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The Transition to Independence Process (TIP) System
The Transition to Independence Process Experience in New York City
The Transition to Independence Process Experience in NYC (TIP) is a report that tells the story of how the TIP Community was created, how it continues to flourish, and how the TIP model promoted positive change in the culture of a select group of agencies. Also presented is the response to a detailed questionnaire regarding TIP philosophy and practices that was administered to staff implementing the model.
Documents used during training sessions at The Center are avaialble online.
Helping Troubled Youth Transition into Adulthood: The Transition to Independence Process (TIP) System
In July-September 2006, the Center introduced the TIP system to the NYC community serving young people between the ages of 16-21. Trainings on the TIP system were led by Dr. Hewitt Rusty Clark from the University of South Florida/Tampa. Dr. Clark's nationally acclaimed TIP system is recognized as an evidence-based model that has been demonstrated to improve post-secondary outcomes in young people.
In October 2007, the Center was able to re-offer TIP Core Competencies Trainings to a wide range of staff representing providers including Adolescent Skills Centers, Children's Certified Residences, Day Treatment and Continuing Day Treatment Programs, Family-Based Treatment Programs, Residential Treatment Centers and Facilities, and other entities serving the needs of transition-age youth, often bridging the child and adult mental health systems.
Below are the most recent documents on the TIP system used by Dr. Clark during the trainings held at the Center during October, 2007. We hope you will find them useful and applicable to your work with transition-age youth.
TIP Overview (Updated November 2007)
This Initial Overview Workshop describes the Transition to Independence (TIP) system that prepares and supports youth and young adults with SED in their movement into living situations, community life functioning, educational opportunities, and employment. The below presentation and handout detail the fundamentals of the TIP system.
Core Competencies Workshops (Updated November 2007)
The Core Competencies Workshops enhance critical skills of those who work with transition-age youth and young adults, such as utilizing a Strengths Discovery Assessment Process; Developing and Using Rationales - gaining knowledge of the connection between behavior and consequences for young adults; and Strategies for In-vivo Teaching - learning how to teach skills in community settings, undertake the use of functional in-situation assessments and instruction within various settings.
Problem Solving and Decision Making Processes (Updated November 2007)
The Problem-solving and Decision-Making Process Workshop describes how to enhance young peoples' problem-solving skills. This workshop is based on the SODAS Framework (Situation, Options, Disadvantages, Advantages, and Solution) for guiding youth and young adults to improve quality of choices and decision-making. This social problem-solving method parallels motivational interviewing and is developmentally appropriate for use with this population. Over time, many of the young people begin to learn the SODAS method and apply it in their lives leading to improved outcomes and quality of life.
Supporting Youth in Transition in New York City
A report on the findings of the 2006-07 Youth Initiative Workgroup.
READING BETWEEN THE LINES:
The following suggestions emerged from the Center’s day-long conference Reading between the Lines: Rethinking Mental Health and Literacy, held at New York University on June 23rd, 2008.
This event sought to address the current crisis facing a growing number of transition-age youth, ages 16-25, who are disconnected from school and deprived of the academic foundation necessary to their survival. Experts from mental health, education, criminal justice, and local and state government, deeply committed to enhancing support for these young adults, identified the barriers to academic performance and laid out the beginnings of a framework for change.
Four afternoon workshops provided opportunities to brainstorm possible suggestions to enhance opportunities for increased literacy attainment in relation to:
Our staff plans to consult with an advisory group after the summer to think about ways to build upon these initial ideas and present them to key stakeholders.
Presentations Given At The Conference
Safe Harbor: A Comprehensive School-based Violence Prevention & Trauma Intervention Program by W. Christian Burgess, LMSW, Director of School Programs, Safe Horizon
Trauma and Resilience: Implications for Education by Caroline S. Clauss-Ehlers, Ph.D., Associate Professor of Counseling Psychology, Graduate School of Education, Rutgers, State University of New Jersey
Literacy and System-Involved Youth: Strategies for improving outcomes by Evan Elkin, M.A., Director of Adolescent Portable Therapy, Vera Institute of Justice.
Transitional Services for Older Adolescents: The Adolescent Skills Centers byAnthony Diaz, LCSW, Director of Adolescent Services, Mental Health Association of NYC
Cradle to Prison Pipeline Campaign by Mishi Faruqee, Director, Youth Justice Programs, Children’s Defense Fund
New York City Dept. of Education NYC Dept. of Education, Alternative Schools and Programs by Millie Pacheco, LCSW, CASAC, Transition Coordinator, and Emilie Zarchin, Ph.D., School Psychologist, Horizon Academy, District 79
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