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Futures Planning Page 1
TIP Model Orientation Modules
Module 2:
Futures Planning
A Person-centered Planning Process for Working with
Transition-Age Youth and Young Adults
Nicole Deschênes
Joanne Herrygers
Hewitt B. “Rusty” Clark
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Contact Information
For more information about the Transition to Independence Process (TIP)
system or to contact NNYT SBHG about training opportunities, please follow
up with:
Joseph Solomita, MSW
Co-Director, NNYT Stars Academy
Hewitt B. “Rusty” Clark, Ph.D., BCBA
Director, NNYT
Nicole Deschênes, M.Ed.
Co-Director, NNYT
National Network on Youth Transition (NNYT) for Behavioral Health NNYT System Development & Evaluation Team
University of South Florida Tampa, FL
Stars Behavioral Health Group: NNYT Stars Academy Long Beach, CA
TIP and NNYT Websites
Transition to Independence Process (TIP) Model
http:// NNYT.TIPstars.org
National Network on Youth Transition (NNYT) for Behavioral Health,
http://nnyt.fmhi.usf.edu
Version 2: December 3, 2010 Copyright © H.B. Clark, 2009
File: Mod 2 - Futures Planning Module NNYT SBHG 120310
Futures Planning Page 3
Table of Contents
SECTION PAGE 1. About TIP Model Training -------------------------------------------------------------- 1.1 Author’s Note ------------------------------------------------------------------------ 1.2 About Orientation and Training Options ------------------------------------- 1.2.1 Purpose -------------------------------------------------------------------------- 1.2.2 Audience ------------------------------------------------------------------------ 1.2.3 Three Tier Training ----------------------------------------------------------- 1.2.4 Instructions --------------------------------------------------------------------- 1.3 About this Module ------------------------------------------------------------------ 1.3.1 Learning Objectives for this Module ------------------------------------- 1.3.2 Recommended Citation ------------------------------------------------------
4 4 4 4 5 5 6 6 6 6
2. Overview of Futures Planning -------------------------------------------------------- 2.1 Purpose of Futures Planning ---------------------------------------------------- 2.2 Description of Futures Planning ------------------------------------------------- 2.3 Comparison to Traditional Planning Approaches --------------------------- 2.4 Theory ---------------------------------------------------------------------------------- 2.4.1 Background -------------------------------------------------------------------- 2.4.2 Relationship to the TIP Model --------------------------------------------
7 7 9
13 15 15 17
3. Application of Futures Planning ----------------------------------------------------- 3.1 How Futures Planning Fits into the Transition Process ------------------- 3.2 How Strength Discovery Drives Futures Planning --------------------------- 3.3 Futures Planning: Who, When, Where, and How --------------------------- 3.3.1 Who Participates in Futures Planning ----------------------------------- 3.3.2 When to Conduct Futures Planning -------------------------------------- 3.3.3 Where to Conduct Futures Planning ------------------------------------- 3.3.4 How to Conduct Futures Planning ---------------------------------------- 3.4 Goal Setting -------------------------------------------------------------------------- 3.4.1 Characteristics of Effective Goals ----------------------------------------- 3.4.2 Characteristics of Effective Transition Plans --------------------------- 3.5 Plan in Action – Progress Tracking --------------------------------------------- 3.6 Goal Achievement ------------------------------------------------------------------
18 18 20 21 21 27 28 29 35 35 39 41 44
4. References --------------------------------------------------------------------------------- 48 5. Resources and Suggested Reading -------------------------------------------------- 50 6. Appendices --------------------------------------------------------------------------------- 54 6.1 Sample Agenda for Futures Planning Session ------------------------------- 6.2 “Planning My Future” Worksheet ----------------------------------------------- 6.3 TIP Transition Planning Forms --------------------------------------------------- 6.4 Futures Planning Toolbox --------------------------------------------------------- 6.5 How to Obtain a Certificate of Completion ----------------------------------
55 56 58 65 68
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1. About TIP Model Training
1.1 Author’s Note
The Transition to Independence Process (TIP) system is an evidence-supported model based on published studies that demonstrate improvement in real-life outcomes for youth and young adults with emotional/behavioral difficulties (EBD). These outcomes have been demonstrated at sites where personnel have undergone competency-based training that is conducted at the community site and through teleconference supports. The TIP model training materials are designed for personnel serving transition-age youth and young adults and their families. The TIP Model Orientation Modules provide a helpful orientation for new staff in learning about the TIP model, but the modules cannot ensure
proficiency in the application of the principles and practices of the TIP system. The National Network on Youth Transition for Behavioral Health (NNYT) now has two “hubs” – one at the University of South Florida (USF) in Tampa FL and one at Stars Behavioral Health Group (SBHG) in Long Beach CA. SBHG serves as the NNYT Purveyor for the Transition to Independence Process (TIP) model and operates the NNYT Stars Training Academy. Although both NNYT hubs are involved in evaluation and continuing quality improvement efforts, the USF hub has more of an exclusive evaluation/research emphasis. This document has been adapted by NNYT faculty at the Department of Child & Family Studies, College of Behavioral & Community Sciences, University of South Florida for use by SBHG and NNYT under a contract from SBHG.
The faculty and staff of NNYT and SBHG hope that you find our TIP and NNYT website resources to be of value to you and your personnel. Please let us know if you would like to arrange for establishing a TIP model site for improving the progress and outcomes of youth and young adults with EBD and their families.
1.2 About Orientation and Training Options
1.2.1 Purpose
The TIP Model Orientation Modules provide a helpful orientation to the TIP model. The modules cannot ensure proficiency in the application of the principles and practices of the TIP
system. Many sites which are receiving on-site, competency-based training in the TIP model, find that the most valuable use of these modules is for orienting new personnel to the TIP system. These personnel can then receive competency-based training through field-based coaching and some competency-based training by their supervisor and NNYT Certified TIP Model Consultants.
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1.2.2 Audience
These modules make frequent reference to the Transition Facilitator and his or her role in assisting transition-age youth and young adults with EBD and their families. Transition Facilitators are the primary audience for the orientation, however, anyone who works with youth and young adults in transition (e.g., teachers, mental health specialists, employment specialists, transition specialists, guidance counselors, vocational rehabilitation counselors, juvenile justice personnel, supervisors, parents, foster parents, and guardians) may find the orientation useful for learning about the TIP system.
1.2.3 Three Tier Training
The TIP Model orientation and training is supported across three Tiers.
Tier I: Overview of the TIP Model
Chapter 2 of the Transition Handbook (2009) contains the fully updated TIP System Development and Operations Manual. Navigating the Obstacle Course: An Evidence-Supported Community Transition System (Chapter 2), by Hewitt B. “Rusty” Clark and Karen Hart, describes the entire Transition to Independence Process (TIP) model and illustrates the guidelines and practices that enable Transition Facilitators to work effectively with the youth and young adults and their families. The Transition Handbook:
Clark, H. B., & Unruh, D. K. (2009). Transition of youth and young adults with
emotional or behavioral difficulties: An evidence-supported handbook. Baltimore: Brookes Publishing.
Brookes Publishing Company web site: www.brookespublishing.com/clark For more information regarding the Transition Handbook or the TIP system, visit our
TIP web site or NNYT web site listed on page 2 of this module.
The TIP Model Orientation Modules section of the TIP website (http://NNYT.TIPstars.org) contains a quiz to support your reading of Chapter 2 in learning about the TIP Model.
Tier II: TIP Model Orientation Modules
The modules provide web-based educational opportunities to learn about each of the
principles and core practices of the TIP model and present suggestions for putting the practices into action. The modules contain scenarios, sample forms, quick references, worksheets and other tools for applying the core practices. Tier II includes TIP Model Orientation Modules addressing the following practices:
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Module 1: Strength-Discovery and Needs Assessment
Module 2: Futures Planning Module 3: Rationales Module 4: In-vivo Teaching Module 5: Social Problem Solving (SODAS) Module 6: Prevention Planning for High Risk Behaviors Module 7: Mediation with Young People and Key Players (SCORA)
Tier III: Competency-Based Training
NNYT and SBHG provide flexible, on-site, competency-based training and support for implementing the TIP model with agencies and community collaboratives. The NNYT TIP Model Consultants use our Behavior Rehearsal Manuals for the on-site training and
coaching of transition facilitators and their supervisory personnel to ensure proficiency in the application of the core competency practices. Please contact us for on-site training and site capacity-building offerings. (See Page 2 for our contact information).
1.2.4 Instructions
We strongly suggest that you read Chapter 2 of the above mentioned Transition Handbook to provide you with a context for the practices presented in Tier 2 modules. For your convenience, the Tier 2 Modules are portable! You may review them online or print and work from the paper version.
1.3 About This Module
1.3.1 Learning Objectives for this Module
After completing this module, you should be able to:
Name the key components of the Futures Planning process. Explain how Strength Discovery drives Futures Planning. Explain the difference between Futures Planning and traditional planning
approaches. Describe the “who, when, where, and how” of conducting Futures Planning. Name some of the tools and methods used during Futures planning. Describe the characteristics of effective goals and transition plans.
1.3.2. Recommended Citation
Deschênes, N., Herrygers, J., & Clark, H.B., (2009). Futures Planning: A Person-centered
Planning Process for Working with Transition-Age Youth and Young Adults. Tampa, FL:
National Network on Youth Transition for Behavioral Health.
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2. Overview of Futures Planning
2.1 Purpose of Futures Planning
The transition from adolescence to adulthood is an exciting, sometimes
bewildering, and often challenging time for most young people. This transition
period can be particularly challenging for youth and young adults with emotional
and behavioral difficulties (EBD) between the age of 14 and 29. Consider the
situation of Antonio, a 17 year old with transition challenges which are quite
common to young people in this population:
“I’m excited about my future. But I’m also scared for a lot of reasons. Afraid I might end
up on drugs and living on the street. Afraid that I’ll never get a job or find a place to live.
Things were tough for me growing up. I lived in more than five foster homes, some good,
some not so good. I had a lot of trouble in school. People tried to help me but I didn’t
trust them. I got mad a lot and got into fights.
When I was 14 years old, the school made me go to IEP meetings and start planning for
my future. I had to go to these big planning meetings with people I didn’t know or trust.
Just made me tune out. I didn’t meet most of the goals they set for me. They tested me
to find out what jobs I would be good at. They said I would be good as a mechanic or
some other job fixing things. I don’t want to be a mechanic. I used to want to play in a
band and be famous, but people told me that was not gonna happen. Now I think that I
would be a good chef. I like to cook. I could end up owning my own restaurant and
making a lot of money. How do I get to be a chef? Do I need a high school diploma? I
dropped out of school a few months ago because it was boring. I was doing drugs for a
while and spent time in jail. Will this keep people from hiring me?
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I also need a place to live because I have to leave this foster home when I turn 18. I never
lived on my own before. How can I find a place to live? How can I get a job? I really don’t
know where to start.”
Many young people with EBD share Antonio’s feelings in regard to planning for their future.
They are in a mode of discovery and want to try things out.
They have trust issues with adults.
They have difficulty forming and maintaining relationships.
Their interests and plans change frequently.
Many are on psychotropic medications which need to be managed.
They are typically served by multiple agencies such as juvenile justice, educational
institutions, child and family services, and medical providers, and are in need of service
coordination.
If they were labeled “disabled” or “ESE” (Exceptional Student Education) in school, their
experience with transition planning was probably not very positive. They were likely
involved in meetings with large numbers of people with whom they did not have
rapport and the Individualized Education Plans (IEP) likely focused on amelioration of
defects rather than on the young person’s dreams for his or her own future.
What are the most effective planning methods for producing successful outcomes for young
people like Antonio? Personnel who work with transition-age youth and young adults must
adapt the manner in which they plan and deliver transition services and supports to consider
the unique characteristics of this population. Personnel need to build relationships and involve
young people in an informal, flexible, futures planning process driven by individual interests,
dreams, needs, strengths, and cultural and familial values (Blase & Fixsen, 1989; Hines,
Merdinger, & Wyatt, 2005). Futures Planning is a planning approach which not only
encompasses these features, but is also tailored to be appealing to these young people. By
applying the Futures Planning process, transition facilitators and others who work with
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transition-age youth and young adults will be using an individualized planning process to
engage young people in setting their own goals and in achieving successful outcomes.
The primary objective of Futures Planning is to define the life a young person wishes to live and
describe what will assist the young person in moving toward that life, all from the young
person’s perspective. Futures Planning is neither a step-by-step process nor a one-time event.
Rather, Futures Planning is a collection of techniques which are applied on an ongoing basis for
the purpose of developing transition plans and actions which are youth-driven and future
oriented.
2.2 Description of Futures Planning
Futures Planning is a youth-friendly, appealing, and developmentally-
appropriate approach that is driven by the young person’s strengths, interests,
and preferences. It is not driven by labels or descriptions that systems often
attribute to people, but by the young person’s vision for the future. It is an
informal and dynamic process that involves collaborative teamwork. Futures
Planning assists youth and young adults in the following:
Identifying meaningful transition goals in one or many transition domains.
Creating a personalized, individualized transition plan that is likely to help him or her
reach identified goals.
Identifying supportive community resources (people, programs, financial) that can be
helpful to the young person in attaining his or her transition goals.
Accessing needed supports and resources.
Identifying appropriate timelines to meet set objectives.
Developing self-determination and advocacy skills.
Setting goals and action steps, reviewing accomplishments, and celebrating successes.
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Major Components of Futures Planning
The primary component of Futures Planning is “youth voice and choice”. The involvement of
the young person in the planning and decision-making process is a key element to the success
of his or her transition to adulthood (Bullis & Benz, 1996; Bullis & Frederick, 2002; Clark &
Davis, 2000; Wehmeyer & Lawrence, 1995.) Recognizing and valuing the voices of young
people with EBD can be sometimes difficult to do but overall results in more positive outcomes
because the youth and young adults have a higher sense of buy-in to the services provided
(Malloy, Cheney, Hagner, Cormier, Bernstein, 1998). In a Futures Planning process, youth and
young adults are more committed to the process, take greater ownership of outcomes, and
adjust to their new situations in a more personally meaningful and enduring way (Field &
Hoffman, 1998). Following is a summary of the practices which implement the three major
listed above. Section 3 explains how these components are applied in practice.
a) Driven or guided by the young person.
Engage the young person in the planning process in order to obtain the young person’s
ongoing commitment to his or her outcomes.
Develop and nurture relationships with the young person.
Listen to youth “voice and choice”.
What is Futures Planning?
Futures Planning is a transition planning approach which is tailored to be developmentally
appropriate to youth and young adults with emotional and behavioral difficulties (EBD).
The purpose of Futures Planning is to develop a transition plan or intervention which is:
a) Guided by the young person.
b) Developed collaboratively with the input of key players.
c) Based on the young person’s strengths and meets the young person’s needs.
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Apply a youth-friendly process (i.e., informal, flexible, quickly adjusted).
Builds on the young person’s dreams for the future rather than on other people’s
expectations of the young person.
b) Developed collaboratively with the input of key players.
Encourage the young person to involve informal and formal key players in his or her
transition.
Listen to the young person’s choice as to who will be involved in planning and when and
how they will be involved.
Involve youth-selected formal and informal key players in a creative fashion.
Identify key players as “planning partners” or as “necessary connections”, with varying
levels and times of involvement, depending upon the topics and issues being discussed.
Avoid large planning teams.
Create interactions with key players which are collaborative and commit to action.
Consider the strengths and needs of key players to support the young person’s
transition.
Build relationships between the young person, the transition facilitator, family
members, and other informal and formal key players.
c) Based on the young person’s strengths and meets the young person’s needs.
Driven by the young person’s strengths, interests, preferences, resources, and capacities
within the community context as identified through the Strength Discovery and Needs
Assessment process.
Fit interventions to the strengths and needs of the young person, rather than fit
transition plans to available service systems.
Focus on the future rather than solving the problems of the past.
Conduct planning as an ongoing activity, not a single event.
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Look at the young person as a “whole person” with present and possible future
identities.
Apply broad definitions of “success” and “failure.”
Build plans and interventions on the strengths of the young person and his or her family
and respond to their needs.
Allow young people to try things out.
Conduct planning in a culturally-competent manner. Respect the diversity of the young
person and his or her family.
Develop supports and services around the young person’s desired goals and objectives.
Strive for outcomes valued by the young person.
Consider the benefit to other people and the community from the perspective of the
young person’s development.
Futures Planning is conducted in each of the relevant domains shown in Chart A.
Chart A:
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2.3 Comparison to Traditional Planning Approaches
Futures Planning differs from traditional planning approaches in how
services are planned and delivered to individuals. Traditional service plans,
such as rehabilitation plans and care plans, often base plans on the services
the system or community can offer or on what other people think the
individual needs. Some of these plans are developed as standardized
treatment plans or developed to comply with regulations. In contrast, plans developed using
Futures Planning approaches are based on positive underlying values such as choice, respect,
and self-determination. Futures Planning focuses on what the young person wants and needs
to achieve his or her vision of the future.
Traditional approaches, such as the Department of Education’s requirements for developing the
Individualized Education Plan (IEP) or Individualized Transition Plan (ITP), typically utilize rather
large planning teams. In contrast, Futures Planning is conducted either one-on-one or in small
groups. Large meetings present challenges because:
a) Youth and young adults often have little or no interest in a team of people getting to
know them and their business. Older youth and young adults are often adamant they
don’t want to meet with a large group of adults. Young people may appear to be
agreeable but then leave with no commitment to the plan.
b) Even with good facilitation, it is difficult to get team members to shift to strengths-
based, future orientation and to avoid discussion of deficits and past problems.
c) Young people are reluctant to remain attentive and engaged in a process that does not
always seem positive to him or her.
d) It is difficult to maintain motivation and involvement from the young person and the
other participants.
e) The approach is often controlled by the adults involved in the meeting and by available
supports and services.
f) Planning occurs as prescribed, usually once a year.
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Chart B summarized the differences between traditional planning and Futures Planning.
Chart B: Comparison of Traditional Planning and Futures Planning
Traditional Planning Futures Planning
Approach controlled by professionals. Approach controlled by the individual.
Available systems define direction for individual’s life.
Individual in charge of defining direction for his or her life.
Starts with and focuses on deficits and weaknesses.
Starts with a young person’s vision of his or her future. Focuses on strengths, capacities, needs, dreams, and aspirations.
Goal is amelioration of deficits. Goal is quality of life in the community.
Professionals are key informants. Youth and family are key informants.
Techniques are system-centered. Techniques are person-centered.
Top-down planning discourages collaboration; creates risk of sabotage by individual.
Encourages individual to own the process; collaboration more likely; sabotage less likely.
Services may not meet the transition needs of an individual.
Services are more likely to meet the transition needs of an individual.
Decisions controlled by system and parents or guardians (if a minor).
Decisions controlled by young person and those closest to him or her.
Individual and family in passive, respondent role.
Individual and family at center of plan.
Expert model of support; supports as outlined by professionals dictated to families.
Cooperative efforts among family, friends, community groups, support agencies, and government.
Highly prescriptive housing, support, and work options based on “readiness for community living assumptions”.
Highly individualized housing, support, and work options based on individual need, preferences, and capacities.
Relies on standardized assessments and procedures.
Balances formal and informal assessment viewpoints.
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2.4 Theory
2.4.1 Background
Person-centered planning techniques arose out of a community of practice in the early 1970’s
to mid-1980’s by North Americans who were applying the principle of normalization to improve
services to people with developmental disabilities. It is a broad term that encompasses a variety
of planning models including PATH (Pearpoint, O’Brien & Forest, 1992), the McGill Action
Planning System or MAPS (O’Brien & Forest, 1989), Personal Futures Planning (Mount, 1989),
and others. By 1985, the term “person-centered planning” was commonly used in the United
States and elsewhere.
During the 1990’s, person-centered planning was aligned with Positive Behavior Support,
another developing parallel approach to supporting individuals with disabilities. Positive
behavior support is an applied science that addresses an individual’s challenging behavior
through redesign of the individual’s living environment. These two approaches share common
values, philosophies, and techniques. The melding of person-centered planning and positive
behavior support produced a person-centered and comprehensive support approach for
individuals with disabilities who also have particularly challenging behavior.
Person-centered planning developed and evolved as practitioners worked with young people,
yet its family of planning approaches continues to share the following five characteristics:
1. View the individual as a person first, rather than as a diagnosis, behavior problem, or
disability.
2. Use everyday language, pictures, and symbols, rather than professional jargon.
3. Center planning around each person’s unique strengths, interests, and capacities within
the context of living in the community.
4. Give strength to the voices of the person and those who know the person most
intimately.
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5. Create a circle of friends and supporters, people who know and care about the
individual, who come together to develop and share a dream for the person's future,
and work together to organize and provide the supports necessary to make that dream
a reality” (Garner & Dietz, 1996).
Person-centered planning is an umbrella term that represents values and philosophies, and
techniques for identifying and pursuing what a person wants (Kincaid, 1996). As a value and
philosophy, person-centered planning encourages self-determination and self-advocacy and the
right of individuals to decide the direction and quality of their lives. Person-centered planning
emphasizes strengths, values, and preferences rather than labels and limitations.
Person-centered planning has been used primarily to plan for major life transitions with
individuals with disabilities. Research studies show that person-centered planning produces
desired outcomes. A study by Benz, Lindstrom, and Yovanoff (2000) found that youth
recognized and valued the individually-tailored education and transition services provided in
the program based on individual student goals and desires for the future.
The use of person-centered techniques has become quite widespread in educational and
therapeutic arenas, has assumed major importance in special education, and is becoming an
important tenet of intervention strategies targeted toward youth and young adults
transitioning to adulthood (Corbitt & Paris, 2002; Kincaid, 1996; Malloy, Cheney, Hagner,
Cormier, & Bernstein, 1998; Nerney, 2004).
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2.4.2 Relationship to the TIP Model Chart C:
How Futures Planning Puts the TIP Guidelines into Practice
TIP Guideline Futures Planning 1. Engage young people through
relationship development, person-centered planning, and a focus on their futures.
Futures Planning is a person-centered planning approach designed to maximize the young person’s engagement and commitment in a culturally-competent manner.
The primary component is youth “voice and choice”.
2. Tailor services and supports to be accessible, coordinated, appealing, non-stigmatizing, developmentally-appropriate, and build on strengths to enable the young people to pursue their goals across relevant transition domains.
Both Strength Discovery and Futures Planning are designed to be youth-friendly, non-stigmatizing, developmentally-appropriate and directed by the young person.
The young person selects goals, services and supports which address his or her strengths, needs, and resources.
Facilitates coordination by building relationships and breaking down barriers.
3. Acknowledge and develop personal choice and social responsibility with young people.
Planning is done in the context of community.
Transition plans are self-determined, a quality which maximizes the likelihood of transition success.
4. Ensure a safety-net of support by involving a young person’s parents, family members, and other informal and formal key players.
Plans and interventions are developed collaboratively with key players selected by the young person as being important to him or her.
Planning builds relationships between the young person, the transition facilitator, and key players.
Planning is based on the strengths and needs of the family and other key players relevant to their continued support of the young person’s transition.
5. Enhance young persons’ competencies to assist them in achieving greater self-sufficiency and confidence.
By guiding his or her own planning, a young person learns how to set and monitor goals, and is given opportunities to practice skills in problem-solving, decision-making, self-advocacy, and self-evaluation.
6. Maintain an outcome focus in the TIP system at the young person, program, and community levels.
Futures Planning increases a young person’s commitment to attain his or her transition goals.
Young people are more likely to monitor their own progress and achieve their goals when they “own” their transition plan.
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3. The Application of Futures Planning
3.1 How Futures Planning Fits into the Transition Process
The Future Planning process begins with Strength Discovery (see Module 1 in this training
series). Once the strengths, interests, preferences, and resources are identified, the young
person, assisted by a transition facilitator and other key players, creates his or her vision of the
future, identifies strength-based goals in all relevant domains, and develops a transition plan
for achieving the goals. The transition plan is then implemented, monitored, and adjusted as
necessary to meet the young person’s changing situation. The transition facilitator assists,
encourages, and supports the young person as the plan is executed. The facilitator also ensures
that goal achievement is celebrated and that the young person participates in identifying the
criteria for his or her exit from the transition program. These activities are ongoing and often
overlap throughout a young person’s transition. Chart D illustrates these activities as a
continuing circle which flows back and forth and across rather than in a single, step-by-step
direction. There is no firm line indicating when one activity ends and another activity starts.
Chart D: Transition Process
Strength Discovery
Futures Planning
Goal SettingPlan in Action
& Progress Tracking
Goal Achievement
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The following examples illustrate this back-forth-across movement of transition activities
After working at an animal shelter as a volunteer, Lori decides that she no longer wants
to be a veterinary assistant and wants a career in child care instead. While Lori pursues
goals relevant to other domains, she sets new goals in the domain of employment and
career.
Keisha is progressing well in her transition. She is staying away from drugs and meeting
all of her goals. She appears to be meeting the criteria she and her facilitator identified
for Keisha to exit from the transition program. Before the facilitator and Keisha can hold
an exit meeting, Keisha becomes pregnant and moves in with her boyfriend, a known
drug dealer. Keisha refuses to include her boyfriend in transition planning but would like
to set goals relevant to her new family.
During their first meeting (i.e., in Strength Discovery), Juan tells his transition facilitator
about his dreams of attending an auto repair training program and ultimately of owning
an auto repair shop. Juan also mentions that an auto repair training program begins
next week but he does not know how to apply. Juan and his facilitator have just
identified two possible transition goals (learn auto repair, buy and operate a repair shop)
and an associated action to achieve the goals (apply for the auto repair training
program). The facilitator assists Juan with his application. Juan is accepted and begins
school while Strength Discovery continues and before a transition plan is created.
Tony and his transition facilitator applied Strength Discovery and Needs Assessment and
Futures Planning to create a transition plan. Tony set goals in the following areas:
complete a two-year community college, remain drug-free, and find suitable housing.
During his first year of college, Tony marries and becomes a father. He wants to quit
college and get a full-time job to support his family. At Tony’s suggestion, the facilitator
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engages Tony and his wife in Strength-Discovery conversations to identify new goals and
modify his transition plan. During that time, Tony completes a drug rehabilitation
program and finds an apartment for his family.
During Strength Discovery conversations, Olivia and her daughter Abigail mention that
Abigail’s supervisor is threatening to fire her because of “poor work habits”. The
facilitator, Olivia and Abigail discuss Abigail’s work habits in the context of how they
might affect her future. Abigail suggests that she meet with her supervisor to find out
what is causing problems at work. The facilitator offers to role-play the meeting with
Abigail so she will be comfortable and confident. This intervention helps Abigail to work
out problems with the supervisor before a transition plan is completed.
These examples illustrate why it is important that the processes
illustrated in Chart D be fluid, flexible and respond quickly to
change. At any point in a young person’s transition,
relationships and transition-related information (e.g., strengths,
resources, dreams, and situations) will likely change. The
following sections explain how the Futures Planning process
relates to each of the transition activities listed in Chart D.
3.2 How Strength Discovery Drives Futures Planning
Futures Planning begins with Strength Discovery and Needs Assessment.
The primary purpose of Strength Discovery is to identify strengths,
interests, preferences and resources of the young person, his or her
family, and other key players so that a transition plan can be developed
from the strength-based foundation that emerges through this
assessment. What one learns through Strength Discovery includes, at a
Be flexible! Quickly adapt goals, activities,
and interventions to changes in a young
person’s relationships and information.
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minimum, the following information:
a) What are the strengths, interests, and preferences of the young person in regard to his
or her future?
b) What resources are available or needed to assist the young person’s transition?
c) What goals and activities might the young person want in his or her transition plan?
d) Who can participate and how can they participate in goal setting and implementation?
3.3 Futures Planning: Who, When, Where, and How
3.3.1 Who Participates in Futures Planning
The young person selects the people who will participate in the Future
Planning process. The young person’s choice of participants usually takes
precedence unless there are ethical, organizational, or legal requirements
for including or excluding specific people in planning discussions.
Futures Planning sessions are conducted either one-on-one with a young person or in small
groups. Participants are involved according to the topic, need, or goal being discussed. There
are two types of Futures Planning participants:
Planning Partner(s) are the formal or informal key players with whom the young person
would feel most comfortable and supported for discussing his or her future, a particular
topic, need, or goal.
Necessary Connection(s) are the formal or informal key players whom the young person
and planning partners contact, plan and/or negotiate to advance the young person’s
progress related to a particular topic, need, or goal. Examples of necessary connections
are: probation officer, vocational rehabilitation counselor, community college instructor.
Futures Planning Page 22
For each topic, need, or goal, any of the following may occur:
The young person might select different key players to serve as planning partners.
Key players may change roles. For example, a teacher may be a planning partner for
short-term goals and a necessary connection for long-term goals.
Members of the planning team will vary over time. A young person may, at times, want
to only involve him or herself and one or two key players (e.g., transition facilitator,
parent, friend) to serve as planning partner(s).
Manuela is a 17 year-old high school drop-out who wants to join
the army. The actions to achieve that goal would likely involve an
army recruitment officer who would be a necessary connection to
assist in planning Manuela’s army career. Because Manuela is a
minor, her parent is the legal entity to approve her application.
Before contacting the army recruitment officer, Manuela, her
parent, and the facilitator meet as planning partners.
Jack has a transition goal to learn to manage his medications. He is
currently taking psychotropic medication prescribed by his psychiatrist.
The medication is causing problematic side effects. Jack wonders if
there are other medications he might take but he is hesitant to bring it
up with his doctor. Jack’s facilitator, a planning partner, offers to
assist him in discussing these issues with his psychiatrist, a necessary
connection.
Michael’s goals are to achieve certification as a Certified Nurse Aide
(CNA), find immediate part-time employment, and obtain a nurse aide
position in the local hospital. Michael invites a friend who is a nurse to
Examples of Planning Partners and Necessary Connections in Action
Futures Planning Page 23
participate in planning for his CNA certification. The three become planning partners for
this goal. Meanwhile, Michael, the facilitator, and a vocational specialist are planning
partners for the employment goal. After Michael completes nursing school, he, the
facilitator, and Michael’s fiancé become planning partners for the nurse aide
employment goal. Michael’s friend, who is now a nursing supervisor in the local hospital,
becomes a necessary connection for obtaining a nurse aide position.
Sometimes, transition facilitators and the young person are invited to transition planning team
meetings with people who are not selected by the young person (e.g., court hearing, IEP
planning meetings held in schools, meetings required by service agencies such as child welfare
and the Department of Mental Health). These meetings are usually conducted infrequently and
are often quite large. Transition facilitators may minimize the challenges presented by large
meetings (as described in Section 2.3) by:
a) Preparing the young person before the meeting.
Discuss what will occur, who will be there, and what interactions the young
person may find challenging.
Consider role-playing expected interactions to increase the young person’s
comfort and engagement.
b) Contacting the meeting leader or at least one key player (e.g., teacher or guidance
counselor) who will attend the meeting.
Review with them the young person’s strengths and goals that are gathered
so far.
Discuss how this information can be integrated into the meeting.
When Meeting Participants are Not Optional
Futures Planning Page 24
Research supports the active participation of family and other key players
for improving youth outcomes (Unruh & Bullis, 2005; Bender, Springer, &
Kim, 2006; Kopelwicz, Liberman, & Zarate, 2006). A success study
undertaken by the authors (Deschênes, Herrygers, & Clark, 2005; 2009) of
this training module found that social support was one of five identified
factors of success (along with goal orientation, interests and abilities,
creative coping strategies, and role models) for young people with EBD who met the study’s
criteria for success.
Facilitators are frequently challenged by young peoples’ refusals to include family, extended
family, friends, providers and other key players in discussions about their future. Because of the
link between key player involvement and improved outcomes, facilitators need to assist young
people in understanding the benefits of involving key players in relevant aspects of the planning
process.
An ecogram (a.k.a. eco-map or ecomap) is a useful tool for exploring how key players might be
involved in a young person’s transition. An ecogram is a graphic representation, preferably
drawn by a young person, of the young person’s network of formal and informal transition
support. Chart E presents a sample ecogram. Optional ways to use the ecogram are:
Use only the circles if the connector shapes (i.e., arrows, broadness, curves, color) might
be too complex for the young person.
Use two different colors to depict formal and informal key players.
Leave some blank circles for the young person to fill in with key players he or she
currently does not have but would like to have now or in the future.
When Young People Refuse to Include Other People in Transition Activities
Futures Planning Page 25
Chart E:Sample Ecogram
Grand-
mother
Thicker , darker lines
indicate a strong
relationship
Young
Person
Father
Pro-
bation
Officer
Friend
Brother
Work
Manager
Red or curvy lines
indicate a stressful
relationship
Arrows pointing to the young
person indicate that the key
player primarily influences
the young person
Arrows pointing to the key
player indicate that the young
person primarily influences
the key player
Arrows pointing to both the
key player and the young
person indicate that
influence flows in both
directions
Include both formal
and informal key
players
The following examples illustrate how a transition facilitator might use an ecogram to assist a
young person in indentifying and involving key players in Futures Planning.
Alec: “I don’t want to involve anyone in my future planning. It’s my business.”
Facilitator: “I would like to better understand who is important to you for your future.
How about if you draw a picture of the people who are important to you? (Facilitator
hands young person a sheet of paper.) Write your name in the center of this paper and
draw some lines from your name outward. Let’s start with five lines. Good! Now draw
circles at the end of each line. Now we’re going to put names in the circles. What person
is the most important to you?”
Alec: “I’m closest to my grandmother.”
Facilitator: “OK. Write her name in one of the circles. Why is she important to your
transition?
Alec: “She supports me and encourages me. She believes in me.”
Facilitator: “OK. Who else is important to you?”
Futures Planning Page 26
Alec: My neighbor, Mr. Campo. I can talk to him like he’s my own father.”
Facilitator: “Let’s write his name in a circle. I know you want to get a sales job that pays
enough for you to afford your own apartment. You once told me that Mr. Campo works
in sales. Perhaps he knows a good way to break into the field. If Mr. Campo could help
you with planning your own career, you might get that job sooner.”
Alec agrees to include Mr. Campo as a necessary connection for his employment goals.
Zoe refuses to involve her father in Futures Planning because “he’s a control freak who
always has to have things his way”. Zoe wants to enroll in a nursing school, however, she
needs funds for tuition and transportation to school. Zoe’s father is financially able to
assist her but refuses to contribute because of perceived “irresponsible behavior” and
because she damaged two of his cars. The facilitator suggests that Zoe complete a free
driving course and then ask her father to help plan for her future education. The
facilitator adds, “Once your father sees that you are taking responsibility for improving
your driving and that you are making progress in other transition areas, he might be
willing to help out financially while you attend nursing school. If control issues arise with
your father, I could try to mediate your differences. If you like, we could role-play your
interactions with him so you might learn a more effective way to deal with his attempts
to control you.”
Learn about and follow one’s legal and ethical responsibilities to the family. In most
states, parents are legally responsible for the actions of their child until the age of 18
and must be involved in transition planning meetings and decisions.
Set clear ground rules with the young person regarding the limits of confidentiality.
Transition Facilitator’s Responsibilities Regarding Planning Participants
Futures Planning Page 27
Identify the assistance needed by informal key players to understand and participate in
the transition period. Guide them to obtain the information and assistance that they
need to support the young person’s transition.
Assist in mediating differences between the young person and his or her informal key
players. (TIP Personnel Training Module 7: SCORA presents practices for mediating
differences between young people and key players.)
3.3.2 When to Do Futures Planning
At what age should a young person begin Futures Planning?
Federal regulations in the Individuals with Disabilities Act
(IDEA) require that transition planning begin for eligible
students when they are 14 years of age. IDEA is a law
ensuring services to children and youth with disabilities
throughout the nation. IDEA governs how states and public
agencies provide transition services to eligible students (for
more information regarding IDEA please visit the following
website: http://idea.ed.gov/explore/homeTransition). The TIP model was developed for
working with youth and young adults between the ages of 14 and 29. Therefore, one may begin
Futures Planning as early as age 14.
Regardless of when a young person enters a transition program, the transition facilitator needs
to begin Strength Discovery and Futures Planning soon after entry and when the young
person is not in crisis. When assigned to work with a young person who is in crisis, facilitators
would first develop rapport with the young person and his or her family and wait until the crisis
is stabilized before conducting Futures Planning sessions.
In TIP Personnel Training Module 1: Strength Discovery and Needs Assessment, we presented
examples of how a transition facilitator might integrate Strength Discovery into initial contacts
with a young person. When strengths, needs, and resources are identified through Strength
Futures Planning needs
to start early in a
young person’s life and
when a young person is
NOT in crisis.
Futures Planning Page 28
Discovery, the transition facilitator and the young person initiate planning sessions for the
purpose of creating a young person’s vision for the future, creating goals and action steps to
attain the vision, and developing a transition plan document. Some transition goals and action
steps will most likely surface during Strength Discovery conversations.
3.3.3 Where to Conduct Futures Planning?
Futures Planning meetings are informal in tone and conducted in youth-
friendly, non-stigmatizing locations such as home, career center, park,
public library, community center, fast-food restaurant, and/or in the
facilitator’s car while transporting the young person. Select informal
settings where a young person’s privacy and confidentiality are ensured.
Formal settings tend not to work well with young people. Examples of non-youth-friendly or
stigmatizing locations include the following:
Schools
Mental health centers and other locations where a young person receives services
Young person’s residence if people who are not planning partners would be present
Young person’s place of employment
Inconvenient locations (e.g., location is not on youth’s bus route).
When a young person is asked by an agency or organization to participate in a planning meeting
in a formal, non-youth-friendly, or stigmatizing location, the facilitator would prepare the young
person for the meeting by applying the recommendations presented in Section 3.3.1: When
Meeting Participants are Not Optional.
Futures Planning Page 29
3.3.4 How to Conduct Futures Planning
Futures planning sessions begin with the young person describing the life he or
she wants to live (the future vision) and then identifying goals and objectives to
achieve this vision. This section presents the following topics relevant to
conducting Futures Planning:
A. How to Develop and Communicate a Future Vision
B. What Happens Before and During Planning Sessions
C. What are Possible Topics and Objectives for a Planning Session
D. How to Facilitate a Futures Planning Session
A facilitator might utilize one of the planning techniques listed in Appendix 6.4: Futures
Planning Toolbox to assist a young person with describing and communicating the kind of life
he or she wants to live. Some of the techniques utilize graphic displays in which the young
person uses graphic images such as words, pictures, and symbols, recorded on paper, to show
participants his or her current life and envisioned life in the future. Checklists and “Who Am I?”
computer generated presentations are other ways a young person can create and communicate
who she or he is and a future vision.
We recommend that facilitators periodically conduct a “visioning process” with their young
people. In the visioning process, facilitators ask questions to assist a young person in defining
the life they want to lead. For example, one might ask “If you could have your life going like you
want in four months, what would it look like?” Use a time frame that will most motivate the
individual (e.g., 4, 8, or 12 months.) Or, one might ask “How might you picture yourself as a
college student in the fall?” After the vision is clear and understood by planning participants,
A. How to Develop and Communicate a Future Vision
Futures Planning Page 30
the facilitator asks questions to assist the young person in “seeing” the action steps to achieve
the vision. Visioning works best when facilitators use what was learned in Strength Discovery.
For example, “You talked about you wanting to start a music career. What could you be doing in
the next four months to find out what a music career would be like and how you could pursue it?
Are there some steps you could take? How could I help you?”
What if a future vision seems unrealistic to the planning partners? One should never tell a
young person that his or her future vision is unrealistic! (See
Chart E: Qualities of Effective Interactions). Rather, consider
learning what about the vision appeals to the young person and
use this information to discover other related and appealing
visions. Planning partners might also consider moving into goal
setting (see Section 3.4) and let the young person discover by
him or herself that the vision should probably not be
considered. One may discover that a seemingly unrealistic goal is possibly attainable.
Michael, a young man with major visual impairment describes his future vision as “being
a pilot”. The planning partners ask Michael what he likes about this vision. Michael
responds with “I like working with big engines”, “pilots make a lot of money”, and
“people will think I’m important”. The facilitator says, “Well, what you like is certainly
what being a pilot will offer. What other professions would let you work with big
engines, make a lot of money, and make you feel important?” Michael asks if airplane
mechanics make a lot of money. The facilitator suggests that she and Michael explore
some careers on the internet to find some that might have the qualities that he finds
appealing.
What if a future vision contains undesirable or dangerous elements? Avoid being judgmental
(See Chart E: Qualitative features of Effective Interactions) and let the young person express his
or her feelings about the future vision. Learn what about the vision appeals to the young
Never tell a young person that his or her
future vision is unrealistic. Learn what
about the vision appeals to the young person.
Futures Planning Page 31
person. By allowing the young person to express his or her views, the facilitator is not
necessarily agreeing that the vision is desirable or safe, but rather learn about the “reinforcers”,
that is, what he or she expects to get out of the vision. Knowing the “reinforcers” of a young
person’s future vision can help a facilitator to understand why a young person engages in
negative behavior and/or in negative thinking. This information is useful when intervening on
related inappropriate behavior. For example, a facilitator would intervene quite differently if
she thought a young man’s vision of being a wealthy drug dealer is driven by his mother’s need
for expensive medical care or by a belief that that is the best he can ever hope to achieve in life.
In summary, facilitators and others who work with youth and young adults would:
Periodically conduct a “visioning process”.
Apply the Qualities of Effective Interactions listed in Chart E.
Never admonish or talk down to the young person, even when his or her vision is
unrealistic or dangerous.
The facilitator and the young person:
1. Select the session’s topics and objectives.
2. Identify the planning partners and necessary connections for the topics and objectives
to be discussed.
3. Determine where and when the session(s) will take place.
4. Create the agenda (see Appendix 6.1 for a sample agenda).
5. Contact planning partners and necessary connections to invite them to participate in
planning.
6. Conduct the planning sessions with planning partners and necessary connections.
a) Develop the young person’s vision of the life he or she wants to live,
B. What Happens Before and During Future Planning Sessions?
Futures Planning Page 32
b) Identify and/or update goals and other components of the transition plan
document,
c) Develop, discuss, and/or review criteria for the young person to exit from the
transition program, and
d) Assess progress toward goal achievement (address and remove roadblocks).
e) Sign the transition plan document (applies to the young person, the transition
facilitator, and all planning partners and responsible persons.)
Limit each planning session to one or two domains and a few topics or objectives which are
important to a young person at that time. Save other domains, topics, and objectives for future
planning sessions so as to avoid overwhelming the young person and to enable him or her and
the participants to focus on topics in sufficient detail. For example, a young woman who will
soon need to leave her current residence may prefer to set short-term goals relating to her
living situation. A young man who dislikes his current job may wish to focus on how to leave his
current position and on his short-term employment objectives.
C. What are Possible Topics and Objectives for a Planning Session?
Futures Planning Page 33
Following are a few suggested objectives for planning sessions:
Initial Planning Session
Clarify or develop a future vision.
Highlight strengths, interests, preferences of the young person.
Identify possible planning partners and necessary connections.
Form cohesion among supports.
Clarify long term goals across transition domains.
Identify immediate goals.
Negotiate “easy win” tasks for the young person and supports.
Subsequent Planning Sessions
Assess progress on tasks or action steps.
Highlight progress and successes.
Develop new strategies to address barriers if necessary to goals.
Alter short and long term goals as necessary.
Celebrate the young person’s accomplishments (Section 3.6: Goal Achievement contains
guidelines and ideas for celebrations.)
Help the young person gather information and prepare prior to the meeting.
Role-play some activities that will occur during the meeting.
Allow the young person to be the “boss” of the meeting.
Encourage the young person to speak.
Summarize information using language, charts, graphics, and colors that make it easy for
young people to understand.
D. How to Facilitate a Futures Planning Session
Futures Planning Page 34
Redirect, rephrase, and reframe as necessary. (TIP Training Module 1: Strength
Discovery and Needs Assessment contains examples of reframing.)
Respect confidentiality.
Apply the Qualitative Features of Effective Interactions which are listed in Chart E.
Chart E: Qualitative Features of Effective Interactions
Solicit the person’s input throughout interactions.
Acknowledge the person’s input.
Remain non-judgmental.
Avoid lecturing.
Maintain a pleasant and steady voice tone.
Express enthusiasm where appropriate.
Maintain pleasant facial expression, eye contact, and body language.
Express empathy, concern, care, and encouragement.
Offer assistance, as appropriate.
Set limits and expectations, as necessary.
Use positive descriptive praise.
Futures Planning Page 35
3.4 Goal Setting
After the Planning participants understand the young person’s future vision, the young person
and planning partners begin to identify goals to achieve the vision. For each goal, planning
participants identify action steps or tasks, dates, responsibilities, status and other components
of the transition plan (see Appendix 6.3 for sample plans).
A goal or objective (terms are used interchangeably) is a statement describing something a
young person wants to achieve in order to get closer to his or her vision. For example, if a
young person’s vision is to be a mechanic, he or she might set this goal: “I will attend ABC auto
repair school in the fall semester”.
When transition facilitators understand the characteristics of effective goals, they are better
able to assist young people with transition planning. The remainder of this section presents
suggestions and guidelines for setting effective goals and creating effective transition plans.
3.4.1 Characteristics of Effective Goals
From the perspective of Futures Planning, effective goals are:
Individualized to a young person’s strengths, interests and preferences.
Important to the young person.
Clearly and specifically relating to the young person’s future vision.
Objective (results are observable and not subject to interpretation.
Measurable (easy to tell if and when the goal is met or not met)
Futures Planning Page 36
S.M.A.R.T. is a common, useful, goal-setting acronym, which facilitators may use to guide young
people to develop effective goals.
S.M.A.R.T. GOALS
S = Specific Who is involved? What do I want to accomplish? Where is the goal to be located? When will the goal be started and finished? Which strengths, resources, and needs are related? Why (benefit or purpose) will the goal be done?
M = Measurable Observable (not subjective) criteria of goal progress and achievement. Ask questions such as:
How much? How many? How will I know I have accomplished the goal?
A = Attainable Does the goal seem to be within reach or far away and out of reach? If out of reach, how will I grow and expand to achieve the goal?
R = Relevant and Realistic
How will the goal lead me to my future vision? Am I both willing and able to work toward the goal? Do I believe that the goal can be accomplished? Have I accomplished anything similar in the past? What conditions would have to exist for me to
accomplish the goal? Does the goal represent substantial progress?
T = Timely or Tangible When will the goal be completed (include “….by DATE” after each goal)?
Can I experience the goal with one of my five senses?
Futures Planning Page 37
Following is some general information about goal-setting:
When goals are important to a person, he or she begins to develop the resources, skills,
capacities and opportunities to achieve the goals.
As one progresses toward goal achievement, one becomes more confident in one’s
ability to attain the goal.
Almost any goal can be attained if one plans activities and timeframes wisely.
As one progress toward goal attainment, one becomes more confident in one’s ability to
achieve the goal.
A lofty goal is frequently easier to reach than a low goal because lofty goals spur the
motivation of a person to attain the goal.
Goals with a time frame set the unconscious mind into motion to begin working on the
goal. Goals without a timeframe do not create a sense of urgency.
Goals that can be experienced with sight, smell, hearing, touch, or taste have a better
chance of being specific and measurable and, therefore, attainable.
The following page contains examples of S.M.A.R.T. goals and an exercise to test your ability to
recognize effective goals.
Don’t be too conservative in
estimating what you think a young person is
capable of or the types of goals that will be most
motivating.
Futures Planning Page 38
Goal Examples
Un-S.M.A.R.T. Goal S.M.A.R.T. Goal
Find a job. By December 1, I will obtain part-time employment in a clothing store so I can gain experience for becoming a clothes designer.
Take proper care of my baby. By March 1, I will attend regular appointments with an obstetrician so my baby will be born healthy.
Graduate from school. I will earn at least a C grade in all my courses this year so I can attend summer camp.
Take care of my health. I will learn each of the names, dosages, purposes, and side effects of my medications so I can discuss them with my doctor during my check up next month.
Get a lot of money
By the end of the year, I will sell the car I received for my graduation for at least $10,000.00
Write a book By my 25th birthday, I will have presented an outline of the book I would like to write to two editors.
Exercise A: Effective and Ineffective Goals
Assuming that the following goals are important to a young person, would you say that they are effective or not effective goals? Why or why not? Answers are on the following page.
1. Goal: Find part-time employment. Reason: ________________________________
Effective ___ Not Effective ___
2. Goal: Speak up when I am in meetings with other young people. Reason: ________________________________
Effective ___ Not Effective ___
3. Goal: Stay away from drugs. Reason: ________________________________
Effective ___ Not Effective ___
4. Goal: By June, I will have a part-time job related to my chosen career in sales. Reason: ________________________________
Effective ___ Not Effective ___
5. Goal: Don’t get into fights. Reason: ________________________________
Effective ___ Not Effective ___
Futures Planning Page 39
Answers to Exercise A 1. Not Effective. The goal is general rather than specific. It’s unclear as to vision of the
future it relates. A more effective goal might be “Obtain a part-time summer job in which I will learn how to take care of animals.”
2. Effective. The goal is objective and measurable. A supporting action step might be “Tell the group at least one idea at the next youth group meeting.”
3. Not Effective. Goal achievement is difficult for planning partners to measure and observe. To what future vision does the goal relate? A more specific and measurable goal might be “Pass all of my court-ordered drug tests so I may successfully complete probation”.
4. Effective. The goal is specific, objective, easily measured.
5. Not Effective. Goal achievement is difficult for planning partners to assess and observe. It’s unclear how the goal relates to the young person’s vision of the future. A more effective goal might be “Learn how to accept negative feedback so I can have a good relationship with my girlfriend, my family, and my boss.”
3.4.2 Characteristics of Effective Transition Plans
The ideal transition plan is an evergreen, living document… a timely reflection of a young
person’s evolving strengths, dreams, needs, experiences, and relationships. The transition
facilitator may create the plan document for the young person as long as the plan’s contents
represent the young person’s “voice and choice”. In addition, the ideal transition plan is:
a) Concrete and relevant.
Allows for exploring new opportunities and possibilities yet does not ignore the need for
support.
Meaningful and important to the young person.
Not designed to fit available services.
Does not use “jargon” or complicated words.
Futures Planning Page 40
Associated with easily appreciated reinforcers.
b) Maximizes the use of informal key players.
Does not dismiss support sources too quickly.
Increases rather than drains the young person’s support.
Creates, strengthens and sustains a young person’s network or circle of support.
c) Outcome oriented.
Contains specific actions, steps, responsible parties, and dates. These guide action and
let us know whether person-centered plans are working.
Initially, considers going for the “easy wins.”
Seems realistic to the young person as well as the transition facilitator.
Becomes more ambitious as time goes on.
Creates a balance of realistic and optimistic by incorporating short and long-term goals.
Description or vision of the life the young person wants to live in the future.
Long and short-term goals to achieve the vision.
Necessary connections, supports and services to achieve the goals.
Identified roles for individual team members.
Strategies, tasks, or action steps to reach goals (build on the Young Person’s
strengths)
Responsible people.
Target dates for completion of goals and action steps.
Outcome indicators for monitoring progress.
Suggested Contents of a Transition Plan
Futures Planning Page 41
Signatures of the young person, the facilitator, and all planning participants and
responsible persons.
Following is an example of how one goal might appear on a transition plan document. The
format is streamlined in order to present it on this page. Please see appendix 6.3 for TIP
transition plan forms and examples.
Young Person’s Name: Bill
TIP Domain: Employment Vision: I am an office manager in a large office.
Goals to Reach the Vision
Strengths to Help Me Meet Goal
Action Steps to Help Me Meet Goal
Responsible Person
Target Date
Status
By the end of December 09, I will be working as an office assistant to gain experience to become an office manager.
Friend’s father will help with job search. Bill has experience assisting in school office. Bill wants to make more money to support his new baby.
1. Write Resume. 2. Search jobs on
line that are related to office assistant.
3. Practice interviewing skills.
4. Apply for position with 3 employers.
Bill (young adult) Bill (YA) and Matt (TF) Bill (YA) and Jane (Voc Counselor) Bill
09-09-09 09-09-09
10-01-09
11-01-01
Completed Progressing well “ Jane meeting Bill today to discuss this. Revised
Signatures ______________________________ (Young Person, Transition Facilitator, and other key players who have a role in assisting the young person with this goal).
3.5 Plan in Action - Progress Tracking
The ability to monitor one’s self is a necessary skill for community life
functioning. Tracking one’s own progress toward achieving transition goals is one
way for young people to learn and improve self-monitoring skills. Young people
might discuss progress with their transition facilitator and other key players in
casual conversations or during Futures Planning sessions. Transition Facilitators
Futures Planning Page 42
may also use software products, such as the TAPIS Goal Achiever (described in Appendix 6.4:
Futures Planning Toolbox), to work with young people on tracking their progress toward goal
achievement.
Transition facilitators would maintain frequent contact with a young person while the transition
plan is being implemented. The young person may need assistance in keeping things moving or
in learning to use a planner or an organizer to track his or her own progress. The young person
may need skills training. Facilitators provide encouragement and descriptive praise, assist the
young person with overcoming challenges, provide role-playing and training opportunities as
needed, and quickly and flexibly address changes in a young person’s situation, information, or
relationships. While the plan is in action, the young person and the facilitator consider the
transition plan document to be an integral part of the process--- a document to refer to and
modify as necessary.
A young person may not achieve steps, objectives, or goals for any of the following reasons:
The plan or its components are not important to the young person.
Possible Solutions: Revisit Strength Discovery. Identify changes in the young person’s life
that may have made the plan less important (e.g., youth became pregnant).
Young person does not feel a sense of ownership of the transition plan.
Possible Solutions: Ensure that the plan is strengths-based, current to the young
person’s situation, understood by the young person, signed by him/her, and that he/she
has a copy of the plan to refer to as necessary. Use the plan document with the young
person during interactions to discuss the young person’s progress and to set and/or
revise goals and action steps.
Services are in need of coordination.
Possible Solutions: Ensure that someone is responsible for coordinating the plan and
making sure that the necessary coordination occurs. Quickly recognize and resolve
coordination problems.
When Goal Progress Slows or Does Not Occur
Futures Planning Page 43
The transition plan is not current and/or is a stagnant document.
Possible Solutions: Use the Strength Discovery
assessment questions (see TIP Training Module 1) to
discover what has changed since the last planning
session. Conduct planning sessions to address the
changes (e.g., after discovering that a young man is
experiencing medication side effects which are
affecting his job performance, a facilitator suggests
that he and the young person meet with the young man’s physician to discuss
alternative medication.) Use the plan document in interactions with a young to track
transition progress and to assist in establishing the next objectives and action steps.
Young person is having personal difficulties which impede his or her progress.
Possible Solutions: Identify the source of the difficulties and offer assistance or skills
training as appropriate. If the difficulty involves resolving a problem or conflict, utilize
SODAS or SCORA (Modules 5 and 7 in the TIP Personnel Training Series) to assist the
young person in resolving the difficulties.
Young Person needs assistance that he or she is not getting.
Possible Solutions: Work with the young person to identify what assistance is needed
such as skills training, skills practice, reminders, information, and/or encouragement.
Assist the young person with obtaining needed assistance. (See TIP Training Module 4:
In-vivo Teaching). Follow up with volunteers who are not following through on their
commitments to the young person to see if they need assistance or if their
responsibilities will be revised.
One or more components of the transition plan are unrealistic, unmanageable, or not
in sufficient detail.
Possible Solutions: Facilitator and young person hold a planning session revise the
component (e.g., timeframe, activity, people involved) to be realistic, manageable, and
complete.
Ask the young person if family members, friends, or other formal and informal key players could assist in resolving difficulties which
impede goal progress.
Futures Planning Page 44
3.6 Goal Achievement
Goal achievement involves acknowledging and celebrating a young person’s achievements, and
also reviewing achievements relevant to a young person’s criteria for exiting from the transition
program.
Most people like to be acknowledged for important accomplishments.
Acknowledgement can be in the form of a celebration or a reward, i.e.,
something that is valued by the recipient. Acknowledgment of
accomplishments can provide the motivation some young people need to
keep going. One of the most fun responsibilities of a transition facilitator is
to acknowledge a young person’s successful completion of a transition goal, objective, or step.
Following are a few ideas for acknowledging achievements.
Hold a pizza party for the young person and his or her supporters on her 18th Birthday.
Send a congratulatory card when he lands the job he was seeking.
Take the young person to a special place (e.g., restaurant, movie, park, sport event).
Enroll the young person in a class that he or she would like to attend (e.g., horseback
riding).
Avoid celebrating in a manner which would not appeal to a young person or would cause
discomfort or anxiety. For example, one would not take a young person to a sport event if he or
she is not interested in sports. Nor would one hold a pizza party with ten peers if the young
person is uncomfortable in group gatherings.
Acknowledge Achievements
Futures Planning Page 45
The rapport which develops between a young person and a transition facilitator can make it
difficult for a young person to accept that the relationship will end. A facilitator may assist a
young person in preparing for the eventual separation by identifying the criteria which will
signal that the young person is ready to graduate and exit from the transition program.
Following are a few guidelines for exit criteria:
Have the young person set the exit criteria early in his or her relationship with the
facilitator.
Discuss progress toward exit criteria whenever a goal is achieved.
If discussions appear to upset the young person, use SODAS (Module 5 of the TIP
Training Series) to identify and resolve the young person’s feelings about separation.
Keep the exit criteria brief (e.g., complete HS; find and keep a job as a nurse’s assistant
for at least 6 months; get an apartment and be able to budget and pay bills; get a
driver’s license; no involvement with justice for at least one year).
Progressively transfer coordinating responsibility to the young person or another
informal support he or she selects and assist this person in assuming this role.
The following page contains a quiz to test your knowledge of effective facilitation of Futures
Planning.
Review Goal Achievement Relevant to Exit Criteria
Futures Planning Page 46
Exercise B: Futures Planning in Action
Sarah, a transition facilitator, is helping 19 year old Tyson plan his transition. Do you think her actions are effective or not effective facilitation of Futures Planning? Check the most appropriate answer to each question. Answers are on the following page.
1. When meeting with Tyson in his home for a planning session, Sarah finds Tyson’s father at home and tension in the air. Sarah attempts to discuss Tyson’s future with Tyson and his father.
Effective _____
Not Effective _____
2. Tyson asks Sarah to accompany him to a mandatory court hearing which will include a discussion of transition topics. Sandra role-plays with Tyson so he will be more comfortable self-advocating during the hearing. Sarah also meets with Tyson’s probation officer to encourage a strength-based and futures focus during the upcoming meeting.
Effective _____
Not Effective _____
3. Sarah insists that Tyson’s plan include goals and tasks for addressing behavioral problems reported by Tyson’s probation officer.
Effective _____
Not Effective _____
4. Because Tyson is shy, Sarah sets up a transition planning session with Tyson and a vocational specialist. Sarah sets the objective for the meeting and leads the discussion.
Effective _____
Not Effective _____
5. Sarah asks Tyson to draw his future vision on a piece of paper. As Sarah asks questions about the drawing, Tyson modifies and refines his picture until he is satisfied with it and Sarah understands his vision.
Effective _____
Not Effective _____
6. Sarah and Tyson use the PATH (Planning Alternative Tomorrows with Hope) method to develop goals.
Effective _____
Not Effective _____
7. Tyson refuses to involve friends or family in his transition planning. To maintain her relationship with Tyson, Sarah avoids discussing involving key players.
Effective _____
Not Effective _____
Futures Planning Page 47
Answers to Exercise B
1. Not Effective. The obvious discord between Tyson and his father would likely make the session less comfortable and possibly confrontational. Sarah might offer to take Tyson for a drive or a walk and talk with him until Tyson is ready and willing to discuss his future. Or, she might offer to reschedule the session to another time and location
2. Effective. Because Sandra prepares the young person and his probation officer for the hearing, the court is more likely to consider Tyson’s strengths, needs, and goals.
3. Not Effective. By ameliorating defects, Sarah is taking a systems-centered approach to planning. Instead, Sarah might ask Tyson to describe how the problems reported by his probation officer might affect Tyson’s dreams for the future, and then lead Tyson to come up with goals and action steps that might reduce or eliminate the risk.
4. Not Effective. Through role-play and coaching, Sarah might encourage Tyson to take a lead role in his transition planning. She might start Tyson out with easier actions at first, such as accompanying him to the vocational specialist’s office where he explains how he wants the specialist involved in his planning.
5. Effective. Diagrams help Tyson clearly communicate his dreams to other people.
6. Effective. Formal methods such as PATH are sometimes useful in a futures-focused, strength-based approach, when applied by a facilitator with effective interactions (see Chart E).
7. Not Effective. Facilitators need to talk to young people about the benefits of involving people who are important to them in their transition planning. Rationales (see TIP Training Module 3: Rationales) are useful for showing young people the connection between key player involvement and goal achievement.
If you can imagine it, you can achieve it.
If you can dream it, you can become it.
-William Arthur Ward -
Futures Planning Page 48
4. References
Bender, K., Springer, D.W., & Kim, J.S. (2006). Treatment effectiveness with dually diagnosed
adolescents: A systematic review. Brief Treatment and Crisis Intervention, 6(3), 177-205.
Blase, K.A., & Fixsen, D.L., (1989). Preservice workshop manual for interdependent living
services. Calgary, Alberta: Hull Child and Family Services.
Bullis, M., & Benz, M., (1996). Effective secondary/transition programs for adolescents with
behavioral disorders. Arden Hills, MN: Behavioral Institute for Children and Adolescents.
Bullis, M., & Fredericks, H.D., (2002). Vocational and transition services for adolescents with
emotional and behavioral disorders: Strategies and best practices. Champaign, IL:
Research Press.
Clark, H.B. & Davis, M. (2000). Transition to adulthood: A resource for assisting young people
with emotional or behavioral difficulties. Baltimore: Paul H. Brookes Publishers.
Clark, H.B., Knab, J.T., Kincaid, D., (2003). Person-Centered Planning. Florida Mental Health
Institute, University of South Florida. Unpublished.
Clark, H.B., Knab, J.T., & Kincaid, D. (2005). Person-centered planning. In M. Hersens & J.
Rosquist (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy:
Adult Clinical Applications (pp. 428-430). Thousand Oaks, CA: Sage Publications.
Clark, H. B. & Hart, K. (2009). Navigating the Obstacle Course: An Evidence-Supported
Community Transition System. In H. B. Clark & D. K. Unruh (Eds.) Transition of youth and
young adults with emotional or behavioral difficulties: An evidence-based handbook
(Chapter 2). Baltimore: Paul H. Brookes Publishers.
Clark, H. B. & Unruh, D. K., (2009). Transition of youth and young adults with emotional or
behavioral difficulties: An evidence-based handbook. Baltimore: Paul H. Brookes
Publishers.
Corbitt, J, & Paris, K., 2002. Intake and preplacement. In Bullis, M., & Fredericks, H.D. (Eds.),
Vocational and transition services for adolescents with emotional and behavioral
disorders: Strategies and best practices (pp. 31-54). Champaign, IL: Research Press.
Futures Planning Page 49
Deschênes, N., Herrygers, J., & Clark, H.|B. (2005). Successful pathway to adulthood: Success
study. In M. Sarkis & H.|B. Clark. Transition to Independence (TIP) study report:
Preparing and facilitating transition into adulthood for students with EBD. Final report to
Office of Special Education and Rehabilitation Services, U.|S. Department of Education.
Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute. Deschênes, N., Herrygers, J., Clark, H.B., (2009). Transition to adulthood roles: Perspectives on
factors contributing to success. Presented at the Research and Training Center for
Children’s Mental Health, 22nd Annual Conference Proceedings. Tampa:Florida.
Field. S., & Hoffman, A., (1998). Self-determination: An essential element of successful
transitions. Reaching Today’s Youth: The Community Circle of Caring Journal, 2(4), 37-40.
Forest, M., and Lusthaus, E. (1990). Everyone belongs with MAPS action planning system.
Teaching Exceptional Children, 22, 32-35.
Hines, A.M., Merdinger, J., & Wyatt, P. (2005). Former foster youth attending college: Resilience
and the transition to young adulthood. American Journal of Orthopsychiatry, 75(3), 381-
394.
Karpur, A., Clark, H.B., Caproni, P., & Sterner, H, (2005). Transition to adult roles for students
with emotional/behavioral disturbances: A follow-up study of student exiters from
Steps-to-Success. Career Development for Exceptional Individuals, 28(1), 36-46.
Kincaid, D. (1996). Person-centered planning. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.),
Positive behavioral support: Including people with difficult behavior in the community
(pp. 439-465). Baltimore: Paul H. brookes Publishing Co.
Kopelwicz, A., Liberman, R.P., & Zarate, R. (2006). Recent advances in social skills training for
schizophrenia. Schizophrenia Bulletin, 32(S1), S12-S23.
Malloy, J., Cheney, D., Hagner, D., Cormier, G.M., Bernstein, S., 1998. Personal futures planning
for youth with EBD. Reaching Today’s Youth: The Community Circle of Caring Journal,
2(4), 25-29.
Mount, B. (1987). Person futures planning: Finding directions for change (Doctoral dissertation,
University of Georgia). Ann Arbor, MI: UMI Dissertation Information Service.
Futures Planning Page 50
Nerney, T., 2004. The promise of self-determination for persons with psychiatric disabilities.
Retrieved online on April 08, 2009, from http://www.centerforself-
determination.com/quality.html.
Pearpoint, J., O'Brien, J., and Forest, M. (1993). Path: A workbook for planning possible positive
futures: Planning alternative tomorrows with hope for schools, organizations,
businesses, families. Toronto: Inclusion Press.
Turnbull, A., and Turnbull, R. (1992, Fall & Winter). Group action planning (GAP). Families and
Disability Newsletter, pp. 1-13.
Unruh, D., & Bullis, M., (2005). Facility to community transition needs for adjudicated youth
with disabilities. Career Development for Exceptional Individuals, 28(2), 67-69.
Wehmeyer M.L., & Lawrence, M. (1995). Whose future is it anyway? Promoting student
involvement in transition planning. Career Development of Exceptional Individuals,
18(2), 68-84.
5. Resources and Suggested Reading
Transition to Independence Process (TIP) System
http:// NNYT.TIPstars.org
National Network on Youth Transition (NNYT) for Behavioral Health
http://nnyt.fmhi.usf.edu
Brooks Publishing Company. Publishers for the new Transition Handbook (Clark &
Unruh, 2009). http://brookespublishing.com/clark
Association for Positive Behavior Support http://www.apbs.org/
Center for Effective Collaboration and Practice. Lists resources and articles on strength-
based assessment using the Behavioral and Emotional Rating Scale (BERS) assessment
instrument. http://cecp.air.org/interact/expertonline/strength/sba.asp
Futures Planning Page 51
Cornell University ILR School, Employment and Disability Institute, Person Centered
Planning Education Site. Contains links, resources, and a free self-study course.
http://www.ilr.cornell.edu/edi/pcp/
Institute for Human Development, University of Missouri - Kansas City, A Guide to
Person Centered Planning http://www.ihd.umkc.edu/UCE/PCP.htm
National Center on Secondary Education and Transition, Essential Tools: Cultural and
Ethnic Diversity: Implications for Transition Personnel, Part IV – The Culturally
Sensitive Individualization of Services and Supports.
http://www.ncset.org/publications/essentialtools/diversity/partIV.asp
OSEP Technical Assistance Center on Positive Behavior Interventions and Supports
http://www.pbis.org/
Positive Behavior Support http://rrtcpbs.fmhi.usf.edu/pbsinfo.htm
National Center on Secondary Education and Transition, Essential Tools: Cultural and
Ethnic Diversity: Implications for Transition Personnel, Part IV – The Culturally Sensitive
Individualization of Services and Supports
http://www.ncset.org/publications/essentialtools/diversity/partIV.asp
National Center on Secondary Education and Transition, Essential Tools: Cultural and
Ethnic Diversity: Implications for Transition Personnel, Part IV – The Culturally Sensitive
Individualization of Services and Supports.
http://www.ncset.org/publications/essentialtools/diversity/partIV.asp
University of South Florida, College of Behavioral and Community Sciences, Louis de la
Parte Florida Mental Health Institute, Department of Child and Family Studies. Site
contains information on research, education, publications, logic models, policies and
resources relating to child, youth, and family mental health. http://cfs.fmhi.usf.edu/
Futures Planning Page 52
Suggested Reading
Artesani, A. J. & Mallar, L. (1998). Positive behavior supports in general education settings:
Combining person-centered planning and functional analysis. Intervention in School and
Clinic, 34, 33-38.
Collier, M. J. (2003). Understanding cultural identities in intercultural communication: A ten-
step inventory. In L.A. Samovar & R. E. Porter (Eds.), Intercultural Communication: A
Reader (pp. 412-429). Belmont, CA: Wadsworth.
Everson, J.M., & Zhang, D. (2000). Person-centered planning: Characteristics, inhibitors, and
supports. Education and Training in Mental Retardation and Developmental Disabilities,
35, 36-43.
Hernandez, M., & Isaacs, T. (1998). Promoting Cultural Competencies in Children’s Mental
Health Services. Baltimore, MD: Paul H. Brookes Publishing Co.
Holburn, S. & Vietze, P.M. (2002). Person-centered-planning: Research, practice, and future
directions. Baltimore: Paul H. Brookes Publishers.
Miner, C.A., & Bates, P.E. (1997). The effects of person centered planning activities on the
IEP/transition planning process. Education and Training in Mental Retardation and
Developmental Disabilities, 32, 105-112. (Increase parent and student involvement in
transition planning.)
Mount, B. & Zwernick, K. (1988). It’s never too early, it’s never too late: An overview on
personal futures planning. St. Paul, MN: Governor’s Council on Developmental
Disabilities.
O’Brien, J., Mount, B., & O’Brien, C. (1990). The personal profile. Lithonia, GA: Responsive
Systems Associates.
Pearpoint, J., O’Brien, J., & Forest, M. (1996). Planning alternative tomorrows with hope: A
workbook for planning possible and positive futures. Toronto, Ontario: Inclusion Press.
Perkins. D., Bailey, J., Reperto, J.B., & Schwarts, E., (1995) Dare to dream: A guide to planning
your future. A student’s guide to transition planning. Gainesville, FL: Florida Network.
Futures Planning Page 53
Stewart, E. C., & Bennet, M. J. (1991). American cultural patterns: A cross-cultural perspective.
Baltimore, MD: Paul H. Brookes Publishing Co.
Smull, M. (1997). A blueprint for essential lifestyle planning. Napa, CA: Allen, Shea &
Associates.
Ting-Toomey, S. (1994). Managing intercultural conflicts effectively. In L. Samovar & R. E. Porter
(Eds.), Intercultural communication: a reader (7th ed., pp. 360–372). Belmont, CA:
Wadsworth.
Vandercook, T., York, J., & Forest, M. (1989). The McGill Action Planning System (MAPS): A
strategy for building the vision. Journal of the Association for Persons with Severe
Handicaps, 14, 205-215.
Yoshida, T. (1994). Interpersonal versus non-interpersonal realities. In R.W. Brislin & T. Yoshida
(Eds.). Improving intercultural interactions: modules for cross-cultural training programs.
Thousand Oaks, CA: Sage Publications.
Futures Planning Page 54
6. Appendices
Appendix 6.1: Sample Agenda for a Futures Planning Session
Appendix 6.2: “Planning My Future” Worksheet
Appendix 6.3: TIP Transition Planning Form
Appendix 6.4: Futures Planning Toolbox
Appendix 6.5: How to Obtain a Certificate of Completion
Appendix 6.1
Sample Agenda for a Futures Planning Session
Futures Planning Page 55
Welcome
My dream
Things I am good at
Things I want to learn
Last year’s goals … celebrate achievements
My new goals
Questions and ideas
Who will do what and when
Write and sign plan
Review my rights
Thank people for coming
Appendix 6.2
“Planning My Future” Worksheet
Futures Planning Page 56
Note: This document is a brief sample which you may adapt and expand to use with the young people
with whom you work. We suggest that you address a few of the most critical day-to-day skills at any one
time in order not to overwhelm young people with a long form and to assist them in focusing on short-
term skill-related goals. For an extensive list of day-to-day living skills, refer to the TIP Training Series,
Module 4: In-vivo Teaching, Appendix 6.1.
Circle, check or complete the answer that is true for you.
Education and Employment
What are your plans for the next three years? (Check all that apply)
Get a job or keep working.
Go to or finish high school.
Go to or finish a vocational, technical, or other training program.
Go to or finish a community college (a 2-year college).
Go to or finish a 4-year college or university.
Other education or employment plans for the next three years:
___________________________________________________________________
What kind of jobs would you like to have? (Explain) _______________________________
______________________________________________________________________
Living Arrangements
As a young adult, I plan to live (Check the one best answer)
In my own house or apartment, by myself or with a spouse or roommates
With my parents
With other members of my family (brother, sister, aunt, grandparent)
In supported community housing like a group home
Another place (explain): __________________________________________________
Appendix 6.2
“Planning My Future” Worksheet
Futures Planning Page 57
Living Independently
As a young adult, I think I would like to: (Check or circle “Yes” or “No” for each line)
Manage my own money Yes _____ No _____
Be financially independent and self-supporting Yes _____ No _____
Day-to-Day Living
Check the column that best describes how you do each of the following activities.
I do this on my own OR I know how to do this.
I do this with some help from other people.
I cannot do this OR I do this only with lots of help.
1. I can manage my money.
2. I can cook a meal.
3. I can do laundry.
4. I can stay safe.
5. I can tell people my opinions and ideas.
6. I can take care of my health.
7. I can solve problems.
8. I can make and keep friends.
9. I can resolve conflicts with other people.
10. I can manage my moods.
Appendix 6.3
TIP Transition Planning Forms
Futures Planning Page 58
Appendix 6.3 contains the following Futures Planning templates and samples.
TIP Transition Planning Form - V1.0
TIP Transition Planning Form - V1.0 Example
TIP Transition Planning Form - V2.0
TIP Transition Planning Form - V2.0 Example
TIP Transition Planning Form – V3.0 (Use with TAPIS Goal Achiever)
These forms illustrate the types of elements that are important to include in planning and
documenting goals and progress with youth and young adults. Many sites find these planning
forms extremely helpful in working with youth and young adults in planning for their futures
across the transition domains of employment and career, education, living situation, personal
effectiveness and wellbeing, and community-life functioning.
Guidelines for Using these Forms
a) Always begin with the young person’s future vision related to a transition domain
when setting goals or objectives, (See Section 3.3.4: How to Conduct Futures Planning).
b) Terminology is less important than content. “Goal” or “objective” may be used to
describe a measurable element important to achieving the future vision. “Tasks”,
“Actions”, and “Action Steps” are common terms for describing what will be done to
achieve the measurable objective.
c) Keep it clear and simple! Use words and phrases that are understandable and appealing
to a young person so that it is more likely that they’ll have ownership of the objective
and action steps.
d) Avoid professional jargon and terms which indicate a deficit. For example, if John’s
anger is affecting the relationships he values, John might plan the following:
Appendix 6.3
TIP Transition Planning Forms
Futures Planning Page 59
Vision: “I am able to resolve differences with the people I care about so we can
get along better.”
Measurable Objective: “My girlfriend and I work out our differences about
money.” Avoid setting a goal or objective such as “Don’t fight with girlfriend”.
Action Step: Learn and apply techniques for solving problems.
d) Avoid using the next review date for all target dates. When a young person sees
progress toward tasks and goals, he or she builds self-confidence in being able to attain
the goal. Try breaking long term tasks into tasks of shorter duration. For example: The
Action Step: “Find an apartment by 2/1/10” can be broken down into
“Look at least three apartments by 1/15/10”
“List the advantages and disadvantages of each apartment, lease agreement,
and its location by 1/16/10.”
“Calculate the costs and associate with each apartment by 1/16/10,
including:
First and last month rent (security deposit agreement)
Utilities and associated start up costs
Furnishings, kitchen utensils, window treatments, bedding, etc.
“Negotiate a roommate agreement about responsibilities by 1/20/10.”
“Select an apartment that I and my roommate like best by 1/30/10.”
g) Form design is less important than the process used to engage the young person
and to gather the information related to the young person’s goals and objectives
(Everson & Reid, 1999).
h) Include the signatures of the young person and all key players who will be
supportive of the young person in completing the Action Steps.
TIP Transition Planning Form - V1.0
Futures Planning Page 60
My Name: ______________________________ My Transition Facilitator’s Name: ______________________________
My Vision for the Future: _____________________________________________________________________________________
____________________________________________ Domain(s) for this Vision: ____________________________________
Date I Expect to Meet My Vision: _____________________ We Developed This Plan on: ______________________
We Last Updated this Plan on: ______________ We Will Review the Progress Made Toward These Goals on: ______________
Goals to Reach the Vision
Strengths to Help Me Meet Goal
Action Steps to Help Me Meet Goal
Who is Responsible?
When Will Action Steps be Done?
What is Our Progress?
Signatures: _______________________________Young Person
_______________________________Transition Facilitator
_______________________________Role or Relationship: ____________________
_______________________________Role or Relationship: _____________________
http://nnyt.fmhi.usf.edu
http://NNYT.TIPstars.org
TIP Transition Planning Form - V1.0 Example
Futures Planning Page 61
My Name: Susan Como My Transition Facilitator’s Name: Michael Korda
My Vision for the Future: I have at least three friends to have fun with and at least one really close friend.
Domain(s) for this Vision: Personal Effectiveness and Wellbeing: Interpersonal Relationships
Date I Expect to Meet My Vision: June 1, 2010 We Developed This Plan on: 11/1/2009
We Last Updated this Plan on: 12/1/2009 We Will Review the Progress Made Toward These Goals on: 2/1/2009
Goals to Reach the Vision
Strengths to Help Me Meet Goal
Action Steps to Help Me Meet Goal
Who is Responsible?
When Will Action Steps
be Done?
What is Our Progress?
1. Resolve my conflicts with Rick so we can do things together again.
Rick and I like to do the same fun things. My friend Maria will help me work out things with Rick.
Learn and apply SODAS to solve problems.
Practice the interaction with Maria.
Meet with Rick to work things out.
Susan & Michael
Susan & Maria
Susan
11/15/2009
12/10/2009
1/30/2010
Completed 11/12 Planned for 12/5 Rick waved at me last week.
2. Make and keep two new friends.
I like to be around other people. I can teach people how to cook new recipes. My church pastor helps me.
Join the choir at my church.
Join the church’s youth group.
Ask at least one person to join me to do something fun each Saturday afternoon.
Susan
Susan & Pastor
Susan
11/30/2009
12/15/2010
2/1/2010
Joined the choir. Met with youth group to learn about them. Asked someone to join me but she was busy. I will try again.
Signatures: Susan Como ______________Young Person
Michael Korda _____________Transition Facilitator
Maria Pena________________ Role or Relationship: Friend________
Rev. John Smith_____________Role or Relationship: Pastor_________
http://nnyt.fmhi.usf.edu
http://NNYT.TIPstars.org
TIP Transition Planning Form - V2.0
Futures Planning Page 62
Young Person’s Name: ______________________________________ Transition Facilitator: _____________________________
Date Plan Developed: __________ Plan Needs Funding: _________ Approved: _______ Target Review Date: ___________
Young Person’s Vision Related to Transition Domain(s)*:____________________________________________________________
___________________________________________________________________________________________________________
Domain(s) *: ___________________________________ Date Young Person Expects to Meet Vision: _________________
Young Person and Facilitator establish short-term objectives to address priority needs related to this Vision Statement.
Measurable Objectives to Achieve Vision (# each Objective.
Use additional forms as needed.)
Action Steps to Reach Each Objective.
(Build on Young Person’s Strengths.
Use the Objective # with Step letter: e.g., 1A., 1B., 2A., 2B., 2C.).
Target Date Responsible
Person
Progress on Action Steps P = progressing well
R = revised to be more effective
Objective Completed?
Enter Y or N & Include Date
When a vision encompasses more than one domain, list the relevant domain(s).
Young Adult Signature: _____________________________ Date: ________________
Facilitator Signature: _______________________________ Date: ________________
http://nnyt.fmhi.usf.edu
http://NNYT.TIPstars.org
TIP Transition Planning Form - V2.0 Example
Futures Planning Page 63
Young Person’s Name: Jack Doe Transition Facilitator: Ana Heart
Date Plan Developed: 12/1/09 Plan Needs Funding: No Approved: NA Target Review Date: 3/1/10
Young Person’s Vision Related to Transition Domain(s): By the end of 2011, I am working as an emergency room nurse.
Domain(s)*: Employment Date Young Person Expects to Meet Vision: December 31, 2011
Young Person and Facilitator establish short-term objectives to address priority needs related to this Vision Statement.
Measurable Objectives to Achieve Vision (# each Objective.
Use additional forms as needed)
Action Steps to Reach Each Objective.
(Build on Young Person’s Strengths. Use the Objective # with Step letter:
e.g., 1A., 1B., 2A., 2B., 2C.)
Target Date Responsible
Person
Progress on Action Steps P = progressing well
R = revised to be more effective
Objective Completed?
Enter Y or N & Include Date
1. Get money to pay for nursing school.
1A. Find out how much money I will need each year. 1B. Make a list of possible sources of money. 1C. Apply for funds.
12/31/09
1/15/09
1/30/09
Jack
Jack & Ana
Jack
2. Attend Nursing School for the 2010 fall class so I will have the skills to get a nursing job in a hospital.
2A. Practice completing the admission application. 2B. Apply for admission to the Nursing School.
3/1/2010
6/1/2010
Jack & Father
Jack
3. Get a nursing position in a hospital so I will get experience for working in the emergency room.
3A. Get advice from Mother’s friend on how to get accepted into the school. 3B. Practice my interview skills. 3C. Apply and interview for a position.
12/31/2010
12/31/2010
3/31/2011
Mother
Jack
Jack
When a vision encompasses more than one domain, list the relevant domain(s).
Young Adult Signature: _____________________________ Date: ________________
Facilitator Signature: _______________________________ Date: ________________
http://nnyt.fmhi.usf.edu
http://NNYT.TIPstars.org
TIP Transition Planning Form - V3.0
Futures Planning Page 64
Young Person’s Name: ______________________________________ Transition Facilitator: _____________________________
Date Plan Developed: __________ Plan Needs Funding: _________ Approved: _______ Target Review Date: ___________
Young Person’s Vision Related to Transition Domain(s)*:____________________________________________________________
___________________________________________________________________________________________________________
Domain(s) *: ___________________________________ Date Young Person Expects to Meet Vision: _________________
Young Person and Facilitator establish short-term objectives to address priority needs related to this Vision Statement.
Measurable Goals to Achieve Vision
(# each Goal. Use additional forms as
needed.)
Action Steps to Reach Each Goal. (Build on Young Person’s
Strengths. Use the Objective # with Step
letter: e.g., 1A., 1B., 2A., 2B., 2C.).
Target Date Responsible
Person
Progress on Action Steps P = progressing well
R = revised to be more effective
Objective Completed?
Enter Y or N & Include Date
When a vision encompasses more than one domain, list the relevant domain(s).
http://nnyt.fmhi.usf.edu
http://NNYT.TIPstars.org
Appendix 6.4
Futures Planning Toolbox
Futures Planning Page 65
a) Making Action Plans (MAPs) Developed by: Vandercook et al, 1989; Forest & Lusthaus, 1989 Description: People who are important to the young person meet together with the young person, a meeting facilitator, and a recorder who writes notes and graphics on flip chart paper. MAPS typically involves asking eight questions and depicting the responses on large sheets of paper, typically with graphics or drawings. 1. What is this person’s history or story? 2. What are the person’s dreams? 3. What are the person’s nightmares? 4. Who is the person? 5. What are the person’s strengths, gifts, and talents? 6. What does the person need? 7. What does the ideal day look like? 8. What is the plan of action? In the process of exploring answers to these questions, MAPS develops a “roadmap” and plan for services and supports.
b) Planning Alternative Tomorrows with Hope (PATH) Developed by: O’Brian & O’Brian, 1998 Description: PATH was developed after MAPS and extends MAPS to address capacity-building. PATH is also a graphical representation process. PATH is an eight-step process. 1. Start at the end by identifying the dream. 2. Create short-term goals. 3. Describe the current status. 4. Identify and enroll supportive people to assist. 5. Identify the “cost” of participation and gather commitment. 6. Visualize the progress that will have happened in three months NOW. 7. Visualize the progress that will have happened in one month NOW. 8. Identify the first thing to be done. “One of PATH’s strengths is that it provides clear time lines for achieving goals and breaks those goals into measurable and achievable steps” (Kincaid & Fox, 2002).
c) Personal Futures Planning Developed by: Mount, 1987 Description: Developed and used with a Circle of Supports (see below). Personal Futures Planning addresses themes already identified and tries to develop solutions and supports around them. It can take several hours or longer to complete and does not use a graphical or mapping technique (Kincaid & Fox, 2002).
d) Circle of Supports/Circle of Friends Developed by: Mount, 1987/Perske, 1989 Goal Specific? No Description: The young person and his or her supports list the network of available persons in concentric circles from closest to the individual to outward. Typically, four circles are used:
First circle – Intimate friends or family Second circle – Good friends Third circle - People organizations, networks, and teams with which the young person is involved. Fourth circle – Paid service providers (O’Brian and O”Brian, 2002)
Appendix 6.4
Futures Planning Toolbox
Futures Planning Page 66
http://www.capacityworks.com/books.html
e) Dream Cards Developed by: New Hats, Inc. Description: This tool uses pictures of jobs and activities to help people identify skills, interests, and futures goals. After reviewing the cards, individuals may begin to identify things they want to do or learn to do and explain things they don’t want to do.
f) Essential Life Planning Developed by: Smull & Harrison Description: Gather information about someone’s core values and preferences. Prioritize and organize them into three categories: non-negotiable, high desirable, and strong preferences. Grouping the core values into three categories highlights what roles are most important to the young person. The same information is gathered from family and other key players who know the young person best. http://www.elpnet.net/
g) Group Action Planning (GAP) Developed by: Turnbull et al, 1996 Description: Planning team gets together for creative brainstorming, and for creating a plan where people involved assume different responsibilities to help the young person achieve goals.
h) Real Game Developed by: Unknown Goal Specific? No Description: Real game is designed as a journey with each step representing one step in the journey and each subsequent step building on the previous one. The method helps the young person and his or her supports make discoveries about self and community, explore links, and build confidence and relationships. http://www.realgame.org/
i) Dare to Dream Developed by: Unknown Description: This method employs a series of simple questions to help young people identify their dreams for the future and what must be done to achieve their dreams. http://www.fldoe.org/ese/pubxhome.asp
j) Hat Cards/New Hats Developed by: Unknown Description: Uses different cards out of a regular playing deck of cards. Designed to assist parents or guardians in discussing feelings and perceptions of their children or those in their care. “Hats” represent roles and feelings. “New Hats” operate as a way to conceptualize and explore different roles and responsibilities that an individual can take.
k) Tower of Strength Developed by: Unknown Description: The Tower of Strengths activity involves identifying existing strengths from six different dimensions of self (Social, Thinking, Health/Performance, Emotional, Motivational, and Life View), as well as selecting strengths that the individuals would like to gain. http://www.ibr.tcu.edu/pubs/trtmanual/prepchange.html
Appendix 6.4
Futures Planning Toolbox
Futures Planning Page 67
Software for Planning and Progress Tracking
GEMS Transition to Adulthood Program Information System (TAPIS)
The purpose of TAPIS is to serve the information needs for community-based transition
programs serving youth and young adults (14-29 years old) with emotional/behavioral
disturbances (EBD). This electronic information system is composed of the TAPIS Progress
Tracker and the TAPIS Goal Achiever.
The TAPIS Goal Achiever provides transition program personnel with a means of
actively working with young people on their setting their own individualized
goals and tracking the progress on each goal and associated task or step in
achieving such. Initially this is an ongoing day-to-day or week-to-week process
with most young people.
The TAPIS Progress Tracker enables program personnel in the assessment of
each young person’s progress over time across each of the transition domains.
Contact us (see Contact Information on Page 2 of this training) for more information about
TAPIS.
Appendix 6.5
How to Obtain a Certificate of Completion
Futures Planning Page 68
After you successfully complete an exam to demonstrate learning, you will receive a certificate
of completion. To take the test and receive your certificate, please do the following:
1. Visit the website http://NNYT.TIPstars.org
2. Select “Personnel Training Modules”.
3. Select “Take Exam”.
4. Follow the instructions to complete the exam and receive a certificate.
Thank you for completing this training
Please contact us (see page 2 for our contact information)
if you have any suggestions for improving any of our
training materials.