violence, sexual intercourse, and dropping out of school.

Resiliency, which identifies factors that increase young people's ability to rebound in the face of adversity, from poverty to drug-abusing parents to dangerous neighborhoods.

The Developmental Assets framework and terminology was first introduced in 1990 through a Search Institute report titled “The Troubled Journey: A Portrait of 6th-12th Grade Youth,” which was sponsored by Lutheran Brotherhood through its RespecTeen Program. At that time, the survey identified and measured 30 Developmental Assets.

We continued to review the research, as well as conduct our own studies, cumulatively surveying more than 350,000 6th-12th graders in more than 600 communities between 1990 and 1995 to learn about the Developmental Assets they experienced, the risks they took, the deficits they had to overcome, and the ways they thrived.

We also conducted numerous informal discussions and focus groups, in particular to better understand the developmental realities of youth of color and youth in distressed communities. Those focus groups led us to elaborate more on safety and cultural competence as assets in adolescence. As a result of all those ongoing

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research activities, in 1996 we revised the Developmental Assets framework into its current form, a model of 40 Developmental Assets. Facilitator asks participants to reference resource material, An Asset Checklist which was developed by the Search Institute. The checklist is based on 20 internal and 20 external assets. Ask participants to share what was important to them. Discuss that all of us have a number of these assets. We are not expected to have all of these assets, but we know that the more assets we have, the easier time we have with navigating life’s difficulties. State that our goal is to ensure the assets and positive attributes our youth possess are given equal attention as their problems, needs and challenges. By highlighting their strengths and talents, youth will be more motivated to participate in learning, treatment, and even engage in a process of growth. This process also helps youth identify attributes as strengths and recognize what has worked well for them in the past. State that we have discussed a number of ways to identify strengths. We can consider experiences, skills, talents, as well as external supports, competencies, or how youth use their time. There is no end to the variety of strengths youth possess. Ask participants how they might use this type of assessment tool in their supervision? Now we are going to look at how strengths-based practice can be infused into our preparation for adulthood work. Lecture: Balanced Assessment State that as we have discussed, assessment is a continuous process of information gathering and analysis for the purpose of maximizing the strengths of an individual, while minimizing their challenges. A good assessment will assist in making decisions about the need for change. The nature of the decision to be made informs the types of information to be gathered, the methods used to gather it, and the process used to analyze it. Review the elements of assessment:

Information Gathering: This element of assessment considers underlying conditions (perceptions, beliefs, values, emotions, capability, self concept, experience, development, family system, and culture) and contributing factors (mental


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illness, substance abuse, domestic violence, developmental disabilities, physical impairment, inadequate housing, environment which includes inadequate income and social isolation) that influence an individual’s strengths and needs. Analysis: The essential review of underlying conditions and contributing factors provides the general framework. These two elements influence an individual’s strengths and needs and impact upon the strategy or intervention chosen. Decision Making: The strategy of choice is dependent upon ascertaining what needs are being met by the present state of functioning as well as the individual’s view and feelings about his/ her issue or situation.

State that when we think about conducting life skill assessments with youth, our process must be multi-dimensional. It is important to integrate educational, clinical, and psychosocial information to develop a holistic plan for intervention. Highlight that an assessment is both a process as well as a product. This assessment process is a dynamic one by which information is being collected by various sources and coordinated into a plan driven by the youth with the support of foster parents and staff. State that for youth in foster care the assessment process can help define their situations and assist in evaluating and giving meaning to those factors that affect their situations. It gives youth a chance to “tell their stories” and own their story with a worker who respects that ownership. The product of the assessment is an agreement. Ask participants what type of tools are currently used to assess life skills? How do you use them in your supervision? State that a balanced life skill assessment system incorporates three types of assessment.

Traditional Life Skill Assessment – The field has produced both formal and informal assessments that focus specifically on life skills. These assessments provide initial information to guide instruction and develop rapport.

Life skills strengths/needs assessment Ansell-Casey Life Skills Assessment


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Portfolio Assessment – focuses on the growth and development of a

young person’s potential. The Life Skills Guidebook/Learning Plan provides a set of competencies/learning goals and expectations which are used to guide both individual and group life skill instruction. Portfolio items can be developed to match certain competencies. Portfolio development includes collecting, selecting and reflecting on life skills learning. It gives youth opportunities to take come control of the assessment and show what they have learned. For example, in some programs, youth are videotaped conducting job interviews and then reflect on their progress in developing interviewing skills by using an interviewing checklist. The videotape and interviewing checklist become part of the youth’s portfolio. Additionally, the expansion of the life book to a “lifepak” can incorporate many life skill products.

Performance Assessment - focuses on the direct observation of a youth’s

performance. The competencies/learning goals and expectations provide predetermined indicators of achievement. Performance assessment will allow youth to know and do what they have learned. It can also provide the agency with historical data on the youth’s overall life skill development.

Now we are going to look at two types of traditional assessment. Presentation of Tools and Techniques: Strengths-Needs Assessment and Beginnings: Getting to Know You Distribute the Strengths/ Needs Assessment which is one of the traditional assessments in the balanced assessment system. It is an interview style assessment tool that has been used for some time in human services. Check with the group to see how many participants have experienced with this tool. If the majority of the group is not familiar with the tool, take a few minutes to do the following:

Point out the difference between words, "need,” “problem,” and “weakness.”

Ask the group to identify the word that is usually paired with strengths. Most will say weakness. Ask if the word “need” feels different than the word weakness. Most will say that weakness has a negative connotation in our society while need does not. Everyone has needs. It’s okay to talk about needs. Needs are not negative.

Review the guideline questions.


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Explain that only short, one-to-two word responses are needed. However, the interviewer must move past “yes” or “no” answers to get to a response that has meaning.

Tell the group that the Strengths/ Needs Assessment was originally designed to be used with adults. It was developed by Dr. Robert Scott and Dr. Peter Houts. Introduce participants to another version of the strengths-needs assessment entitled Beginnings: Getting to Know You. State that this is similar to the other tool that we just discussed and is user friendly. This assessment also incorporates a proxemics map (introduced during our permanency learning circle). State that this assessment has been field tested and is being used by an agency in New York City. Reviewing the Casey Life Skills Website – Demonstration State that Casey Family Programs has developed several tools that are extremely useful in preparing youth for adulthood. State the Ansell-Casey Life Skills Assessment is an online tool available at www.caseylifeskills.org. Note to Facilitator: Prior to the learning circle review each navigational tab to include: Home, Assessments, Learning Plan, Resources, Group Data Reports, and Training. Be sure and read the “News” category on the home page and the “Frequently Asked Questions” section under the Assessments tab. State that it is helpful to review the ACLSA Learning Plan and Resources section as they can be extremely useful to staff in working with young people and foster parents. Review some of the curricula available. Use the following information to explain the learning plan section of the website. There are nine domain areas which are divided into skill areas. Within each skill cluster, you will find a series of learning goals and their related expectations. Explain what learning goals and expectations are and how they can be used. The following definitions come from the Life Skills Guidebook. Learning Goals are statements of knowledge and abilities. They can be translated as competencies or outcome goals. They are written to compliment a developmental approach to learning. This approach recognizes that learning takes place over time and that youth progress through a series of stages of levels as the learning process takes place. Each learning goal has corresponding expectations.

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Expectations, sometimes known as Indicators or Objectives, describe what the youth should be able to do as a result of instruction and indicate how the Learning Goal was achieved. Beginning with an action-oriented verb, they indicate behaviorally whether or not a youth mastered the Learning Goal. The learning goals are written representing the following levels of learning:

Often as adults we expect young people to perform at the highest level of learning “can or is able to” without taking the time to assess the youth’s current skill level. It is important to pay attention to what the youth already knows and to build on past experiences. Ask participants how they are currently using the Ansell-Casey Life Skills Assessment. How do they use the Score Report? Distribute a sample score report and review with participants. Based on this discussion, how would you help your staff use the score report with young people and foster parents? Performance Assessment - Individual Progress Form Refer participants to the PASS project website: www.hunter.cuny.edu/socwork/nrcfcpp/pass State that the last assessment in the balanced assessment system is measuring performance. State that the Individual Progress Form was developed to compliment the ACLSA as a way to record progress. Demonstrate the excel file and download the instructions for participants.



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Activity: Integration Activity -The Preparation for Adulthood Pipeline

Objectives: To illustrate the challenges in preparing youth for adulthood. To highlight the importance of collaboration, teamwork and an array

of services needed to prepare youth for adulthood. Time: 45 minutes Materials: Pipeline Kit available at www.pa.org Masking tape Flip chart

Markers Facilitator Notes: The facilitator presents the following scenario to the group and provides an overview of the rules for the activity. Scenario: The ball represents any young people in foster care on their journey through life. Throughout the journey things happen; both good and challenging requiring that sometimes we change our approach and try new things. Sometimes we have to listen to others, seek advice as well as offer it. Rules on flip chart:

The object cannot stop moving; You may not drop the object; The object may not touch any team member; When the object is in someone’s pipeline, that person may not move

his or her feet; Everyone must be involved.

State that if any one of these rules is broken, the object must be returned to the start and the team must begin the delivery process again. All team members must begin again in the start area. When an object is successfully delivered into the container, the group does NOT have to reassemble in the starting area to send the next object. Only the designated delivery person must start behind the start line, all other participants may arrange themselves in a way they believe will help them successfully

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perform the next delivery. Only when a delivery is unsuccessful does the restart rule apply. The group has 5 minutes of planning time and 15 minutes to complete the task. The facilitator designates a starting place by marking it off with masking tape. All groups initially start behind that line. The distance from the start to container is flexible, the farther the distance, the more difficult the problem becomes. The facilitator uses the following questions to debrief the activity: Planning:

Did the group plan effectively? Did the group implement the plan?

Teamwork:

How would you describe the way you work together? How difficult was it to work as a team? How did it feel when the team began to work together and successfully get

the ball into the container? How did you use the team’s resources?

Communication:

How did the group inform all member of the plan? How were members able to communicate their needs and ideas

effectively? Application to Work:

How is this like working in the child welfare system? What types of skills are required to prepare youth for adulthood? What are the challenges to this work? As a supervisor, how is this like managing your staff and cases?


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Activity: Action Planning Objectives: To create individual action plans to promote transfer of learning. Time: 20 minutes Materials: Action Planning Forms Facilitator Notes: Distribute Action Planning Forms and ask participants to develop action plans based on today’s session. Give participants ten minutes to complete their plans. Encourage them to be as specific as possible when developing their action plans. Have each participant share their action plans with the group. Note to Facilitator: If possible collect action plans and make copies of them as a way of tracking participant progress. Wrap up the day by summarizing the material covered during the strengths based and preparation for adulthood learning session. Provide information about resources posted on the website and the corresponding On the Job (OJT) activity.


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Frey, L. (2005). A Call to Action: An Integrated Approach to Youth Permanency and Preparation for Adulthood. Available online: www.caseyfamilyservices.org. Henderson, Nan & Milstein, Mike. (1996) Resiliency in Schools – Making It Happen for Students and Educators. Corwin Press, CA. Innovation Center for Community and Youth Development, A Division of National 4-H Council. www.fourcouncil.edu.cyd Jordan Institute for Families, The University of North Carolina. (2003) Interdependent Living Curriculum. Available online www.nrcyd.ou.edu. Lewis, R.G., & Heffernan, M.S. (2000). Adolescents and families for life: A toolkit for supervisors. Boston: Lewis & Heffernan. Lofquist, William. (1989). Technology of Prevention Workbook. Associates for Youth Development Publications. Louisell, Mardith J., (2008). Six Steps to Find a Family: A Practice Guide to Family Search and Engagement. Available online www.nrcfcppp.org Louisell, Mardith. (2004). Model programs for youth permanency. Oakland, CA: California Permanency for Youth. (cpyp.org) Mallon, Gerald. (2005). Toolbox Number 3 Facilitating Permanency for Youth. CWLA Press. Michigan 4-H Youth Development. http://web1.msue.msu.edu/cyf/youth Morse, Joan. (2006) An Integrated Approach to Working with Youth. New York City Administration for Children’s Services Office of Youth Development. Mount, B. (1992). Person-centered planning: Finding directions for change using personal futures planning. New York: Graphics Futures, Inc. Muskie School, Institute for Public Sector Innovation, (2003) Teach them to Fish: Working with Youth In Transition from Foster Care – Trainer Manual. Available online www.nrcyd.ou.edu. New York State Office of Children and Families. (2004). The Adolescent Services and Outcome Guidance Paper. Albany, New York New York State Office of Children and Families (2002.) Life Skills Toolbox Curriculum. Albany, New York.

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New York State Office of Children and Family Services Program (1999). Independent Living CORE Training. Albany, New York The National Conversation on Youth Development in the 21st Century: Final Report http://www.4hcentennial.org/conversations/main.asp Pearpoint, J., O'Brien, J., & Forest, M. (1993). Path: A workbook for planning possible positive futures: Planning alternative tomorrows with hope for schools, organizations, businesses, families. Toronto: Inclusion Press. Saleebey, Dennis (2005) The Strengths Perspective in Social Work Practice. Pearson/Allyn & Bacon. Shirk, M. (2006). Hunting for Grandma www.youthtoday.org/youthtoday/Feb06/story2_02_06.html University of Minnesota Extension Service. www.extension.umn.edu Werner, E & Smith, R (1992). Overcoming the odds: High Risk Children from birth to adulthood. New York, Cornell University Press. Wolin, S. & Wolin, S. (1993). The Resilient Self: How Survivors of Troubled Families Rise above Adversity. New York: Villard Books.

http://www.4hcentennial.org/conversations/main.asp

http://www.youthtoday.org/youthtoday/Feb06/story2_02_06.html

http://www.extension.umn.edu

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