My Life

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Scientific Rating:
3

(provisional rating)

Promising Research Evidence
See scale of 1-5
Child Welfare System Relevance Level:
High

(provisional rating)

See descriptions of 3 levels

Provisional Rating

My Life currently has a provisional rating for the 60 days between: October 23, 2017 and December 22, 2017. If you would like to respond to the Scientific Rating, please submit feedback via the Contact Us page.

About This Program

The information in this program outline is provided by the program representative and edited by the CEBC staff. My Life has been rated by the CEBC in the area of: Youth Transitioning Into Adulthood Programs.

Target Population: Youth and young adults, ages 15-19, in foster care who are able to go into the community with their program coach, including youth with disabilities and/or mental health conditions

For children/adolescents ages: 15 – 19

Brief Description

The purpose of My Life is to support young people in learning how to direct their lives and achieve their educational and transition to adulthood goals. Grounded in self-determination enhancement, My Life provides youth with 9-12 months of:

  • Youth-directed relationship support
  • Coaching in applying achievement, partnership, and self-regulation skills to identify and reach goals (e.g., set goals, problem-solve, find information and help, negotiate, find allies, focus on accomplishments, manage discouragement)
  • Support for experiential activities aimed at goal achievement and guided skill practice
  • Workshops that bring together participants and successful near peers who also have lived experience in foster care, for learning, peer support, and networking

Each youth identifies and works towards self-identified educational and/or transition goals, shares his or her goals and support needs with important adults during a youth-led meeting, and develops at least one individual plan for future support with a trusted adult.

Program Goals:

The goals of My Life are:

  • Increased self-determination
  • Increased quality of life
  • Increased educational and transition planning knowledge and engagement
  • Increased achievement of goals and accomplishments
  • Increased independent living, career, and postsecondary preparation
  • Increased use of transition services
  • Increased time spent on homework and credits toward high school graduation
  • Increased employment and high school completion
  • Reduced levels of depression and anxiety

Contact Information

Name: Laurie E. Powers, PhD
Agency/Affiliation: Regional Research Institute, Portland State University
Website: rri.pdx.edu
Email:
Phone: (503) 332-1459
Fax: (503) 725-4180

Date Research Evidence Last Reviewed by CEBC: August 2016

Date Program Content Last Reviewed by Program Staff: October 2017

Date Program Originally Loaded onto CEBC: October 2017