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Oakland, CA June 24, 2013

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Call-in number is (914) 339-0024 and access code is 194-101-880. To submit live questions, click on the Questions panel, type your question, and click Send Presentation materials and audio will be posted at www.cacollegepathways.org

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b2b Learning Community

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b2b learning community is a college/CBO partnership between Beyond Emancipation and Laney College, Extended Opportunity Programs and Services (EOPS) to support current and former foster youth to enter, persist and succeed in post-secondary education. Currently a cohort of 25, b2b students receive up to two years social, emotional and academic support.

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b2b Learning Community Beyond Emancipation Beyond Emancipations (B:E) mission is to support Alameda Countys current and former foster and probation youth to make successful transitions to adulthood and living independently. B:Es programs focus on the areas in which current and former foster youth need the most support and have the most potential to help them achieve self-sufficiency: housing, education and career development.

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b2b Learning Community Extended Opportunity Programs and Services (EOPS) Laney Colleges Extended Opportunity Programs and Services (EOPS) is a state-funded program whose primary goal is to encourage the enrollment, retention and transfer of urban students. EOPS is committed to the development of the intrinsic agency of students through the acknowledgement of the challenges they face, and facilitate the successful completion of their goals and objectives in college. EOPS offers academic and support counseling, financial aid and other support services.

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b2b Learning Community What is purpose of b2b? Nurture students belief in their ability to be successful scholars and professionals (academic identity; hope for the future) Achieve better persistence and completion outcomes within community college Create pathways to certificate programs, college completion and meaningful, livable wage work

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b2b Learning Community Roles of Partners The collaboration supports students comprehensively by merging two institutional areas of expertise: Social Services and Academic Support. BEs coaching/case management approach connects youth to resources; promotes their self awareness; and supports them to problem-solve barriers to educational success, develop skills and build community EOPS offers academic support in the form of financial assistance, academic counseling, peer advising, student agency development

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b2b Learning Community Goals and Objectives Support foster youth attain their educational goals Develop agency and leadership among foster youth at Laney College Ensure participants have financial, practical and emotional support needed to enter, persist and complete 2-year degree Support students to build skills, experience and relationships needed to sustain a healthy trajectory

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b2b Learning Community Goals and Objectives, continued Facilitate reform that results in greater campus responsiveness and sensitivity to foster youth Develop inter-agency collaboration between community based organization and community college Identify professional development opportunities and increase institutional responsibility

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b2b Learning Community Transactional and Transformational Design Elements Support to navigate the complicated college entrance and financing process 1 week campus based summer orientation 4-semester dynamic cohort; 1 cohort class per semester Paid campus and community based internships Academic counseling and tutoring Intensive 1:1 coaching/case management

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b2b Learning Community Design Elements, continued Social activities during school break Assistance with financial aid and school fees Food pantry Laptop loner program Cohort coaching Graduation and transfer assistance

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b2b Learning Community Cohort Coaching emphasizes team building and peer coaching skills and supports students to: develop an increasing sense of choice and perspective consider the impact of their choices on their future goals increase their relational capacity to support one another and build community.

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b2b Learning Community Student Outcomes: Institutional Connection: how well are b2b participants connected behaviorally to college? (i.e. class attendance, preparation etc.) Interpersonal connection: how well are b2b participants connected affectively to college? (e.g. relationships with staff, instructors, peers; belonging, etc)

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b2b Learning Community Student Outcomes: Academic Identity: does student academic identity change and how is it related to academic success? (e.g. importance of college; consider self good student) Academic Persistence/Completion: do b2b participants persist and complete? (e.g. course completion, college degree, transfer to 4-year college, employment, etc)

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b2b Learning Community Program Data At the end of the 2012-2013 academic year: 20 current & former foster & probation youth were active in b2b (24 started in fall) 7 students completed 2 full years in the program; 2 of the 7 graduated with their AA degrees 4 of the 7 completing students are continuing at Laney; 2 are transferring to a 4- year university and 1 is looking for full time employment with her AA degree The 13 students who completed 1 year of the program are continuing in b2b during the 2013/2014 school year

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b2b Learning Community Important Features B:E serves as a front door into Laney; and Laney serves as doorway into B:E Significant investment of time for cultural exchange: language and culture of community-based organizations and academic institutions Both partners bring resources B:E staff based 2/3 time on campus Dedicated classroom space for convening cohort Program supports for the whole person: coaching, mindfulness, community building, etc.

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b2b Learning Community Now What??!! Address challenges related to sustainability: adequate allocation of resources to institutionalize b2b within Laney College Address challenges related to scale: balance need for intensive support with available resources Data-driven, evidence-based outcomes and evaluation: integrating data across institutions Broaden collaboration to include foundations, other CBOs, CSUs, UCs, etc. As the program matures, we are engaged in the following:

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b2b Learning Community Q & A

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www.ahomewithin.org www.fosteringrelationships.org

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21 Relationship-Based Practices Trainings to support the emotional well-being of foster youth and those who care for them A Home Within www.ahomewithin.org

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A Home Within is a national organization that provides pro bono mental health services to current and former foster youth. We achieve this by building networks of volunteer mental health professionals who provide direct, pro bono services and professional training. Our work also promotes public awareness and advocates for the emotional needs of foster youth. www.ahomewithin.org www.fosteringrelationships.org

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23 The single most important factor influencing a positive outcome for children and youth is a lasting relationship with a caring, attuned adult. A Home Within www.ahomewithin.org

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Relationships Many foster youth have learned that relationships are Temporary Hurtful Frightening They incorporate this into their view of themselves and others. Relationships beget relationships. 24

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Relationships Some of these ideas can be confirmed in our current system: High turnover Unmanageable caseloads Interpretations of behavior o Disavowal of importance o Not ready=Resistant 25

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A Home Within: Theoretical approaches 25% will find themselves incarcerated Over the years we have learned the value of individualizing trainings for specific populations. We have drawn on and integrated an array of approaches to develop theory-rich and practical applications. Relevant Theoretical Approaches Attachment Theory Psychodynamic Theory Trauma Theory Theory of Mind Developmental Theory Transitions Framework

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Relationship-Based Practices Relationship-Based Practices focuses on 8 factors, key to effective intervention with foster youth: Engagement Environment Empathy Egocentrism Enthusiasm Evidence Endurance Extending 27

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Engagement

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Being completely present Accepting the full range of the clients feelings Attending to what is in the clients mind

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Interference with Engagement External restrictions on the relationship Fear of being overwhelmed by the clients feelings or story Imposing ones own feelings or story into the relationship

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Supporting Engagement Using empathy to understand the client Specifically keeping the client in mind Anticipating disengagement

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Environment

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Family, peers, community Therapeutic space Power-imbalance

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Environmental Impediments Culture does not support healthy relationships Lack of awareness of personal biases Taking it personally

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Environmental Supports Consistent time and place to meet Caregiver/community approval Explicit attention to similarities/differences in the relationship

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Empathy

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Understanding the feelings of another Meeting of the minds Acceptance rather than correction

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Empathic Interference Preoccupation with ones own mind and experiences Psychic numbness Sympathy

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Supports for Empathy Open-mindedness Listening more than talking Capacity to reflect and correct

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Egocentrism

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Honors the individual Client-centered relationship Self-absorption as a consequence of trauma

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Interference with Egocentrism Imposition of externally established goals Impatience Need for validation

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Egocentric supports Explicit attention to clients strengths and challenges Client-defined goals Steadfast hopefulness

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Enthusiasm

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Curiosity Active listening Showing up is half the battle

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Dampening Enthusiasm Necessary, but mind-deadening, repetitions Attacks on competence External undermining of relationship

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Supports for Enthusiasm Breakthroughseven small ones Intellectual rigor Professional camaraderie

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Evidence

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Incorporates professional standards Demands attention to what happens in the relationship in the moment Integrates a wide range of information

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Concealing Evidence Over reliance of the expertise of others Loss of attention Ignoring information that doesnt fit

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Uncovering Evidence Stay current in the field Look and listen Embrace mistakes

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Endurance

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Put on your oxygen mask first Appreciate small steps The journey may be as important as the destination

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Diminishing Endurance Going it alone Keeping your eye on the prize Overlooking injuries

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Promoting Endurance Find a trainer Attend to your thoughts and feelings Respect your limits

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Extending

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Internal relationships continue beyond interpersonal interactions Healthy relationships absorb changes Forewarned is forearmed 57

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Hampering Extending Intolerance of inconsistency Externally imposed changes Fear of ending 58

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Enhancing Extending Be creative. Let memory serve. We build A Home Within to keep others with us. 59

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Tailored Training Trainings can be tailored to meet the needs of a wide range of groups working within different time constraints. We can offer half-day, full-day and more extended trainings. To reinforce and extend learning, we highly recommend that key staff participate in two 1 hour follow up sessions, which can be done in person or via video conferencing. Depending on the size of the group and the time available, presentations vary from being largely didactic with time for Q&A to those that allow significant time for small group discussions.

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Elaborated Training Description: Fostering Transitions Fostering Transitions Foster youth experience constant change and chronic loss and yet, are rarely provided the opportunity to process transition. They are asked to pack their bags, change schools, leave counselors, and make new friends without looking back. Fostering Transitions is a free, web-based program that provides staff working with foster youth a framework through which to process change. Grounded in attachment theory and the Transitions Framework, this program condenses research- and theory-based principles into easily accessible and usable tools for staff. Learning Objectives: Participants will be able to describe the reason that saying goodbye is essential to the process of moving forward. Participants will be able to name the four stages of a successful transition. Participants will be able to identify a change in their lives and the way it began a transitional process. Learning Objectives: Participants will be able to identify symptoms and risks of compassion fatigue and vicarious trauma. Participants will be able to name three methods to help prevent burnout and turnover. Participants will be able to navigate the Fostering Relationships website to access tools to support them in their work.

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Fostering Relationships: Resources Trainings include an introduction to Fostering Relationships, the knowledge- sharing platform that houses curricula designed to support staff and volunteers working with foster children, youth, and young adults. Fostering Transitions A curriculum that targets the special interests of youth leaving foster care. Identity A curriculum to support identity formation. Working Well A curriculum to help youth transition into and succeed in the workplace. Fostering Art A curriculum that uses photography and writing to promote self-expression and exploration.

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Fostering Relationships: Resources Trainings continued: Nurturing Parents A curriculum designed for young parents in the foster care system. Sense Abilities A curriculum to support parent-child relationships that focuses on connecting through the senses during every day, typical parent-child interactions. Vital Touch A curriculum that captures the essence of infant massage in simple-to-use activities for parents and caregivers.

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Fostering Relationships: Resources Trainings continued: Mindful Body A curriculum that integrates mindfulness and relaxation techniques. Self Care A curriculum to encourage and support staff in caring for themselves so that they can care for others.

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www.ahomewithin.org www.fosteringrelationships.org 66