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Handouts

The TIP Model Participant Handout is available on the website. It contains an outline of information you will cover during the presentation of each module as well as a “toolkit” section for ongoing use by TFs.

Trainer Notes

The purpose of videos & activities is included in the notes section for the trainer. It is important to understand how every video or activity is designed as a learning anchor & connects to the content in some way.
If any of the embedded videos do not play, you will likely need additional software that will play various file formats. You can Google “K-Lite Codec Pack” & download it for free.
The information in the notes section is meant to give additional content knowledge & guidance for elaborating on the slides. It is not meant to be read entirely verbatim. You will need to read the notes before you present the module & paraphrase the information. This will help demonstrate that you understand the content.
You are also encouraged to use your own experiences & stories to enhance the delivery of information.

Virtual Format

Our recommendation for delivering engaging & interactive training is to use the Zoom platform with access to breakout rooms & annotation. Microsoft Teams has breakout room access but does not have a feature to annotate on predesigned slides. If you must use MS Teams, you can do some of the annotation activities using chat and/or the whiteboard feature.

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Navigating Rough Waters:�Practices for Improving Outcomes for Youth & Young Adults with EBD

Hewitt B. “Rusty” Clark, Ph.D., BCBA

Nicole Deschenes, M.Ed.

�

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Please click HERE to be directed to the “Awareness Test” video

Show the Awareness Test video

** If you have downloaded the PPT, right click on the text and move down to “hyperlink” to open the video.

This video demonstrates how we take in information based on our expectations, however, there is often more to be learned that might not seem apparent initially.

Emphasize that the TIP model might seem intuitive and will often validate the great work Transition Facilitators (TFs) are already doing with youth and young adults (Y/YA). What is not always initially apparent, is the structure, nuances, and integrative aspects the TIP model provides.

Encourage participants to discover their “moonwalking bear” as they move forward with their learning.

Purpose of video: To engage participants and capture their interest as you begin to present the module.

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What is TIP?

The Transition to Independence Process Model is a system that helps engage youth & young adults in their own futures planning process, provides them with services/supports, & involves them (& others) in a process that prepares & facilitates greater self-sufficiency & successful achievement of goals.

Engage Y/YA

Provide Supports

Involve Y/YA & Key Players

Elaborate on the 3 points in the slide from the information below. Put this in your own words:

The Transition to Independence Process (TIP) model was developed for working with youth and young adults (Y/YA), 14-29 years old, with emotional/behavioral difficulties (EBD) to:

Engage young people in their own futures planning process;
Provide them with developmentally-appropriate, non-stigmatizing, culturally-competent, and appealing services and supports; and
Involve them and their families and other informal key players in a process that prepares them in their movement toward greater self-sufficiency and successful achievement of their goals related to relevant transition domains

The TIP system is operationalized through seven guidelines and their associated practices that drive the work with young people and provide the framework for the program and community system to support these functions.

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Components of the Transition to Independence (TIP) Process Model

7 Guidelines

7 Core Practices

5 Transition

Domains

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What are Some Barriers to Progress at the...

TAY Level?

Family Level?

Community/System Level?

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TIP Core Practices

Strength Discovery & Needs Assessment

Futures Planning

Rationales

In-vivo Teaching

SODAS Problem-Solving

WHAT’S UP? Prevention Planning

SCORA Mediation Method

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TIP Transition Domains

Employment & Career

Living Situation

Educational Opportunity

Community

Life

Functioning

Personal Effectiveness & Wellbeing

Subdomains:

Interpersonal Relationships

Emotional & Behavioral Wellbeing

Self-Determination

Communications

Physical Health & Wellbeing

Parenting

Subdomains:

Daily Living Skills

Leisure Activities

Community Participation

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#1 Engage Youth & Young Adults

#2 Tailor Services

#3 Personal Choice & Social Responsibility

#4 Ensure a Safety-net of Support

#5 Enhance Competencies

#6 Maintain an outcome focus

#7 Build a Community of Practice

Your Interpretation

7 Guidelines

7 Core Practices

5 Transition

Domains

TIP Model Components

Remind participants that these are the 3 main components of the TIP model as previously mentioned in slide 3.

Click to bring up just the guidelines puzzle piece and a list of guidelines. Tell them you will be focusing on the guidelines during this presentation.

Guidelines Activity (in-person format):

Form small groups.
Supply each group with a poster size paper and a few markers.
Assign a guideline to each group.
Have participants read their assigned guideline from the Participant Handout.
Note: If you have a small number of participants, have them form pairs. You do not have to cover every guideline in this activity. If you end up with 4 groups, assign each group one of the first 4 guidelines.
Have participants create a poster on their interpretation of their assigned guideline using words and pictures.
Place each poster on the wall near the group, if possible, when they are done.
Continue with the presentation letting participants know that they will have an opportunity to share their poster.
Each table will present their poster when you talk about the guideline they were assigned.

Virtual Format:

In breakout rooms, have participants discuss 1 or 2 guidelines you assign.
Have them create some examples of how their assigned Guideline was brought to life in their work with Y/YAs. Be as specific as possible. Have them write this down on scratch paper.
Hold off on having them share when they return to the main room. Instead, have each group share their examples once you are ready to cover the Guideline they were given.

Purpose of activity: Allows participants to interact with the training content. Integrates adult learning principles by allowing participants to present what they know before the trainer presents. Encourages more interaction during the presentation.

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TIP Model Guideline #1

Engage young people through relationship development, person-centered planning & a focus on their futures

Use a Strength-based approach/positive activities

Build Relationships

Respect Culture

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Metaphorically Speaking

Engagement of youth is...

a carousel (sometimes you're up, sometimes you're down, and sometimes you just go round and round).

an ongoing movie (drama, comedy, tear-jerker all-in-one)

like navigating a ship through rough seas

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TIP System Guideline #2

Tailor services & supports to be accessible, coordinated, appealing, non-stigmatizing, & developmentally appropriate.

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TIP System Guideline #3

Acknowledge & develop personal choice & social responsibility with young people.

Use Problem-Solving/Decision-Making

Explore Impact on Self/Others

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TIP System Guideline #4

Ensure a safety-net of support by involving a young person’s parents, family, & other informal & formal key players

Use Mediation

Facilitate

Commitment

Help Supports w/ Understanding Transition Period

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Safety Net of Support

Use this slide for in-person format. Use next slide for virtual format.

Suggested Activity if time permits (in-person format):

Draw a large spider web on poster paper before the training.
Print or draw a picture of a spider and place a piece of tape on it before the training.
Ask for a volunteer who will allow the participants to guide them in attaching the spider to the web while their eyes are closed.
The participants should give one direction at a time to the volunteer and guide them to the web. For example, one person says “take 3 steps forward, the next person says, turn slightly to the right, and so on.
Someone should be standing next to the volunteer the whole time to keep them from running into anything.
Connect back to guideline #4– participants, as a safety net of community supports, helped the volunteer get the spider to the web.

Purpose of activity: To help participants connect with the importance of having a network of support to help guide youth toward their goals.

Note: Participants can use this activity with their youth. The topic can be changed to whatever is relevant (teamwork, trust, goals, etc.). You can also use other themes, such as, a star on a tree, a waddle on a turkey, a nose on a clown.

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Start

Safety Net of Support

Suggested Activity if time permits (virtual format):

Ask for a volunteer who can access annotation tools and have them locate the “draw” icon that allows them to draw a line freehand (in Zoom it’s the squiggly one).
Your volunteer will allow the participants to guide them drawing a line (represents the Y/YA) with their mouse within the path to the support network while their eyes are closed.
Participants should give one direction at a time to the volunteer. For example, one person says “move to the right until I say stop, the next person says, move up about an inch, and so on.
Make sure that different participants are giving directions.
Connect back to guideline #4– participants, as a safety net of supports, helped the volunteer (Y/YA) get to their “support network.”

Purpose of activity: To help participants connect with the importance of having a network of support to help guide youth toward their goals.

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Enhance YPs competencies to help them in achieve greater self-sufficiency & confidence.

TIP System Guideline #5

Use Strength discovery Info

Teach Meaningful Skills In-vivo

Develop Self-system Skills

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TIP System Guideline #6

Maintain an outcome focus in the TIP system at the young person,

program, & community levels.

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TIP Model Progress & Outcome Studies

“Theory & Research” - StarsTrainingAcademy.com

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Comparison of Transition Outcomes

General Population, EBD, and TIP Program Exiters

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TIP System Guideline #7

Build a Community of Practice:

Involve young people, parents, & other community partners in the TIP system at the practice, program, & community levels

Ask the group that was assigned this guideline, to read the guideline and present their poster (or to share their examples for virtual format).

Elaborate on this guideline using your own stories/examples from your practice.

Additional components of this guideline:

Maximize the involvement of young people, family members, and other informal and formal key players, and relevant community representatives.

Tap the talents of peers and mentors:

Hire young adults as peer associates to work with transition facilitators and young people (with possible functions such as mentoring, counseling, public education, and/or youth leadership development).
Assist young people in creating peer support groups and youth leadership opportunities.
Use paid and unpaid mentors (e.g., co-worker mentors, college mentors, apartment roommate mentors).

Partner with young people, parents, and others in the TIP system governance and stewardship.

Advocate for system development, expansion, and evaluation -- and for reform of funding and policy to facilitate implementation of responsive, effective community transition systems for youth and young adults and their families.