1 Los Angeles Unified School DistrictStages of Development, Common Childhood Challenges, & When to Seek Additional Support: A Caregiver’s Guide to Home & Educational Stability PUPIL SERVICES FOSTER YOUTH ACHIEVEMENT PROGRAM CAREGIVER ENGAGEMENT WORKSHOP December 2014 Los Angeles Unified School District
2 The Importance of Caregiver EngagementEngagement goes beyond involvement by “motivating and empowering families to recognize their own needs, strengths, and resources and to take an active role in working toward change” (Steib, 2004).
3 Pupil Services Mission Statement“To ensure that all LAUSD students are enrolled, attending, engaged and on-track to graduate”
4 Foster Youth Achievement Program, LAUSDLAUSD has worked closely with community stakeholders on program development, formulating program goals and expected outcomes. The goals of the Foster Youth Achievement Program are to: Provide support services to all foster youth attending LAUSD schools Conduct comprehensive academic assessments Promote school stability Facilitate timely enrollment Improve caregiver participation in the academic process Provide continuous training and education on legislation and policy related to foster youth
5 Expected Outcomes from Foster Youth Achievement ProgramIt is expected that the comprehensive academic assessments conducted and interventions implemented by counselors within the Foster Youth Achievement Program will serve to: Increase attendance rates Reduce chronic absenteeism Reduce number of suspensions Improve performance on state tests Increase graduation rates Reduce drop out rates
6 Caregiver Engagement The Foster Youth Achievement Program aims to increase caregiver engagement in the academic process by: Providing 4 regional Caregiver Workshops this school year: October December February May Offering caregiver support groups and workshops in schools Distributing Foster Youth Newsletter quarterly Conducting caregiver outreach at local community events
7 Stages of Development What are stages of development?Why are they important to recognize ? Stages of Development, or developmental Miles stones are distinct periods of time that children move through as they grow from infants to young adults. During each of these stages multiple changes in the development of the brain are taking place. What occurs and approximately when these developments take place are genetically determined. However, environmental circumstances and exchanges with key individuals within that environment have significant influence on how each child benefits from each developmental event. During each stage growth and development occur in the primary developmental domains including physical, intellectual, language and social – emotional. Each stage acts as a check-point of what the average child is doing at this age. Please keep in mind that there is a range- there is no exact number of months that every child should master a certain skills. However, knowing the developmental milestones for different ages helps parents, teachers, and healthcare professionals understand normal child development and also aids in identifying potential problems with delayed development. Adapted from: (http://childdevelopmentinfo.com/ages-stages/#ixzz3IhHhcQz6; http://education-portal.com/academy/lesson/what-are-developmental-milestones-in-children-table-definition-examples.html#lesson)
8 Infancy: The first year of developmentThe first year of life-typical development Physical Development/Movement: Sitting, crawling Communication/Language: Babbling, single words Social-Emotional: Laughing, responding to comfort Cognitive-Learning, Problem-Solving and Thinking: Cause and effect What You Can Do: Attend all well baby check-ups Talk and play with you baby Report concerns During the first year of life, children have rapid growth. A typical baby will double their weight by four months and triple it by their first birthday! A babies brain doubles in size the first year of life. Much of this development happens in the part of the brain that is in charge of physical development. At about 4-6 months babies began to rollover, reach for objects, laugh and babble. At about 7-9 months they begin to crawl, sit up, clap, and pull to stand. They will respond to their name, and ‘no’ . From months babies start to finger feed, use a pincer grasp to pick up small objects like cheerios. They ‘cruise’ around furniture, point to objects, pretend play such as put a phone to they ear and they will likely take their fist steps. It is important to remember that there is a normal rang of development here. For example some babies will say their first words at 8 months and some not until just after their first birthday. Some will start to walk at nine months and others not until 18 months. * This first year of life, typically around 7-8 months babies start to from an attachment to their primary caregiver. *Well Baby check-ups: 1 month, 2 months, 4 months, 6 month, 9 month, 12, months *Children learn about language starting their first few months of life. They use body language, sounds, cries and facial expressions to communicate. Respond to your babies coos and sounds, use your babies name when you speak, talk softly in a soothing voice. Respond to your babies cries-she is trying to tell you something. This year babies are learning about cause and effect, and developing a sense of safety and security. Infants and toddlers learn through play. When an baby drops your keys for example, she wants to see what you will do. Be patient and use a sense of humor when playing with your baby. Babies and toddlers have little self control and will cry and tantrum out of frustration. This does not mean they are ‘spoiled’. Stay calm and try to provide a consistent routine as much as possible, this will help your baby to feel safe and secure; to develop self-confidence and to feel loved and safe. *Report concerns if your baby is not meeting the developmental milestones, cries excessively without noticeable cause, or has difficulty eating or sleeping. (Adapted from: cdc.gov; Urbanchildinstitute.org; webmd.com)
9 The Importance of AttachmentWhat is attachment? Secure Attachment: When a baby’s needs are consistently met, the baby/child will develop confidence in their world. Insecure Attachment: This happens when care is inconsistent, the environment is unpredictable. The baby/child can feel a sense of helplessness. Infants with insecure attachment status are at risk of developing social, emotional or behavioral problems in childhood or later in life. What can you do? Provide a loving, consistent and predicable home life Be patient Attachment is the emotional bond that typically forms between infant and caregiver, usually a parent, the first year of life. The attachment process stimulates brain growth and affects personality development and the lifelong ability to form stable relationships. Neuroscientists now believe that attachment is such a primal need that there are networks of neurons in the brain dedicated to it. ( Adapted from: * The securely attached baby or toddler trusts that care will be given to them, their needs will be met consistently, they will be helped to learn self regulation, and they will be encouraged to learn and explore their environment. Because they feel safe and secure, they have the confidence and sense of competence they need to try new things and to learn. *Insecure attachment can develop if the primary caregiver, usually the mother, does not consistently respond to the infant in warm, affectionate, loving, dependable, and sensitive ways. Babies who are frequently left to cry by themselves, or who are not offered comfort and care, learn not to trust other people and to be fearful of the world around them. They can go on to develop a mental representation of the world as hostile or uncaring. They may believe that they cannot make a difference in their own life, which can lead to a kind of pessimism and sense of helplessness that significantly reduces their ability to achieve in life. Children who come from environments where they have developed an insecure attachment can improve their outcomes by way of their environment and care changing to a predictable, loving and consistent caregiver. (Adapted from: Bee, Helen,The Growing Child; HaperCollins 1995;
10 Toddlers Toddlers: The age of ”No” How can you help?Physical Development: Walking, running, jumping Social-Emotional Development: Independence Language Development: 200 words by 2, two words together Self-Help and Problem-Solving Development: finger feed How can you help? Stay calm Be consistent Read to your toddler Teach and model behavior *Before your toddler’s third birthday, his brain growth shifts into another phase, as the brain areas in charge of more complex thinking and decision-making are growing most rapidly. At this age, your child is beginning to use his memories and experiences to make sense of the present. He has a better understanding of the relationship between cause and effect and right and wrong. He starts to see how his actions affect other people and their feelings. Toddlers are now wanting to become more independent, yet they still have difficulty expressing their feelings in words and may tantrum (adapted from: *Toddlers do not develop at the same rate. There is a wide range of what is considered "normal." Your child may be ahead in some areas and slightly behind in others. If you are worried about possible delays, talk to your child's health care provider. (adapted from:http://www.nlm.nih.gov/medlineplus/toddlerdevelopment.html) *Here are some general guidelines: Physical Development: Walking, running, jumping, feeding themselves Social-emotional: copying the play and actions of others, wanting to ‘do-it themselves’ more independence from their caregiver, resisting rules and being told, ‘no’ Language development: By 12 months, children are saying their fist words, by 2 years old children are putting tow words together and should be speaking about 200 words, by age 3, they should have between words and putting 3 word utterances together. With exception of multilingual households- it is typical to have a delay in expressive language while children are learning to codes of language. However receptive language should be on track. Self-help- children are more interested in potty training and feeding themselves, helping the caregiver to dress them
11 Toddlers: When to be ConcernedIf language isn’t developing as expected If your child’s tantrums are beyond the norm: Think duration (how long), intensity and interval (how often) If your toddler is having difficulty with eating or sleeping If your toddlers resists being comforted If there is a lack of eye contact If you are having concerns in any of these areas please consult with your pediatrician.
12 Preschoolers Children ages 3-5: The age of aggression and independencePhysical Skills: Riding a tricycle, catching a ball Communication Skills: Complex sentences, answering and asking ‘Wh’ questions Self-Help and Problem-Solving Skills: Mastering bathroom skills, feeding self, cleaning and dressing self; as well as completing puzzles Social-Emotional Development: Morality, friendships, independence, sense of self Physically children are typically growing 2-3 inches per year, gaining 4-5lbs per year. They should have all of their teeth by age 3. And are typically sleeping hours per day, without a nap. During these years children become more independent. They become more interested in adults and children outside of the family. This is when ‘pro-social’ skills began to develop and children make friends and play in larger peers groups. This is also when children will test boundaries and explore social dominance within a peer group. It is common the children this age show aggression, physically: pushing and hitting and Verbally: yelling, and even saying things like ’your not my friend or ‘I don’t want to play with you’ Early morality develops as children want to please their parents and others of importance.
14 Preschoolers: How Can You Help?How to support the healthy development of a preschooler: Keep reading to your child Give your child simple tasks/chores Give your child choices Be consistent Be patient Encourage your child to play with peers Have activities ready if you expect your child to sit/attend for longer that minutes *Continue to read to your child. Nurture her love for books by taking her to the library or bookstore. (helps with reading literacy and school readiness) Help your child develop good language skills by speaking to him in complete sentences and using "grown up" words. Help him to use the correct words and phrases. *Let your child help with simple chores. (helps foster independence) *Give your child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack). Be clear and consistent when disciplining your child. Explain and show the behavior that you expect from her. Whenever you tell her no, follow up with what he should be doing instead. Your child will feel secure and know what to expect if you are consistent and calm. Be patient, children are testing their limits, this is to be expected. You are modeling good behavior when you are patient. Help your child through the steps to solve problems when she is upset. *Encourage your child to play with other children. This helps him to learn the value of sharing and friendship. *remember children at this age only have an attention span of minutes, don’t expect them to sit at a restaurant or doctors office for longer than that without stimulating activities. (http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html)
15 Preschoolers: When to be ConcernedAggressive behaviors are extreme, frequent or chronic Self-injurious behaviors when frustrated Prolonged or frequent tantrums Prefers to be alone rather than with peers Speech is understood less than 70% of the time Difficulty with transitions or when routines are changed Limited expressive or receptive language Difficulty eating or sleeping There are a variety of reasons children may exhibit some of these difficulties. There may be a developmental delay, the behavior could be a symptom of a medical condition, such as Autism Spectrum Disorder or it could also be a result to the child’s experiences such as trauma or abuse. Physically abused children are more likely to be aggressive; sexually abused children are more likely to a variety of disturbances such as fears, behavior problems, and poor self-esteem and neglected children are more likely to have attachment issues, difficulty relating to peers and adults and can also exhibit intense tantrums. The highest number of children expelled from school are children in preschool, (Ippen Ghosh, Chandra, Child trauma research program, UCSF11/13/14 presentation) Police reports on domestic violence show that children under the age of 6 are more likely to be exposed (Fantuzzo & Fusco, 2007) (Adapted from: Bee, Helen, The Growing Child; HaperCollins 1995)
16 Early Elementary DevelopmentEarly elementary (5 – 8 years old): What is important? Children are now entering school Academic skills and sustained attention Friendships and peer groups Relationships with teachers and other adults Growth during these years are steady, 2-3 inches per year and about 5-6lbs per year. Girls are slightly ahead of boys and tend to carry more body fat and less lean muscle than boys, so boys tend to be faster and stronger. Once children enter school, caregivers spend less than half as much time with them as they did before. caregivers thus need to be more efficient, more vigilant, and still very much involved in their children's lives in order to monitor, guide, and support them effectively. Elementary-school years can become a time of enormous satisfaction and excitement. For some children, however, school may cause frustration and stress. Learning disabilities can interfere with the joy of learning. Children are being exposed to academic skills/tasks earlier than ever before, reading starting in kindergarten. Common-core requiring multi-step investigations. Students are being required to have increased sustained attention, during academic group time and independent learning activities. Social skills become more important as children develop deeper friendships and wanting to maintain social groups. Relationships with teacher are very important with how children view school, and their desire for learning. (Adapted from: Bee, Helen, The Growing Child; HaperCollins 1995;
17 Late Elementary Stage Late elementary (9-11 years old) What is typical? Friendships/peer relationships are more important than before; Tweens become more vulnerable to peer pressure Thinking and Learning: Academic challenges increase, attention span increases Technology and Social Media: The interest in gaming, and social media may begin to increase here *Your child’s growing independence from the family and interest in friends might be obvious by now. Healthy friendships are very important to your child’s development, but peer pressure can become strong during this time. Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of responsibility along with their growing independence. Also, physical changes of puberty might be showing by now, especially for girls. Another big change children need to prepare for during this time is starting middle or junior high school (http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html) *At every age boys show more aggression and assertiveness than girls do within friendships. (Bee, Helen, The Growing Child; HaperCollins 1995) *Thinking and Learning: Face more academic challenges at school. Become more independent from the family. Begin to see the point of view of others more clearly. Have an increased attention span. * Bully can be challenges at this age and be careful with social media, as it is the new platform to bullying behavior. Also this is when children more aware of their body as puberty approaches. Body image and eating problems sometimes start around this age (http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html)
18 Early & Late Elementary StageWhat can you do to support the elementary school aged child? Be involved: Friends, school, hobbies Help your child to set goals Discuss bullying and the responsible use of social media Be a listener: Make eye contact, ask questions, be non-judgmental Rules should be clear and consistent *Spend time with your child. Talk with her about her friends, her accomplishments, and what challenges she will face. Be involved with your child’s school. Go to school events; meet your child’s teachers. Encourage your child to join school and community groups, such as a sports team, or to be a volunteer for a charity. *Help your child develop his own sense of right and wrong. Talk with him about risky things friends might pressure him to do, like smoking or dangerous physical dares. *Help your child develop a sense of responsibility—involve your child in household tasks like cleaning and cooking. Talk with your child about saving and spending money wisely. *Meet the families of your child’s friends. *Talk with your child about respecting others. Encourage her to help people in need. Talk with her about what to do when others are not kind or are disrespectful. *Help your child set his own goals. Encourage him to think about skills and abilities he would like to have and about how to develop them. *Make clear rules and stick to them. Talk with your child about what you expect from her (behavior) when no adults are present. If you provide reasons for rules, it will help her to know what to do in most situations. *Use discipline to guide and protect your child, instead of punishment to make him feel badly about himself.- don’t make threats. *When using praise, help your child think about her own accomplishments. Saying "you must be proud of yourself" rather than simply "I’m proud of you" can encourage your child to make good choices when nobody is around to praise her. *Talk with your child about the normal physical and emotional changes of puberty. *Encourage your child to read every day. Talk with him about his homework. *Be affectionate and honest with your child, and do things together as a family. EVERY DAY INTERACTIONS ARE POWERFUL INTERVENTIONS
19 Elementary Age: ConcernsWhen to be concerned? School failure, lack of interest, resistance, or refusal Lack of peer relationships Over or under eating Lethargy, or lack of interest in activities typical for their age Excessive or intense aggression (towards property, people or animals), tantruming or crying Self-injurious behavior and/or suicidal thoughts or behaviors *They are many reason children may began to show signs of school failure, or refusal. Be a detective. Talk with the teacher, school counselor, even yard duty staff. The student could be having a learning challenge or peer problems. There can be a problem with the student-teacher relationship. Remember Children in foster care have a higher incidence of school and home mobility. This has negative impacts on learning. Every 1 day a child misses, it takes 3 days to make up. Children in foster care have a higher incidence of being in having special education services. Children who lacked school or peer exposure early on may be delayed in their social skills and ability to make and keep friends. Also children with certain medical conditions such as ADHD and Autism spectrum disorder may have challenges with social skills- keep in mind that children in Foster care who have moved around a lot or are suffering from the effects of abuse, neglect and trauma may have challenges with school and social skills as well as appropriately managing anger, frustration and fear. Children are becoming more aware of their bodies. They also my exhibited dysfunctional coping skills through over or under eating Lethargy or lack of interest can be signs of depression but can also be signs of a medical condition More extreme or dysfunctional behaviors are signs that professional intervention and support is needed. At this point children need to know they are loved, despite their behavior. They need consistency and predictability.
20 Middle & High School StageMiddle School (11 to 13 years old) and High School (14 to 18 years old) correspond to the adolescent stage of development. Typical development can be categorized in these four areas: Physical Mental Emotional Social
21 Typical Adolescent DevelopmentPhysical Changes Changes in hormones Increases in height and weight Becoming more focused on physical concerns Mental Changes Developing more abstract thinking skills Developing own beliefs Beginning to question authority Children often think in more concrete ways and tend to accept what they are told. Adults are able to reason and analyze their thoughts. Adolescence bridges these two ways of thinking. Even if youth usually show good judgment, this may be a time when they frequently take risks or respond impulsively which is often difficult for the adults in their lives to understand. (Source: Youth Mental Health First Aid)
22 Typical Adolescent Development ContinuedEmotional Changes Can be quick to change Feel more intensely Can lead to risk taking and impulsive behavior Social Changes Peer influence increases Notice sexual identity May experiment with different levels of social and cultural identity During adolescence a young person often goes through dramatic changes, these can often be mistaken for mental illness. (Source: Youth Mental Health First Aid)
23 Signs of Trouble – Emotional SymptomsDepressed mood and/or mood swings Excessive anxiety or guilt Excessive irritability or anger Lack of inhibition Lack of emotional response Helplessness or hopelessness Low self-esteem
24 Signs of Trouble – Physical SymptomsHormonal – irregular menstrual cycle Changes in normal patterns – overeating or not eating at all, sleeping too much or sleeping much less Changes in appearance and hygiene Eyes bloodshot or glassy Weight gain or weight loss
25 Behaviors to Monitor Angry/aggressive behavior Poor concentrationAnxious Withdrawn Increased tardiness or absences Self-injurious behaviors (cutting) *aggression- physical fights, destruction of property, cruelty to animals, verbal –yelling, threatening Poor concentration- short attention span, difficulty with memory recall, focusing in class Anxious- nervous, fearful, avoidant Withdrawn- prefers to be alone, difficulty sharing feelings, asking for help (family and friends) Avoiding school or particular classes Cutting, picking, pulling hair out, excessive body scratching-with or without items
26 FREQUENT ? EXTREME ? As you NOTICE signs, ask yourself, are they:(e.g., student is quiet, withdrawn over multiple days/weeks) EXTREME ? (e.g., violent outburst) If either: TALK with child ACT by communicating what you’ve seen/heard Mental Health Professionals (PROTECTED) So how can you better understand whether what you’re seeing points to Typical or Troubled? Ask yourself two questions: 1) HOW FREQUENT? Are warning signs happening over and over again? Warning signs don’t usually show up one time. They persist over a couple of weeks, and don’t go away.
27 How to Help if You Suspect A ProblemListen nonjudgmentally Give reassurance (although do not discount the youth’s feelings) Encourage or seek appropriate professional help Encourage positive coping strategies Exercise Listening to positive music Having a good social support system Positive affirmations/self talk Having good problem-solving skills Most teens go through adolescence with little difficulty, but if you expect a problem it helps to teach the youth positive coping strategies. When in doubt, always refer to appropriate professional help. You are a part of the youth’s social support, make time to be available to talk, even when they appear not to need it. Positive self-talk involves looking at the bright side of things even when times are tough. (i.e., What is most important is that I try my best) Teaching good problem-solving skills are life-long lessons that will benefit the youth (Have them to ask themselves the following questions: 1) What is the problem? 2) What are some possible solutions 3)What is the best solution that would benefit all? 4) How can I follow through?)
28 What is Trauma? Psychological trauma :An emotional shock that makes a lasting impression on one’s thoughts, feelings, and/or behaviors Threatens sense of safety and security Causes of trauma: Assault, abuse, violence, death/loss of a love one, natural disasters, acts of war, terrorist events, actual or perceived threat to safety (physical or emotional) to self or others
29 Impacts of Trauma Learning difficulties – concentration, distractibility Regressive behaviors -bed wetting, thumb sucking Personality changes- more irritable, temper tantrums, withdrawn Sleep disturbance and problems eating Somatic problems- head and stomach aches Changes world view Should we explain what a world view is here? For example “where the world may have seemed a safe, secure place prior to a trauma, the world may seem life a scary , uncertain place after a trauma” .
30 What Can I do to Help My Youth….Providing support and encouragement to youth Linking to resources Maintaining a loving relationship and stable home and school setting Provide structure and a sense of security Listen and answer questions Seek mental health services if concerns persist over time
31 Importance of Stability & Permanency for Youth in CareWhat does stability and permanency mean? Stability – a foster youth typically tends to have a lack of a stable school and home setting before and/or during DCFS placement, due to frequent changes or moves in school and placements. Example: A foster youth changes schools 3 times a year due to change of placements, is not providing stability to the youth. Permanency – a healthy, trusting, caring, and safe relationship and/or place that is long-lasting and permanent. Example: A foster parent that continues to have a healthy and loving relationship with a foster youth after they leave placement; continue to involve and invite to family events.
32 Importance of Stability & Permanency for Youth in CareSome legal initiatives to assist with stability in school and placement settings to assist with improving more foster youth in graduating from high school and going on to college. Assembly Bill (AB) 490 – remain in their school of origin Senate Bill (SB) 1353 – DCFS social worker consider effects of school transfers when making placement decisions Some legal initiatives to assist with stability ** Assembly Bill 1933: Permitting Students to Remain in their School of Origin was signed into law to amend AB 490. AB 1933 allows foster youth to remain in their schools of origin and/or school systems for as long as they are in foster care, or until the end of the school year if changes are made mid-year. The youth retains this right even after changing grade levels or moving out of the school area or district. ** Senate Bill 1353 (SB 1353): Considering Effects of School Transfers When Making Placement Decisions, also signed into law on September 10, 2010, required the systems that serve these youth to consider each child’s educational stability as a priority when making decisions about placements and school transfers. SB 1353 specifically requires adults to make a diligent effort to avoid transferring youth during an academic year, and, in doing so, requires both the child welfare agency and the educational system to consider the effects of school site transfer on a child’s education. The law, which supports AB 490 and AB 1933, requires that the child welfare agencies be held accountable for making decisions in the best interests of the child’s education when transferring placements. Both AB 1933 and SB 1353 were established to strengthen the educational rights of foster youth and increase the opportunities a member of this population will have of graduating with his or her peers. They also require the adults who make placement decisions to consider the negative impact school transfers can have. These two laws were intended to improve stability in the educational system for foster youth in an effort to lead to more positive outcomes.
33 Importance of Stability & Permanency for Youth in CareWhy is it so imperative for youth to have stability and permanency while in the foster care system? Related negative outcomes: Numerous placements and multiple associated losses can cause lifelong trauma that leads to higher risk of poor life outcomes, i.e. incarceration, school failure, high unemployment rate, more likely to continue abuse cycle, dependency of welfare services, homeless, abuse of narcotics and/or alcohol, mental health issues, etc. Lack of attachment or meaningful healthy relationships due to numerous placements and lack of permanency, research shows foster youth are more likely to become pregnant at early age and have those children also placed in foster care, be in abusive relationships, and continue the abuse and neglect cycle. *This population is at a higher risk of not completing high school due to numerous problems and challenges commonly faced within the educational system as a result of home and school placement instability among other issues related to the reasons they were removed from their homes in the first place. These poor educational circumstances can lead to poor academic achievement, which can cause problems for them as adults, ranging from limited employment skills, dependency on welfare services, criminal acts and incarceration, abuse of narcotics and alcohol, and mental health issues in comparison to the general population (Center for the Future of Teaching and Learning and Mental Health Advocacy Services, Inc., 2008; Lips, 2007). *Research found that women who were placed in foster care are more likely to become pregnant at an early age and have their children also placed in foster care. These poor life outcomes, which have been reported for more than 50% of emancipated adults, directly affect local government and communities in areas such as higher crime rates, incarceration rates, and homelessness amongst this group (Barrat & Berliner, 2013; Center for the Future of Teaching and Learning, 2008; Counseling, Lips, 2007; Student Support, and Service-Learning Office, 2010; Frerer et al., 2013).
35 What YOU Do Makes a DifferenceBy recognizing typical development and typical challenges you model patience, understanding and empathy. By knowing when to and how to seek additional support you are increasing the likelihood of stability in the life of your foster child. By providing a caring and stable supportive home setting, you are increasing the positive educational and future outcomes for the foster youth.
36 Foster Youth Achievement ProgramHow To Reach Us Coordinator La Shona Jenkins Specialists Karen Timko Megan Brown (213) Foster Youth Achievement Program Lead Counselors Francisco Vasquez (Central) Maral Sousani (ESC North) Rachel Coates (ESC North) Michelle Huber (ESC North) Norlon Davis (ESC South) Marcia Price (ESC South) Verenisa Alfaro (ESC South) Dianna Armenta (ESC East) Jennifer Rios-Zambrano (ESC East) April Jones (ESC West) Katrina Taylor (ESC West)
37 Mission It is our mission to provide comprehensive services to maximize educational achievements, emotional well-being, and social development for all children in out-of-home care.
38 Questions?