The process of consulting with an organization to design an independent living skills program for youth in residential care

This dissertation focused on the process of designing an independent living program for adolescents that were victims of child abuse and neglect. These adolescents were removed from their families and placed in residential care due to the inability of their caretakers to care for them or the severity oftheir behavioral and emotional problems that resulted in a high degree of supervision and care. The context of this program is a residential treatment center in an urban setting. Maher's (2000) program planning and evaluation framework was used to facilitate the program design process. Current methodologies for teaching independent living skills in the treatment center and other programs informed the design methodology. This dissertation was conducted with the intention to develop a greater understanding of the independent living needs of children in out of home placements in order to provide recommendations and a program design that guides the assessment and program planning in residential settings that have a responsibility to address the independent living skills needs ofchildren in out ofhome placements. Maher's program planning and evaluation process consists of four phases which include the clarification phase, the design phase, the implementation phase and the evaluation phase. The current dissertation will focus on the clarification and design phases. During the clarification phase an assessment of the residents' independent living needs and relevant organizational context was conducted. The needs assessment revealed that the residents had significant trauma histories, extensive placement histories, poor academic achievement; in addition to, deficits in independent living skill acquisition and knowledge. A program was designed based on the identified needs. The program consisted ofpsycho-education and skill building related to interpersonal skills that facilitate one's ability to live independently. The program also includes an educational component which provides structured opportunities to research and practice during simulated experiences, and a resident life component which provided the opportunity to practice and be evaluated on the skills learned during psychoeducational counseling groups and academic coursework in real time settings. A description of the program is further detailed in this dissertation. Limitations of the dissertation are noted and recommendations are provided for future assessment, design, and implementation of the program.Psy.DIncludes bibliographical referencesby Ashleighann Pierre-Morga