A program for pre-emancipating foster youth supportively through interdependent networking program is a joint project of a child protective services' (CPS) agency and a university-based center on child welfare in a major metropolitan city. The program: 1) addresses the permanency needs of at-risk foster youth (ages 13-15) through different avenues: finding permanent homes and mentors, while concurrently preparing them with pre-emancipation skills in case they age out of foster care, 2) supports future participation in Independent Living Programs (ILP), and 3) trains MSW students in innovative macro and micro social work interventions for pre-emancipated foster youth. The program models Rothman and Thomas' (1994) six stages of "Design and Development" (D&D): problem analysis and project planning, information gathering and synthesis, design, early development and pilot testing, evaluation and advanced development, and dissemination.   

           Literature review. The 1999 Foster Care Independence Act and the 1997Adoption and Safe Families Act require states to focus on child well-being, safety, and permanence outcomes. Studies show that emancipated foster youth have problems with money, obtaining medical care, relationships with family, physical victimization, incarceration, and homelessness after leaving care. (Courtney, et al., 2001) Youth had limited educational attainments, low reading scores, special education classes, depression, anxiety, anger expressed through physical violence, and illegal substance use. (Shin et al, 2002) Socialization, cultural, or recreational services for foster youth before emancipation were not offered despite 44% of youth diagnosed with at least one disability and 17 percent attempting suicide. (Loman, et al, 2000). Less than one-third of foster care programs in a study offered vocational training or computer classes. (Sheehy, et al, 2001) Suggestions were: helping youth establish a relationship with a mentor who can provide support after emancipation; helping youth resolve issues with their family of origin; integrating youth development philosophies into services; and increasing services in the areas of vocational training, computer training, and long-term educational goals. (Sheehy, et al, 2001) The pre-emancipating adolescents program described in this abstract addresses each of these issues through early intervention. It is a model being discussed for replication throughout the county.    

           The innovation. The pre-emancipating adolescents program is unique in the nation because it is cost-effective, gives individualized pre-ILP services for youth and their families, and involves community collaboration.  Approximately thirty youth voluntarily engage in weekly therapeutic groups, outings, and intensive individual and family clinical case management for up to three years, until they reach 16 years old.  A CPS Field Instructor, university Field Consultant, and eight MSW students staff the unit.

The MSW students in the program integrate their academic knowledge (public child welfare and social work principles) into their field placement by applying micro and macro skills. On a micro level, interns apply a variety of individual and group techniques such as clinical case management, bio-psychosocial assessment, psychodynamic, cognitive behavioral, individual, family, and psycho-educational group therapy, modeling, behavior reinforcement, journaling, art therapy techniques, and crisis intervention. Youth improve interpersonal skills and communication with peers, caregivers, and teachers, and learn anger management, budgeting, goal setting, and career planning.

On a macro level, MSW students design weekly youth group curricula with youth input. Group topics, community speakers, and cultural and recreational outings help interns and youth network with community leaders and former foster youth, and learn about issues such as STDs, leadership, gang prevention, community service, and social skills. Youth learn computer, writing, and art skills through completion of quarterly newsletters.  

The MSW interns established a mentoring program for foster youth for which they recruit mentors (creating a recruitment database of organizations), design and deliver trainings, and monitor matches. They are leaders in a consortium of organizations with mentor programs for foster youth.

Interns also engage in annual program evaluation, gathering baseline data and feedback from the youth through structured surveys. In response to a request by the child protective agency, a longitudinal study was designed and is undergoing approval to determine whether program interventions increase the quality of life of pre- and post-emancipated youth in four areas: 1) improved academic grades/conduct, 2) increased placement stability/quality, 3) increased support from adult substitute support (mentors), and 4) increased tangible and intangible skills that enhance their success after emancipation. The study will track graduates of the program through high school and a year beyond emancipation and compares outcomes with a comparison group.

Through weekly client contacts and MSW curriculum integration, the program has increased child safety, permanence, and well-being of clients. Specifically, the program facilitates recommended changes (an essential part of D&D) in how interventions and services are delivered to pre-emancipated foster youth.