Summary:
The article looks at training programs for group home supervisors that can be used when working with youth that are transitioning from care to independent living. The programs were used in training sessions over the course of 5 months, with eight one-day training sessions. The training sessions took place in Massachusetts. U.S. Department of
Health and Human Services, Children's Bureau funded the project
(Collins, Hill, Miranda, 2003, p. 43). The purpose of the training programs were to train group home workers in assisting foster care youth in the transition from care to independent living. The authors realized that there's very little attention paid to staff in group homes and training programs toward supervisors. "The training program was, therefore, designed with the assumptions that community-based group home staff members are fundamental to the preparation of youth for later independence," (Collins et al, 2008, p. 43).
The training was in collaboration with a school of social work and public care welfare agency. The attendants include a total of 186 that were mainly group home supervisors and workers. Also in attendance were staff of Massachusetts Department of Social Services Adolescent
Outreach Program (Collins et al, 2008, p. 44). The training sessions intentionally took in consideration the challenges of transition youth from care to independent living. Four main topics were covered during the training sessions; positive youth development, utilizing relational and task models in youth work, the use of transition planning framework, and building staff and program capacity (Collins et al, 2008, p. 45). Trainers made sure that at end of day, the participants were given a modified version of the curriculum and ample time for questions and ideas about training in their own facilities.
Evaluation of the training was of three components. First a team observed all of the training sessions and recorded comments, questions, feedback, and discussion. Later the notes were reviewed and used to identify conceptual reactions. Second, an evaluation was measured to determine the gains of the sessions. The evaluation consisted of nine Likert-scale questions and three qualitative open-ended questions. Third, a follow-up email and phone survey was done 2-3 months after training to determine the group home best practice (Collins et al, 2008, p. 46).
After the eight training sessions, five themes were identified from comments and reactions of the participants. First, the framework and language with which to conceptualize youth work which demonstrated that most participants identified that positive youth development is essential in all programs. Second, identification of comparative challenges of a traditional deficit-focused approach and a positive youth development approach, showing the importance of the youth having an active role is his/her own treatment plan (Collins et al, 2008, p.
48). Third is empowering effect of a strengths-based approach in a deficit-oriented field. Fourth is the identification and sharing of best practices. Fifth is the identification of overcoming staff resistance to change (Collins et al, 2008, p. 49). The trainers also assessed three components directly from the participants on how they felt about the sessions which included the knowledge, the competence, and the satisfaction of the sessions (Collins et al, 2008, p. 50).
In conclusion, the trainers concluded that that overall response of the participants to the training was positive. The follow-up found that 50% of the participants later reported that they integrated youth development concepts into their own programs (Collins et al, 2008, p.
52). "Group home staff members are a particularly important audience for independent living training utilizing a positive youth development philosophy" (Collins et al, 2008, p. 53).
Assessment:
The trainers used an evaluation method of the Likert-scale questions and three qualitative open-ended questions. The questions used were able to identify the knowledge, attitude, and skill change of the participants in the training (Collins et al, 2008, p. 46). The various methods used in training gave a variety to all learning styles so that the participants were able to effectively learn and utilize the information given at the sessions. The various methods used included lecture, discussion, brainstorming, case studies, handouts, and exercises (Collins et al, 2008, p. 47). The trainers demonstrated critical thinking techniques when developing the sessions. They thought about what they wanted the impact of the sessions to be and the likelihood that the participants would use the practices at home.
They felt it extremely necessary to incorporate what the participants thought important when preparing youth for care to independent living.
The critical thinking aspects of the training that was not identified that can be helpful is the diversity of youth and how the transitions will affect different ethnic groups. Different ethnic groups of youth will be transition from care to independent living and the different challenges could have been addressed in the training.
Reflection:
The article was helpful in different aspects. The trainers were able to meet with real foster care supervisors and identify what can be the best practices of transition. Some of the findings of the observations of the training process proved to be helpful for my paper.
Identification and sharing of best practices was helpful. Being able to find what are the most beneficial steps of transition was vital to know. The participants shared what they found to be the best practices in their own foster care programs. Majority of participants found that those that worked in acute and locked settings provided opportunities for community involvement and youth participation posed the greatest challenges (Collins et al, 2008, p. 49).