Assignment3
LDots01
ATransitionalLivingProgramforHomeless.pdf
O R I G I N A L P A P E R
A Transitional Living Program for Homeless Adolescents: A Case Study
Elissa D. Giffords Æ Christina Alonso Æ Richard Bell
Published online: 7 July 2007 � Springer Science+Business Media, LLC 2007
Abstract Under the Runaway, Homeless, and Missing Children Protection Act in (P.L. 108-96), Congress authorized the Transitional Living Program for Older Homeless Youth
(TLP). TLP provides grants to community and faith-based non-profit and public organi-
zations for longer-term residential supports (up to 18 months) to youth ages 16–21 in order
to promote their successful transition to adulthood and self-sufficiency (National Network
for Youth, Issue brief: Runaway and homeless youth act reauthorization [Available online at http://www.nn4youth.org/site/DocServer/NNYandVOAFinalUpdate.pdf?docID=304],
2007). This article describes a transitional living program in Long Island, New York
designed to enable youth in a residential setting (ages 16–21) to develop and internalize
independent living skills through the provision of shelter and support services which
prepare them for living independently in the community.
Keywords Independent living � Foster care � Self-sufficiency � Adolescent youth � Homeless � Runaway
E. D. Giffords (&) Social Work Department, Long Island University, CW Post Campus, Northern Blvd, Brookville, NY 11548, USA e-mail: [email protected]
C. Alonso � R. Bell Family and Children’s Association, 100 East Old Country Road, Mineola, NY 11501, USA
C. Alonso e-mail: [email protected]
R. Bell e-mail: [email protected]
123
Child Youth Care Forum (2007) 36:141–151 DOI 10.1007/s10566-007-9036-0
Introduction
In the 1980s the number of Independent living programs to assist formerly homeless
adolescents and foster youth to develop the skills they need to sustain themselves in the
community increased significantly nationwide (for, e.g., see Brickman et al. 1991; Kroner
1988; Lindsey and Ahmed 1999). Many of these programs received their funding from the
Runaway and Homeless Youth Act (RHYA). The RHYA was first enacted as Title III of
the Juvenile Justice and Delinquency Prevention Act of 1974 (JJDPA, P.L. 93–415) and
was last reauthorized as part of the Runaway, Homeless, and Missing Children Protection
Act in October of 2003 (P.L. 108–96). Under this legislation, Congress authorized the
Transitional Living Program for Older Homeless Youth (TLP), which continues to provide
grants to community and faith-based non-profit and public organizations for longer-term
residential supports (up to 18 months) to youth ages 16–21 to promote their successful
transition to adulthood and self-sufficiency (National Network for Youth 2007).
Hammer, Finkelhor, and Sedlak (2002) estimated that in 1999, ‘‘1,682,900 youth had a
runaway/thrownaway episode. Of these youth, 37% were missing from their caretakers and
21% were reported to authorities for purposes of locating them’’ (p. 2). According to the
US Conference of Mayors, unaccompanied youth account for 3% of the urban homeless
population (US Conference of Mayors 1998). The National Coalition for the Homeless
(NCH 1999) states the reasons that youth become homeless fall into three inter-related
categories: Family problems, economic problems, and residential instability. They explain
that many homeless youth leave home after years of physical and sexual abuse, strained
relationships, addiction of a family member, and parental neglect. Some youth may also
become homeless following a family’s financial crises from lack of affordable housing,
limited employment opportunities, insufficient wages, no medical insurance, or inadequate
welfare benefits. Collins (2001) explains that while recent child welfare practice empha-
sizes family based services and temporarily removing children from their homes, in reality
large numbers of youth spend a considerable amount of time in substitute care, where they
remain until they age-out of the juvenile justice and/or foster care system. Notably, find-
ings from a study that examined the relationship between foster care and homelessness
demonstrate an over-representation of people with a foster care history in the homeless
population (Roman and Wolfe 1995).
According to the Adoption and Foster Care Analysis and Reporting System (AFCARS
2006), in September 2005 there were 513,000 youth in foster care nationwide. In 2005,
more than 24,000 youth left or ‘‘aged out’’ of foster care at the age of 18. This is a 41%
increase since 1998 (The Pew Charitable Trust 2007).
According to studies of young people discharged to themselves in different states:
12–30% struggled with homelessness; 40–63% did not complete high school; 25–
55% were unemployed; those employed had average earnings below the poverty
level, and only 38% of those employed were still working after 1 year; 30–62% had
trouble accessing health care due to inadequate finances or lack of insurance; 32–
40% were forced to rely on some form of public assistance and 50% experienced
extreme financial hardship; 31–42% were arrested; 18–26% were incarcerated; and
40–60% of the young women were pregnant within 12–18 months of leaving foster
care (The Children’s Aid Society 2007, p. 2).
As this group matures and ages out of the child welfare system, ‘‘they will confront issues
of independent living, bereavement and trauma, unhealthy relationships, substance abuse
and domestic violence, sex and sexuality, and anger management’’ (Children’s Aid Society
142 Child Youth Care Forum (2007) 36:141–151
123
2007, p. 3). Consequently comprehensive services, including health and mental health,
must be consistently available and adapted for youth at various stages of their development
and maturation to assist this group make a successful transition to adulthood (Children’s
Aid Society 2007).
Independent living services are a viable alternative for youth not quite ready for
emancipation. These services include special programs such as counseling and training
designed to prepare youth for eventual independence (Hardin 1988). In 1989, the Child
Welfare League of America (CWLA) created standards for Independent-Living Services
that focus on planning and providing services through a collaborative effort among
non-profit and public child welfare agencies. CWLA suggests organizations use a com-
prehensive long-term plan that integrates the activities necessary to prepare an adolescent
for eventual self-sufficiency. Based on this framework, programs have developed to assist
this group of at-risk youth with services such as housing, financial need, mentoring,
community referrals, education, employment, and supportive counseling.
This article describes one transitional living program that provides young people (ages
16–21) with shelter and services for up to 18 months in order to prepare them for living
independently in the community. The tangible and non-tangible services provided by this
organization assist runaway and homeless youth obtain the critical knowledge and skills
needed for self-sufficiency.
Family and Children’s Association: Walkabout Programs
Agency Background
Family and Children’s Association (FCA) is accredited by the Council on Accreditation
(COA), and is one of the largest not-for-profit human service agencies on Long Island, with
a 45-member Board of Trustees, a staff of 350 employees, assisted by 250 volunteers, and a
budget of $24 million. The agency was formed in January 1998 as a merger of two non-
profit, secular, community-based human service agencies-Children’s House (founded as an
orphanage in 1884) and Family Service Association of Nassau County (founded as a
counseling agency in 1958). Its mission is to protect children, to help families, and to
strengthen communities by offering assistance to those who are experiencing social,
emotional or economic difficulties. Agency services are available to abused and neglected
children from birth through adolescence, homeless or abandoned teenagers and young
adults and families in crisis. The agency also offers services to people with mental health
or substance abuse problems, and provides an array of services for senior citizens. Resi-
dents of the Runaway and Homeless Youth programs utilize various agency services,
primarily vocational and educational, mental health, and substance abuse programs.
The Walkabout Programs
Two of FCAs’ independent living programs are Walkabout for Young Men and Women
and Walkabout II. The ‘‘Walkabouts’’ are transitional, community-based homes for
homeless adolescents between the ages of 16 and 21. The programs offer continued
housing and support to young adults with the intent of helping them live and work inde-
pendently in the community. They provide independent living skills and money
Child Youth Care Forum (2007) 36:141–151 143
123
management training, vocational and education planning, assessment, and assistance.
Youth receive individual and group counseling weekly and on request, family intervention.
Mental health and medical services are offered through other Family and Children’s
Association’s programs.
Walkabout for Young Men and Women began in 1974 as an outgrowth of a community
need to house and help adolescents who were homeless and in crisis. Funding for Walk-
about for Young Men and Women comes from the Nassau County Youth Board, a Nassau
County Emergency Shelter grant, and the State Food and Nutrition program. Walkabout II
receives its entire funding from a United States Department of Health and Human Services
Grant. FCA also raises private donations for the Walkabouts. While the programs currently
meet all compliance standards, as determined by the Office of Children and Family Ser-
vices, like many other organizations, the programs would benefit from additional staff
resources. Current program funding provides for only two professional social work posi-
tions. All other workers are paraprofessionals with the responsibility of supplying the
greatest number of client contact hours. This group consists of eleven residential coun-
selors-two staff each 8-h shift—Six part time weekend, and five full time staff members.
The staff team at Walkabout for Young Men and Women maintains minimally a 2:10 staff
client ratio. The six youth at Walkabout II work with a Resident Assistant, a former client,
who serves as a role model and peer mentor. Program staff members of the Walkabout for
Young Men and Women are also available to provide ongoing supportive services and life
skills monitoring to the youth at Walkabout II if needed.
Unfortunately, there is high turnover among the residential staff members. Keeping this
employee group stable is a challenge for any manager in this area of practice, since
unwanted staff turnover can potentially interfere with the program’s continuity and sta-
bility. This group monitors client case plans and oversees the residence on a regular basis.
Additional financial resources would enable the agency to increase the number of cre-
dentialed staff and provide greater salaries and professional development opportunities for
both paraprofessionals and social workers. This may minimize the cost of staff turnover
and ensure optimal care and growth of each client. Also, additional funding would benefit
clients’ aftercare and supportive services. While Walkabout’s aftercare services provide
former residents with numerous supports, including assistance securing and maintaining
permanent housing, further financial resources would be useful. For instance, once clients
no longer need housing and 24-h supervision, they may still require various supportive
services such as counseling, vocational, and educational assistance. At the current levels of
funding, it is challenging to offer these services.
Referrals to the Walkabout Programs
Typically, youth are referred to the Walkabout Programs from emergency shelters, schools
(i.e., guidance counselors, social workers, and principals), community-based organizations,
crisis hotlines, the Department of Social Services, Probation Department, local police
departments, graduates from drug and alcohol rehabilitation programs, and self-referred.
As presented in the literature, youth who are referred to FCA Walkabout Programs are
often experiencing conflicts in their home environment with their parental figures,
significant others, family members, etc. Sometimes these youth act out in their homes
because of this conflict and are asked to leave. Often their home environment is unsafe
because of mental health and drug and alcohol use, thus this population would benefit from
counseling services.
144 Child Youth Care Forum (2007) 36:141–151
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In some cases, families experiencing economic difficulties ask their 17- or 18-year-old
youth to leave home because supportive housing requirements often do not permit other
adults to live in housing programs or because financially, the family cannot afford to
support them. Other youth are referred to Walkabout after living on the streets following
poor discharge planning from foster care. Lack of affordable housing in Nassau County
substantially contributes to the difficulties older youth face when attempting to live
independently with limited or no resources and may find themselves homeless.
Youth often come to the Walkabouts with a myriad of problems, including anger
management issues, based on oppressive or abusive home environments, or filled with
frustration with ‘‘the system’’ that has failed them. Frequently these youth possess low self-
esteem resulting from a lack of positive relationships or stable home environments, or
because of sexual or physical abuse. Many of the young women in the Walkabout pro-
grams are involved in promiscuous behavior and/or abusive relationships. This is attributed
to several causes including youth not having positive male role models, or a lack of
positive affirmation in their formative years, as well as the need for human contact and
acceptance. Many of the youth that are involved in the program commonly have trust
issues because of past betrayals, including the perception that prior caseworkers or adults
in their lives made poor decisions on their behalf or that they failed them in some way.
Clients work one on one with a life skills counselor which helps to develop their inter-
personal skills.
There is much difficulty securing Medicaid, which creates a barrier for those youth
requiring ongoing medication. As well, the number of youth in the Runaway and Homeless
Youth system requiring mental health services has consistently increased over the past
several years. It is unlikely youth can achieve in this environment without receiving timely
medication in a consistent ongoing basis.
One goal of the program staff is to work with clients so that they may become more
resilient, develop healthy attachments, and increase their self-esteem. Ongoing obstacles
the program faces in meeting this goal are that the paraprofessionals do not always possess
formal education regarding this at-risk population.
Walkabout Goals and Objectives
The Walkabout programs’ goals are as follows:
• To enable residents to develop and internalize independent living skills. • To assist residents in the identification of long range goals. • To develop belief and commitment that they can accomplish these long-range goals.
The program has objectives derived from its goals that are as follows:
• To help residents identify and implement individual educational/skills training or employment plans.
• To help residents learn Independent living skills. • To teach youth to maximize interpersonal relationships and systems negotiations. • To help residents learn responsible time management. • To teach residents how to manage their nutritional needs. • To teach youth general housekeeping responsibilities, personal hygiene, and health. • To expand residents’ individual level of recreational activities, in order for them to
learn teamwork and to develop healthy outside interests.
Child Youth Care Forum (2007) 36:141–151 145
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• To develop moral values by evaluating the pros and cons of ‘‘social norms’’ as defined by the Walkabout Program.
• To further enhance individual residents’ self-esteem.
Staff members use a Life Skills Assessment Scale to evaluate and record individual adolescents’ skills. The Life Skills Inventory Rating Scale incorporates 13 categories that
the youth are expected to master, including money management, food management, hy-
giene and health, housekeeping, housing, transportation, educational planning, job seeking
skills, job maintenance skills, emergency and safety skills, knowledge of community re-
sources, interpersonal skills, and legal skills. It is expected that youth will become profi-
cient in all of these areas during their year of housing.
Contracts and Program Phases
When youth enter the Walkabout Programs they sign a contract agreement that clearly
specifies what their responsibilities are as clients and what responsibilities they must fulfill
in order to remain in the program. Walkabout agrees to provide room and board for up to
1 year, counseling services, vocational and educational planning, information and referral,
and advocacy. The contract explicitly defines the program guidelines and provides detailed
information about the staff, orientation period, use of contracts, program criterion, money
management, food preparation, house meetings, curfews, chores, and other related
requirements.
There are three primary phases of the program. During the initial phase, individual
clients meet with the social worker for an assessment to develop a goal plan for all areas of
their lives. An Individual Service Plan is prepared with each resident within the first
2 weeks of entry, which is reviewed monthly and modified accordingly for the duration of
the individual’s stay. Beginning with this phase, clients meet with the social worker for
weekly sessions for the duration of their stay. Clients also meet with a career counselor
during this time for a vocational/educational evaluation and to create an employment,
money management, and educational goal plan, which is also regularly reviewed and
modified. Clients are offered various supportive services to help them to work toward their
plan. For example, clients may receive scholarships, participate in resume writing and
interviewing skills workshops, receive help enrolling in school, and receive GED/SAT
study guides, books, or tutorial assistance.
The middle phase continues the important work established earlier. Clients generally
maintain their plan efforts and work toward achieving the short-term goals and skills they
will need to attain their longer-term goal of independent living. Responsibilities gradually
increase as youth acquire skills, to give them an opportunity to practice what they have
learned. These opportunities can include food shopping, opening a bank account, meal
preparation, and help with household chores.
Since the primary goal of the program is to prepare youth for independent living,
Walkabout staff focus on discharge planning from the moment clients enter the program.
During the final phase of a client’s stay, 3 months prior to discharge, the social worker
begins termination of the clinical relationship while the career and life skills counselors
begin to set up discharge plans based on individual client goals. Staff members also offer
information and referral services including familiarizing youth with community resources,
searching for housing, beginning higher education, employment relocation, and/or
transportation.
146 Child Youth Care Forum (2007) 36:141–151
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Clients that still need supportive services enter Walkabout II, FCA’s second transitional
program. It offers youth an opportunity to demonstrate the skills acquired at the original
Walkabout program with monitoring and a safety net for error. Walkabout II is characterized
by less formal structure and supervision, requiring more responsibility on the part of program
youth. The residents are required to purchase and prepare their own food, maintain their own
schedules, and pay ‘‘rent’’ to their own bank accounts. The original program assists youth in
acquiring life skills, whereas Walkabout II enables youth to apply these skills.
All clients that graduate from Walkabout are eligible for aftercare services. Youth are
encouraged to come back for assistance with financial aid, scholarships, banking and
budgeting, workshops, counseling, tax forms, participation in holiday meals and gifts, and
referrals for food, clothing, and other services as needed. Staff members are not required to
follow clients beyond 6 months, however many of the youth remained estranged from
family and counselors often stay connected to former residents for years, providing an
opportunity for youth to engage in long-term positive relationships and support. Youth
need these types of services, however challenges in obtaining adequate funding limits the
amount of staff and resources formally used to provide ongoing supportive services.
Continuous Quality Improvement and Outcome Measurement
Finding out what works and what does not work for youth is important to help youth
successfully achieve long-term self-sufficiency. Indeed, it is not enough to offer services; a
youth’s capacity to become functionally independent relies on services that work! FCA’s
Walkabout Programs use a continuous quality and performance improvement (CQPI)
strategic plan, to help managers and staff adapt the program to its current environment;
clarify the needs of its clients; and set priorities to better meet its mission. As such, FCA
views CQPI as a commitment to urgently and continually improve all aspects of the
organization’s functioning as a process that identifies important improvement opportunities
and involves various stakeholders in the planning and implementation of these changes.
FCA considers this plan an assurance to the community that what it is doing is effective
and efficient. Formal quality and performance improvement planning have demonstrated
that the organization’s services produce positive outcomes for clients; and the organization
is efficient in the use of its resources (Giffords and Dina 2004). The CQPI process is
ongoing and explores whether programs such as Walkabouts I and II have a positive
impact on the lives of those who use their services.
As part of the CQPI plan FCA requires outcome success, quality assurance monitoring,
and management of the Walkabout programs. FCA has identified a correlation between
staff productivity, client census, and client success. Program managers are required to
monitor and record data, and then modify the program and services accordingly. For this
reason, as seen in Table 1, the Walkabout Programs have identified Outcome Indicators, to
assess the program’s goal. Client records are reviewed monthly for milestone independent
living skill achievements, such as money management and clients’ ability to secure and
maintain employment or pursue educational opportunities. Once clients have completed
their life skills curriculum and graduate from the Walkabout Program, FCA provides after
care services for a minimum of 6 months to ensure clients are able to sustain themselves
in an appropriate discharge setting. For statistical purposes, FCA records clients as
‘‘successful’’ once this is accomplished.
A review of the outcome indicators as seen in Table 2, reveal the programs provided
transitional living services to 44 youth in 2005 and non-residential services to another 168.
Child Youth Care Forum (2007) 36:141–151 147
123
T a b
le 1
F a m
il y
a n
d c h
il d
re n
’s a ss
o c ia
ti o
n p
ro g
ra m
sp e c ifi
c a ti
o n
, 2
0 0
7
W a lk
a b
o u
t fo
r y
o u
n g
m e n
a n
d w
o m
e n
a n
d W
a lk
a b
o u
t II
S ta
te m
e n
t o
f p
u rp
o se
: In
a sa
fe ,
n u
rt u ri
n g
e n
v ir
o n
m e n
t, h
o m
e le
ss y
o u
th w
il l
a c q u
ir e
th e
in d
e p
e n
d e n
t li
v in
g sk
il ls
n e e d
e d
to li
v e
in d
e p
e n
d e n tl
y
C u st
o m
e rs
P h il
o so
p h y
a n d
a ss
u m
p ti
o n s
A c ti
v it
ie s
a n d
o u tp
u ts
O u tc
o m
e s
V e ri
fi c a ti
o n
W a lk
a b o u t
is a
tr a n si
ti o n a l
re si
d e n c e
se rv
in g
ru n a w
a y
a n d
h o m
e le
ss a d o le
sc e n t
m a le
s a n d
fe m
a le
s, a g e s
o f
1 6 – 2 1
Y o u th
e m
p o w
e rm
e n t
m o d e l
Y o u th
a re
re fe
rr e d
th ro
u g h
th e
so c ia
l
w o rk
e r
a t
w h ic
h ti
m e
a p re
-i n ta
k e
is in
it ia
te d
Y o u th
w il
l o b ta
in in
d e p e n d e n t
li v in
g
sk il
ls ,
in c lu
d in
g b a n k in
g ,
m o n e y
m a n a g e m
e n t,
n u tr
it io
n ,
m e a l
p re
p a ra
ti o n ,
ti m
e m
a n a g e m
e n t,
p e rs
o n a l
h y g ie
n e ,
h e a lt
h ,
a n d
so c ia
li z a ti
o n
sk il
ls
C li
e n t
se lf
-r e p o rt
Y o u th
w h o
a re
in n e e d
o f
a st
a b le
a n d
st ru
c tu
re d
h o m
e
e n v ir
o n m
e n t
th a t
w il
l e n a b le
th e m
to le
a rn
in d e p e n d e n t
li v in
g sk
il ls
T o
e n a b le
y o u th
to a c h ie
v e ,
d e v e lo
p ,
a n d
in te
rn a li
z e
in d e p e n d e n t
li v in
g
sk il
ls
T h e
y o u th
a re
in te
rv ie
w e d
a n d
in v it
e d
to th
e h o m
e to
h a v e
d in
n e r
a n d
m e e t
th e
o th
e r
st a ff
a n d
re si
d e n ts
Y o u th
w il
l o b ta
in v o c a ti
o n a l
tr a in
in g
a n d /
o r
e d u c a ti
o n
C o m
p le
ti o n
o f
c li
e n t
g o a l
p la
n
H o u si
n g
is v o lu
n ta
ry T
o a ss
is t
y o u th
in th
e id
e n ti
fi c a ti
o n
o f
lo n g -r
a n g e
g o a ls
a n d
d e v e lo
p so
m e
b e li
e f
a n d
c o m
m it
m e n t
th a t
th e y
c a n
a c c o m
p li
sh th
e se
lo n g -r
a n g e
g o a ls
W h e n
y o u th
a re
a c c e p te
d in
to th
e
p ro
g ra
m ,
th e y
a re
p ro
v id
e d
m e d ic
a l,
v o c a ti
o n a l/
e d u c a ti
o n a l,
c li
n ic
a l,
le g a l,
fi n a n c ia
l p la
n n in
g ,
a n d
su p p o rt
se rv
ic e s
Y o u th
w il
l o b ta
in a n d
m a in
ta in
e m
p lo
y m
e n t
S a ti
sf a c ti
o n
su rv
e y
a t
d is
c h a rg
e
D e m
o g ra
p h ic
s: 2 9 %
C a u c a si
a n ,
6 6 %
A fr
ic a n
A m
e ri
c a n ,
4 %
H is
p a n ic
, 1 %
O th
e r
T h is
is d o n e
th ro
u g h
o u r
re w
a rd
in c e n ti
v e
a n d
c la
ss ifi
c a ti
o n
sy st
e m
s, so
c ia
l w
o rk
se rv
ic e s
a n d
v o c a ti
o n a l
a n d
e d u c a ti
o n a l
w o rk
sh o p s
Y o u th
a re
a ss
is te
d w
it h
a ll
o u ts
id e
c o n c re
te se
rv ic
e s,
a s
w e ll
a s
h a v in
g
m a n y
se rv
ic e s
p ro
v id
e d
a t
W a lk
a b o u t
Y o u th
w il
l h a v e
si g n ifi
c a n t
sa v in
g s
to
a ss
is t
in su
p p o rt
o f
se lf
A b il
it y
fo r
y o u th
to m
a in
ta in
h im
/
h e rs
e lf
in a n
a p p ro
p ri
a te
in d e p e n d e n t
li v in
g si
tu a ti
o n
u p o n
d is
c h a rg
e fr
o m
th e
p ro
g ra
m
A d d it
io n a ll
y ,
W a lk
a b o u t
p ro
v id
e s
m a n y
a ft
e rc
a re
o r
d ir
e c t
se rv
ic e s
fo r
fo rm
e r
re si
d e n ts
Y o u th
w il
l m
o v e
in to
a n
a p p ro
p ri
a te
d is
c h a rg
e se
tt in
g fo
r in
d e p e n d e n t
li v in
g
A ft
e r-
c a re
c o n ta
c t
is m
a in
ta in
e d
a n d
d o c u m
e n te
d fo
r a
m in
im u m
o f
6 m
o n th
s
Y o u th
d e c id
e o n
g o a ls
fo r
se rv
ic e s
b y
d e v e lo
p in
g a n
in d iv
id u a li
z e d
se rv
ic e
p la
n w
it h
th e
so c ia
l w
o rk
e r
a n d
re v ie
w in
g it
o n
a m
o n th
ly b a si
s
148 Child Youth Care Forum (2007) 36:141–151
123
Walkabout I exceeded projected outcome goals for all indicators and overall program goal
during the 2005 contract year. Walkabout II achieved a 100% success rate in both indi-
cators and overall program goal. This suggests youth benefit from the extended transitional
program service model, where they have the opportunity to practice their newly acquired
independent living skills.
The following cases illustrate how youth become more functionally independent as they
move throughout the program:
Diego, a 18-year-old Hispanic male, has had no contact with his biological father and
very little contact with his mother. He was placed in Lakeview House, Community
Residence at FCA, when his grandmother became unable to take proper care of him.
During this time Diego was diagnosed with Bi-Polar and Borderline Personality
disorder, ADHD and was hospitalized for depression. He was persuaded to drop out
of High School and attend GED classes in order to keep up with his graduating class.
He was referred to Walkabout for Young Men and Women after reaching his goals at
Lakeview House. At the time, Diego was not enrolled in High School or GED
classes, he was unable to cook or prepare food, and had never been responsible for
himself. While living at Walkabout, Diego was taken off all medication and shows
no sign of negative or depressive behaviors. Diego took and passed his GED and has
since obtained and maintained full-time employment. He learned to cook and ful-
filled all the requirements of the program including chores, meetings, and curfews.
Diego shows a high level of maturity at this stage in his life. He has managed to
maintain savings through excellent money management skills and the help of the
Life Skills Counselor, which will prove to be helpful upon his discharge. As with all
entering residents, Diego began on orientation level. During his stay, he soared up
the behavioral level classification system earning him junior level status. With the
support of the Walkabout staff, Diego decided to apply to SUNY Albany in hopes of
being in the entering class of fall 2006.
Vignette #2:
Antoine is a 20-year-old Haitian male who moved to the US 5 years ago at the urging
of his father, after his grandmother’s death. Antoine reluctantly obliged. He
frequently found himself at odds with his father and new stepmother. Antoine
Table 2 Program outcomes
Program goal: In a safe, nurturing environment, homeless youth will acquire the independent living skills needed to live independently
2005 Outcome indicators 2005 Count
% of census
I-1 Number of youth who acquired or continued to practice independent living skills such as: Banking/money mgt; nutrition; time mgt; personal hygiene; health; socialization skills
41 93%
I-2 Number of youth who, over the past quarter, attended school, vocational training, or were employed
40 91%
I-3 Number of discharged youth who, over the past quarter, moved into an appropriate setting for independent living
34 87% of discharges
I-4 Number of non-residential youth who continued maintaining independent living and/or were referred to appropriate housing.
168 NA
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reported that his father threw him out due to poor school attendance, although he
stated this was because he was working to support himself as his father refused to
give him money. Antoine moved in with a friend until the family moved to Florida.
The family offered to take him with them, but he chose to stay behind in an attempt
to make a life of his own. Antoine’s guidance counselor at school recognized that
Antoine was struggling. He soon entered the Walkabout program. Counselors in this
program recognized that Antoine was unaware of proper personal hygiene, such as
showering. Antoine also was unable to prepare food/meals properly and was seen
eating raw meat. With the assistance and guidance of program staff, Antoine has
become one of the most accomplished residents. Now he is clean, dresses well, able
to cook full meals, maintain full-time employment, and saved over $6,000. He is
working toward his GED and attending an FCA Vocational/Educational Program. He
is eager to begin attending college this fall. Antoine harbors much anger and
resentment toward his father. However, he expresses interest in letting go, openly
participating in all social work sessions. This is particularly notable, because An-
toine’s prior history includes gang involvement, which has ceased, since he entered
the FCA programs. Antoine remains committed toward his personal goal of inde-
pendent living and hopes to move on to Walkabout II upon completion of this
program.
Conclusion
Transitional living programs for older homeless youth assist them to acquire independent
resources and skills, empowering them to make the difficult transition to self-sufficiency.
The greatest challenge to providing successful services for this population is to secure
adequate resources. The costs associated with providing residential care, and supportive
services necessary to ensure client success continue to escalate on Long Island. However,
funding has decreased through the years for this group, limiting the range of services and
available beds, provided by the Walkabout programs. Data on homeless, runaway, and
throwaway youth (for, e.g., see NCH 1999) suggest a high proportion of these youth are
living on the streets. Independent living programs offer these youth an opportunity to make
a successful transition to adulthood. Despite the challenges faced by many youth before
they entered the program, Walkabout clients are thriving. Interdisciplinary case manage-
ment services help to ensure youths’ preparedness to live on their own in the community.
For example, social workers provide psychosocial assessment and supportive counseling,
adult and peer mentors provide stability and role models, and employment counselors help
youth to develop work related skills. While program staff and administrators would like to
do more, the clients are successful. Even with limited resources, the program assists young
people gain independence through skill building that fosters pro-social behaviors and
empowers clients to work to their full potential.
Outcome assessment tools enable staff and administrators to constantly assess and
re-evaluate program goals and services. This is important so that the program personnel
can formulate strategies to meet the needs of their clients. Staff members that are aware of
the factors that contribute to youths’ ability to gain the knowledge and skills they need to
function independently in the community may be able to create an environment where they
can adapt their program to improve the overall quality of the services provided to homeless
and at-risk youth by their organization.
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Future research that addresses both qualitative and quantitative factors may provide
additional insight into the services that are most effective with this population and help
provide more evidence that supports increase-funding resources for independent living
services. Longitudinal research that includes several organizations may also be valuable in
assisting practitioners and social planners in evaluating the effectiveness of Independent
Living program. The delicate and complex relationship between older homeless youth and
transitional, community-based homes like FCA Walkabout Programs are crucial in the
lives of this population of at-risk young adults.
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