Fostering Success Coach Model

Scientific Rating:
NR
Not able to be Rated
See scale of 1-5
Child Welfare System Relevance Level:
High
See descriptions of 3 levels

About This Program

The information in this program outline is provided by the program representative and edited by the CEBC staff. Fostering Success Coach Model has been reviewed by the CEBC in the area of: Youth Transitioning Into Adulthood Programs, but lacks the necessary research evidence to be given a Scientific Rating.

Target Population: Transitional age youth (ages 16-25) who have experienced foster care, homelessness, or who identify as independent

For children/adolescents ages: 16 – 25

Brief Description

The model focuses on providing holistic support for these youth and young adults while they pursue and/or enroll in postsecondary education settings. The Fostering Success Coach Model of practice takes into account the unique challenges of living through adversity and the foster care system. The Fostering Success Coaching Model’s skills are designed to enhance a child welfare or higher education professional’s ability to partner with youth assessing strengths and challenges in targeted seven life domains–education, employment, housing, health, relationships, identity and life skills--by prioritizing level of need and intervening by teaching life skills that strengthen youths’ healthy habits as they transition to the emerging adult years. The model’s seven core elements are cultural humilty, interdpendent relationships, learner-centered approach, teaching in real time, skill-based asset development, network development, and empowerment evaluation. Understanding these core elements is fundamental in assessing, prioritizing, and coaching the students.

Program Goals:

The goals of the Fostering Success Coach Model are:

  • Increase the evidenced-based knowledge, skills, and resources available to professionals working with students who identify as independent to promote academic success and career transition
  • Connect strong and enduring networks that address the needs of youth and who identify as independent in relation to higher education and career via a nationwide support network of Fostering Success Coaches
  • Create successful transitions from foster care to college and college to career for students through the experience of working with a trained coach

Essential Components

The essential components of the Fostering Success Coach Model include:

  • The Fostering Success Coach Model works best when it is delivered with students regularly individually, in small groups, and in the context of large groups such as during community events. Coaches also commonly call, email, and text with students. It is expected that coaching takes place in each interaction.
  • The model engages students during three phases of transition:
    • Preparation and entrance into postsecondary education settings
    • Engagement in academic setting during academic career
    • Graduation and engagement in career OR exiting of the education setting for students who stop-out before graduation
  • Customize method for delivering the Fostering Success Coach Model based on coaching environment. Each program using the model will be composed different resources, network supports, and number of students served. The Fostering Success Coach Model can be implemented in many types of settings.
  • Fostering Success Coaches who:
    • Engage in the larger child welfare and educational systems to advocate, educate. and collaborate within networks to mitigate system obstacles that hinder student’s ability to be successful
    • Define and actively remain in role of the coach versus other helping roles
    • Understand institutional and professional ethics and guidelines that assist with referrals, reporting, and confidentiality
    • Understand the experience of transition to adulthood and postsecondary education for students who identify as independent
    • Utilize theoretical concepts of skill-based asset development and teaching in real time to focus on skill building
    • Utilize empowerment evaluation techniques to evaluate progress in partnership with the student
    • Utilize network development strategies to increase coach and student support networks
    • Utilize theoretical concepts of cultural humility, a learner-centered approach, and interdependence to create a balanced, partnered student relationship
    • Actively listen, empathize, and reflect back with students
    • Partner with students to set short, intermediate, and long-term goals for student success
    • “Do with” instead of “do for” students
    • Assess across the seven life domains in partnership with students
    • Prioritize session content with students
    • Utilize proactive teaching and effective praise to teach skills with students
    • Utilize effective questions and awareness statements to promote reflection and insight with students
    • Communicate information related to academic, career, and personal success

Child/Adolescent Services

Fostering Success Coach Model directly provides services to children/adolescents and addresses the following:

  • Exposure gaps that result from experience in foster care or from other adversity such as missing knowledge and skills to successfully navigate the transition to young adulthood and postsecondary education

Delivery Settings

This program is typically conducted in a(n):

  • Community Daily Living Settings
  • School

Homework

Fostering Success Coach Model includes a homework component:

The Fostering Success Coach Model focuses on teaching students and young adults skills that can be used in their everyday life while in college and beyond in career. Therefore, homework is an inherent component of the model. In delivery of the model, coaches and students partner to plan for the ways students will use new knowledge and skills in their personal, academic and professional life.

Languages

Fostering Success Coach Model does not have materials available in a language other than English.

Resources Needed to Run Program

The typical resources for implementing the program are:

Optimal delivery of the model includes a private space for the student and coach to meet; further, various modes for communicating with the student such as email, phone, and texting are recommended. These resources are not required to deliver the model; the basic requirement is the ability to communicate verbally with the student.

Minimum Provider Qualifications

It is expected that coaches delivering the model have a minimum of a Bachelor’s degree in the social sciences. Further, coaches must be trained by a qualified Fostering Success Coach Trainer before fully implementing the model.

Education and Training Resources

There is a manual that describes how to implement this program, and there is training available for this program.

Training Contact:
Training is obtained:

The Fostering Success Coach Training is provided in a Level I and a Level II session. The Level I training is offered as an in-person on-site training or as an individual sign-up in-person training. The Level II Training is offered as a hybrid web and teleconference training.

Number of days/hours:

Fostering Success Coach Training: Level I is 3 days, equaling 20 hours of training. Level II is 6 months for 4 hours per month equaling 24 hours of training.

Relevant Published, Peer-Reviewed Research

This program has been reviewed and it was determined that this program lacks the type of published, peer-reviewed research that meets the CEBC criteria for a scientific rating of 1 – 5. Therefore, the program has been given the classification of "NR - Not able to be Rated." It was reviewed because it was identified by the topic expert as a program being used in the field, or it is being marketed and/or used in California with children receiving services from child welfare or related systems and their parents/caregivers. Some programs that are not rated may have published, peer-reviewed research that does not meet the above stated criteria or may have eligible studies that have not yet been published in the peer-reviewed literature. For more information on the "NR - Not able to be Rated" classification, please see the Scientific Rating Scale.

Child Welfare Outcomes: Not Specified

Currently, there are no published, peer-reviewed research studies for Fostering Success Coach Model.

References

Unrau, Y.A. (2014). Leveling the academic playing field for college students who age out of foster care using the Fostering Success Coaching Model. Kalamazoo, MI: Center for Fostering Success.

Unrau, Y. A., & Bennett, J. L. (2013). Fostering Success Coaching: Academic and career transformation for students from foster care. Kalamazoo, MI: The Center for Fostering Success at Western Michigan University

Contact Information

Name: Jamie Bennett, MSW
Agency/Affiliation: Center for Fostering Success, Western Michigan University
Website: www.wmich.edu/fosteringsuccess/outreach/training
Email:
Phone: (269) 929-0993

Date Research Evidence Last Reviewed by CEBC: August 2016

Date Program Content Last Reviewed by Program Staff: September 2016

Date Program Originally Loaded onto CEBC: September 2016