1. Antonio is interested in…

2. He also wants a job now & someday a place of his own.

3. He admires his uncle the chef…

4. He’s connected with… Julianne, from the church young adults’ program
NATURAL SUPPORTS
He wants a girl friend and may be motivated to please her.
He values himself enough to aspire to a girl this attractive.

5. They often go dancing at the Church Young Adult Group
He’s connected with…
They often go dancing at the Church Young Adult Group
on Saturdays
NATURAL SUPPORTS.
He enjoys socializing, he is not a loner.
He is willing to join in and participate.

6. He’s connected with…
His Foster Mom & her children. 1st time he’s felt like there is family.
NATURAL SUPPORTS.
He values a sense of family
He wants a sense of stability

7. One of musicians at the Dance is teaching him to play guitar.
He’s connected with…
One of musicians at the Dance is teaching him to play guitar.
NATURAL SUPPORTS.
He is creative and is willing to work at learning something he enjoys

8. And he is learning to cook for the monthly Saturday Social.
He’s connected with…
And he is learning to cook for the monthly Saturday Social.
NATURAL SUPPORTS.
He is willing to do his part to support group activities
He is learning a skill he may want to pursue as a career

9. And all he has are…
Do the Small Group Activity on Antonio’s Strengths and Needs.
See next slide……

10. What Strengths & Needs Does Antonio Have?
Each Small Group identifies Antonio’s
Strengths and Needs
Consultants and Site Based Trainers::
Each small group should quickly discuss and create a listing of Strengths and Needs that they identified in viewing the Antonio slide show.
Call on a few of the groups to present the top three strengths that they identified. (Hopefully getting the groups to contribute some that they identified in common, but also different ones than mentioned by the previous group(s)).
Also call on a few groups regarding what Needs they identified with Antonio.
The small groups will be using their lists of Strengths and Needs when they do the Futures Planning role play later in this session!!

11. Typical Planning Approaches with Children, Youth, & Families
Discussion: What often happens in planning meetings about a YP where he/she is surrounded by lots of adults?
Difficult to keep a strengths-based / futures focus.
Often the agenda is overly controlled by the adults.
YP is not engaged in the planning process.
YP leaves with no “ownership” in the plan.

12. tell me how to live my life!”
“Thank God!
A panel of experts to
tell me how to live my life!”
Represents how a youth (probably anyone) reacts to the traditional planning approach.

13. Who Participates in TIP Model Futures Planning?
Planning Partners
and Necessary Connections
Within the TIP Model, our program development and research has lead us to develop the concept of “Planning Partners / Necessary Connections”

14. Futures Planning with YP: Planning Partners & Necessary Connections
Planning Partners are selected by YP.
YP might choose different key players to serve as Planning Partners for different topics, needs, or goals.
On occasion a YP may want to have one or two key players (e.g., TF, parent, friend) serving as Planning Partner(s).
Who might be planning partners?
Often older youth and young adults only want to do planning with their Transition Facilitator with whom they have developed a trusting relationship.
Other Planning Partners might include an informal key player the YP feels most comfortable and supported by for discussing a particular need or goal.
NOTE that in the TIP model, the “Planning Partners’ is not a standing “team” or “committee”, rather it varies with whom the YP sees as relevant to the current topic, issue or goal.
Planning partners may change with each session. Keep partners relevant to topic of meeting.
NOTE: With older youth and young adults, about 95% of the sessions are just between the YP and the TF. Pg

15. Futures Planning with YP: Planning Partners & Necessary Connections
YP’s topic/need/goal determines who is a Necessary Connection(s) (e.g., probation officer, vocational rehabilitation counselor, step dad, community college instructor) for him/her to make progress on this topic, need, or goal.
YP, TF, and/or another Planning Partner would contact, plan, and negotiate with Necessary Connection(s) regarding a particular topic, need, or goal.
Consultant or Site-Based Trainer: Here are some illustrations to help you facilitate a discussion regarding this concept.
Necessary Connection refers to a formal or informal key player who needs to be contacted in order to advance the YP’s goal.
In some cases, the Planning Partner(s) have met to prepare for a required large meeting (e.g., IEP meeting, Child Welfare staffing, court hearing, Wraparound meeting).
This may often involve the Planning Partners making a Necessary Connection with the “coordinator” for the upcoming meeting (e.g., YP and TF meet with the Probation Officer prior to a court hearing. Or a YP and his/her foster mother meet with a guidance councilor prior to an IEP meeting to ensure that the YP’s own goals are incorporated into the IEP agenda).
A TF or other Planning Partner(s) sometimes assists a YP prepare for getting with a Necessary Connection by role playing how to: Approach the Psychiatrist to adjust medications in order to reduce unwanted side effects; Talk with mother about a very sensitive issue; YP presents his/her own Futures Plan at a Child Welfare staffing meeting.
Contact the meeting leader (aka, Necessary Connection) to understand the focus and agenda of the meeting and to explore how the YP’s strengths and goals might be able to be integrated into the meeting agenda and planning process.
Prepare the YP for what is likely to occur at the meeting, who will be there, likely topics to be covered, and what interactions may be challenging.
Assist the YP in preparing for his/her presentation at the meeting by role playing and practicing what he/she may be doing and saying at the meeting.
Attend the meeting with the YP if he/she would value that support.
NOTE: With Older Youth & Young Adults, about 95% of the sessions are just between the YA and TF. One or both then make the relevant Necessary Connection(s).

16. TIP Futures Planning Includes a “Visioning Process”
Ask questions that assist the young person
in defining the life he/she wants to lead.
Visioning Process -- Examples
How might you picture yourself as a college student in the fall? (E.g., What classes might you want to take? What social activities might be available on campus for meeting other students? Where might you want to live? How do you plan to get to campus and your job this Fall?).
If you could have your life going like you want it to in 3 months, what would it look like? (including all relevant Transition Domains).
You talked about wanting to start a career in music. If you picture yourself as a musician, what does that look like?
Following a “visioning” process the TF could get into more specific Futures Planning on goal setting such as: What could you be doing in the next few weeks to find out what working as a musician might be like? What are some of the positions or roles in the music industry? Which of these are of interest to you? How might your pursue such? What are some steps you could take? How might I or other natural key players in your life be able to help you? Pp

17. What if a Future Vision Seems Unrealistic?
NEVER tell a YP that his or her future vision is unrealistic!!
Learn what about the vision appeals to the YP.
Move into goal setting & let YP discover whether vision is possible
Become an Astronaut.
Buy a BMW.
Move to NY City to become a famous model.
Become a rock star.
Rusty’s example – Roberto – astronaut

18. Characteristics of Effective Futures Plans
Living document representing
YP Voice & Choice
Concrete & relevant for the YP
Maximizes the use of Informal Key Players who YP sees as relevant
to completing a step and
achieving a goal
Outcome focused !!