FOYER TOOLKIT #4

www.homelesshub.ca

Part 1 Foyer Essentials THE PROGRAM lot has been learned through the development Intake Process of Foyers around the world. The review of A carefully considered intake process research and evaluation literature on Foyers is required to determine the eligibility A of youth applying to the program. in , the United States and the Several factors should be taken into reveals the need for comprehensive programming account including the youth’s social, and support which is, ideally, best provided through psychological, medical and criminal a combination of in-house resources, and services histories, in order to determine their provided through partnership. The best solutions to suitability for a program such as a Foyer. involve integrated service models (systems While the youth should demonstrate a commitment to engaging in work, of care) that facilitate engagement and connections education and/or training, it is with sector-based and mainstream service providers. recognized that many homeless (and So, in considering program options, one needs to think at risk) youth may be suffering from carefully about who is providing the service, and how the trauma or be sufficiently disengaged Foyer engages other service providers. from education to require additional support to help them achieve these outcomes. In order to support In this first of three sections on “Foyer Essentials” homelessness prevention, a Foyer’s (the other sections focus on ‘accommodation’ and intake process should also facilitate ‘organizational framework’), a summary of key features of referrals from child protection services and corrections (juvenile detention) to an active and effective Foyer program are outlined, with ensure that young people fleeing care follow up questions and comments for consideration. have access. In this section, you will learn more about the following program components, which are considered essential in establishing a new Foyer: Questions and Comments:

1) What mix of clients do you want • Intake in the Foyer, and how will your • Long-term residency intake process address this? This means establishing clear • Client-Centred Case Management eligibility criteria.

• Action Plans for Personal Development 2) What practices will be put in • Life Skills place to ensure the Foyer does not engage in ‘creaming’ (i.e. • Nurturing Environments that focus on the easiest to serve Support Positive Relationships clients)?

• Work, Training and the Importance 3) What is the intake process? of Education How do people get identified? • Mental Health Are there referrals and if so, how does that work? • the Arts 4) What other potentially • Program Fees more suitable options for • Aftercare accommodation and support are available, and does the young person have choices? of a 20 year old), it is argued here that young people should be offered the opportunity to stay in a Foyer beyond two years, based on their needs, readiness for independent living, and their financial stability. Young people still enrolled in school may not have the financial security to live independently, Southern Youth and Family Services (Australia) www.syfs.org.au for instance.

Longer Term Residency Questions and Comments:

Many providers Stable housing enables young people 1) Are there local funding limit the stay to one year, and this is often to concentrate on their education and mechanisms in place to support determined by funding frameworks. training needs, and this facilitates a longer term residencies? This limitation in terms of length of stay smoother transition to adulthood. 2) Longer term residencies is particularly challenging for young Most traditional Foyers have a two-year invariably mean fewer young people in the throes of adolescent residency limit, and research suggests people can access the services. development. that many young people leave before Is this a sustainable model? the two years are up. One of the main attractions of the 3) Will young people who leave Foyer is the secure accommodation it However, because the developmental the Foyer be able to return if provides and the extended opportunity needs of young people vary (for things do not work out? What to learn adult skills and responsibilities instance, the needs of a 16 year old may can be done to support young in preparation for independent living. be significantly different than those people in such circumstances?

Client-Centered Case Management Young people who experience Questions and Comments: homelessness have typically faced many challenges, and may have had 1) In what ways does your experiences that failed to instil in them organization support (or One of the main trust in authority figures. Youth will all not) client-driven, case attractions of the have different strengths and challenges, management? Foyer is the secure and any approach to case management 2) What kinds of boundaries will must be flexible and responsive to a your organization place on accommodation it young person’s needs and abilities. In client choice? provides and the an evaluation of the British Foyers, the 3) Can you integrate a Harm authors noted “many required quite extended opportunity Reduction approach, and if so, intensive support; and a flexible, client- what will this look like? to learn adult skills centered approach was essential”1. A Positive Youth Development framework 4) What will be your ‘Plan B’ for and responsibilities should also be implemented; that is, youth who do not thrive in the in preparation for one that is an assets-based approach, Foyer? independent living. rather than one that merely focuses on risk and deficits. Action Plans Miller Live’n’learn campus for Personal C/o Wendy Malycha, St. John’s Youth Services, Adelaide, Australia. Development Powerpoint: ANGLICARE WA FORUM PRESENTATION Foyers utilize a client-driven model of Foyers – International learning and relevance to Australia. planning and goal setting. Action plans, developed with support from a case manager, outline an individual’s goals, as well as the activities, resources and supports that will help them achieve Life Skills those goals. Such plans should be “youth- Connected to the action plan is a focus monthly campus meetings. driven and flexible, accommodating on life skills. All Foyers offer life skills Training opportunities also incremental progress and age- development, in some cases provided provide links between young 2 appropriate change in plans” . The focus in-house and in other cases by external people and potential employers of the plan is on the individual’s goals providers. The Live N Learn Foyer (such as hospitals, councils, etc.). regarding education and training, career, (Australia) provides a good example. housing, health and wellbeing, and other They offer a range of activities and Questions and Comments: personal goals defined by the individual. workshops on budgeting, life skills, fire When a young person enters the Foyer, safety, health, nutrition, cooking, repairs 1) The Foyer Federation has they usually develop a plan for the first and maintenance, skin and hygiene, a range of toolkits and 30 days, and this gets reviewed and environmental awareness, community resources to support life skills renewed regularly through discussion contacts and First Aid. They also have development, including: with the case manager. Action plans three ongoing programs: Foyer Health Toolkit – can be supported by data management Enhancing health of young and evaluation systems such as the • Live ‘n’ Learn as an Individual people in Foyers Outcomes Star*. – covering self-esteem and Lifetracks – Providing supports positive affirmation, healthy for young people to make living and emotional wellbeing, Questions and Comments: informed choices about family and relationships and learning, training and work. 1) The Foyer Federation has includes a women’s group. a range of toolkits and Connect Yourself - A program • Live ‘n’ Learn in the Community that aims to enable young resources to support personal – a recreational program people to connect themselves development. MyNav is an including game and movie to opportunities that identify, online platform bringing nights, judo and Sunday lunch. develop and promote their together new media technology • Live ‘n’ Learn at Work - an talents and achieve their future and informal learning optional course aimed at goals. opportunities to deliver a younger residents (under 19). Feeling Good – A program to personalized package of This course runs for seven support the development of support to young people. weeks and covers activities resilience in young people in such as resume writing, mock 2) Resources for the Outcomes Star Foyers in the United Kingdom interviews, literacy, numeracy can be found on the Homeless and IT skills, career guidance, Teenage Parents - The Hub: Program Evaluation Topics: and study support. Young identification of good practice The Outcomes Star people also have compulsory in enhanced housing support individual meetings and for teenage parents.

* The Outcomes Star is a client-based case management and evaluation system incorporating a Stages of Change approach. Originally developed by St. Mungo’s in the UK, the Outcomes Star has been adapted by many communities in Canada. For a comprehensive list of resources, see the Outcomes Star topic on the Homeless Hub. Southern Youth and Family Services (Australia) www.syfs.org.au

Nurturing Environment That Supports Positive Relationships

The social and physical environment potential. Staff / client relations must be Questions and Comments: of the Foyer is crucial to facilitating nurtured so as not to replicate the rule- 1) For young people who have youth engagement. Youth need to feel bound model of many group homes. exited child protection, that they are welcome, comfortable Instead, the existence of rules, roles corrections or mental health in- and belong. Young people should be and expectations must be balanced patient care, how will a safe and given the opportunity to develop and with opportunities for young people supportive social environment nurture meaningful relationships not to explore, become independent, be attained? only with staff (adults), but also with make mistakes and achieve success. 2) What steps will be put in place other young people, in a supportive This is a model based on adolescent to ensure that the Foyer does environment. A case management development rather than institutional not become a rule-bound approach that includes developing care. institution that contributes to anger management and conflict young people’s marginalization? resolution skills, plus the opportunity Young people should be supported in 3) What qualifications, training and to develop meaningful relationships developing positive relations with other professional development and and work through the challenges that young people, not only within the Foyer, staff support do you envision such relationships bring, will foster the but also in the communities in which will be necessary to ensure a development of resilience and increase they live. Finally, there should be support safe and caring environment? the likelihood that young people will for family reconnection. For some young develop positive relationships as adults. people the goal may be to support their 4) What would incorporating a family reconnection orientation return home. For other young people require? The nature of the relationship between this goal may not be desirable or even staff and residents must be nurturing possible. In either case, the intent is 4) How will your organization’s and support the development of to help young people stay connected philosophy, policy and practices positive relationships. Foyer staff need with their communities, and assist them ensure that young people are to engage and relate to the youth; they in developing and nurturing positive safe and supported, and that there are anti-discriminatory need to be committed and responsible relationships with family members practices in place (to combat adults who believe in the integrated and (parents, siblings, relatives, etc.) and homophobia and racism, for holistic approach and who understand learn to manage conflict. All of this is instance)? the reasons behind youths’ struggles. important, as family can potentially be Staff need to be positive role models an important resource to be leveraged for youth and enable and empower as young people move into adulthood young people to achieve their full and become more independent3. Work, Training and the Importance of Education

As an expectation of residence, youth prepared for work. However, we know should be encouraged to be involved in from research that training alone is training or employed, and/or be offered not sufficient to help marginalized support to continue education in a field and homeless youth move forward, of their choice. While participation in because their predicament is not simply education should be a top priority, it a consequence of their lack of skills or is recognized that some young people motivation. may be disengaged from education, or may not be ready for the changes that are required to move forward. As suggested Questions and Comments: above, this may represent a challenge in 1) Working with schools working with some young people, so a and school boards can be flexible system that supports reluctant challenging, and there may be young people in moving towards this some level of resistance. Does goal is important. This is also consistent your organization have an with a youth development approach, as existing relationship with local we would not recommend any young schools, and if not, how will you approach this? person in Canada (whether or not they have a history of homelessness) lose 2) What can your organization their housing because of their failure to offer the schools in return, such participate in such activities. as workshops for students and teachers? 5) The Foyer Foundation has a Foyers should also facilitate 3) What kinds of links with existing key document called Working opportunities for participation in training programs can you put Assets - Working Assets is about employment training. By providing in place? improving young people’s youth with support in essential 4) What will be your approach to employability outcomes by work skills, like resume writing working with young people using a positive approach that and interviewing, as well as links who are disengaged from develops their skills, assets and to employers, youth will be better education, work or training? talents for the world of work.

Mental Health Supports

Mental health issues are common How mental health supports are no medical or mental health services among people experiencing accessed is an important question. other than a part-time nurse whose homelessness and unemployment. While staff should be knowledgeable salary was supported through funding Mental health challenges can impact about mental health issues, recognize streams that require this service. This a young person’s ability to work and symptoms, and facilitate access to was intentional; they felt that mental live independently; therefore services support, it is not necessarily the best health services were widely available in must be in place to help young people approach to rely on ‘in house’ supports. the community, and to deliver mental deal with existing mental health issues. The Chelsea Foyer (New York), which health services themselves would make Activities that promote positive mental reported that 21% of participants had a the Foyer too much like many of the health are also important. diagnosed mental illness, chose to have residents’ previous experiences in care. Questions and Comments:

1) What kinds of mental health supports are available for youth in your community, and how will you access them? A key challenge of 2) How will you nurture mental health through your program’s implementing a Foyer philosophy and service delivery is how to integrate model? necessary and 3) How will you ensure that young people receive the proper appropriate mental assessments for mental health health supports through and learning disabilities? There is often a cost for testing and a ‘systems of care’ They concluded that “young people with this should be planned as a approach that embeds serious mental health challenges are budget item. not effectively served by the relatively 4) What will be the training needs the Foyer in a network unstructured Foyer environment”4. of your staff, and how will this of mainstream and be accomplished? targeted services. A key challenge of implementing a 5) How will you consider your Foyer then is how to integrate necessary program’s philosophy and and appropriate mental health supports service delivery model as a through a ‘systems of care’ approach means of supporting a non- that embeds the Foyer in a network of discriminatory and stigmatizing mainstream and targeted services. environment?

The Arts – For Living Life Recent research describes the benefits Questions and Comments: of the arts for engaging youth, as well 1) How can this kind of as improvements in cognitive function programming be offered as a result of participating in arts-based through creative partnerships learning and initiatives5. The arts are a with local organizations? creative and engaging way of enabling people to express themselves, which is 2) The Foyer Federation’s Open crucial for mental health and cognitive Talent programming supports arts based youth engagement. development. Many young people have had traumatic experiences that affect 3) Though not part of existing their ability to learn, and to connect with Foyers, two interesting arts- based programs for homeless others. The arts provide an opportunity Open Talent – Yeovil Foyer, Sommerset UK. for young people to tell their stories youth provide excellent models SWEET SOUNDS: The Foyer band, brothers Simon of how to engage young people through music, painting, poetry, and David Gaylard, perform at the launch of the in the arts: Open Talent campaign at the Foyer in Yeovil. photography, dance, etc., and can be a Photo: Jennie Banks,Western Gazette, North Dorset source of stress-relief in an otherwise • Sketch (Toronto) www.thisissomerset.co.uk/Students-thrilled-look-vibrant-gypsy- culture/story-16522898-detail/story.html stressful life. The arts bring people • Roaddawgz (San Francisco) together and provide an opportunity to connect through mutual interest. Program Fees: A Model That Does Not Penalize

Having young people work and pay a small fee to be part of the Foyer is seen as necessary to build young people’s capacity to live independently. However, in order to be sustainable, the program fee charged to residents needs to be affordable and geared to income. In the UK, young people who work pay higher program fees than those on public Ladder Hoddle St. Mentoring assistance. In some cases, the program Photo courtesy of Inner North Community Foundation www.innernorthfoundation.org.au/node/156 fee was more than the youth could reasonably afford and some youth were Aftercare going into debt. This forced some youth to leave their jobs and rely on public Although the Foyer approach addresses youth and staff as part of the discharge assistance. The funding model must be many youth needs, once youth leave planning process. Youth need to geared towards helping young people the Foyer to live independently, be engaged not only in follow up become self-sustaining. they may still require some level of conversations with staff, but also with ongoing support. Plans to engage events and activities that continue to At the New York Foyer, residents pay a youth in aftercare should be a part of support them in building relationships program fee roughly equivalent to 30% the discharge planning process. The and networks. Program staff should of their income. The money is deposited transient nature of the population be in contact with former participants into an account that residents can use at means that contact phone numbers within a reasonable time frame post the end of their stay to contribute to a rent often change, and it is important to discharge in order to maintain a deposit. This is a significant advantage collect all contact information from relationship. for residents – not only do they get the youth before they leave. The New practice of paying ‘rent’, but they are in a York Foyer has employed innovative Questions and Comments: much better position to secure housing ways of maintaining contact with 1) What funding needs to be in place when they leave the Foyer. youth including via social media sites to ensure aftercare is provided? like Facebook, and by developing a 2) For high needs clients, in what Questions and Comments: partnership with a local college that ways can aftercare supports be 1) It is recommended that the provides an intern to coordinate transferred to other providers? model followed in New York be aftercare contact, in the absence of 3) What strategies need to be in place adopted. funding to support an aftercare staff to ensure no one is discharged into person. The level of contact required 2) What other forms of financial homelessness? literacy training and support for depends on the needs of the youth, and residents might you provide? should be decided in collaboration with

The funding model must be geared towards helping young people become self-sustaining. READ MORE

#10 TOOLKITS

Live, learn, grow: #1 What is a Foyer? Supporting Transitions to Adulthood for Homeless Youth #2 The Foyer and Transitions to Adulthood #3 The Philosophy and Principles of the Foyer #5 Foyer Essentials Part 2: Accommodation #6 Foyer Essentials Part 3: Organizational Framework

A FRAMEWORK FOR THE FOYER IN CANADA #7 Foyer Case Studies

Stephen Gaetz & Fiona Scott #8 Resources from the Foyer Federation (UK)

READ THE FULL REPORT

References

1. Quilgars, D. & Anderson, I. (1995). Foyers for Young People: Evaluation of a Pilot Initiative (summary).

2. Common Ground Community and Good Sheppard Services. (2009). The Chelsea Foyer at the Christopher at Five Years: Lessons in Developing Stable Housing and Self-Sufficiency For Homeless Youth and Youth Exiting Foster Care. New York, NY: Good Shepherd Services.

3. Winland, Daphne; Gaetz, Stephen & Patton, Tara (2011). Family Matters: Homeless youth and Eva’s Initiatives “Family Reconnect” Program. Toronto: Homeless Hub Research Report Series #3.

4. Common Ground Community and Good Sheppard Services, ibid.

5. Gazzaniga, M. (2008). Arts and Cognition: Fidnings hint at relationships. In: M. DeLong & T. Wichmann (Eds.), Learning, Arts, and the Brain, 7-11. Washington, DC: Dana Press.

Posner, M., Rothbar, M., Sheese, B. & Kieras, J. ()How Arts Training Influences Cognition”, In: M. DeLong &T . Wichmann (Eds.), Learning, Arts, and the Brain, 7-11. Washington, DC: Dana Press.