Transition to Independence Process (TIP) Model

The information in this program outline is provided by the program representative and edited by the CEBC staff. This program has been rated by the CEBC in the following Topic Areas:

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About This Program

Target Population: Youth and young adults (14-29 years old) with, or at risk of, emotional/behavioral difficulties (EBD) [e.g., severe mental health conditions and related challenges] who often have extensive histories of serious mental health challenges, multisystem involvement, out-of-home placements or homelessness, high prevalence of developmental snares and delays, possible involvement with the court system and/or incarceration, and co-occurring substance use/abuse problems

For children/adolescents ages: 14 – 25

Brief Description

The Transition to Independence Process (TIP) Model was developed for working with youth and young adults (14-29 years old) with emotional/behavioral difficulties (EBD) to: a) engage them in their own futures planning process; b) provide them with developmentally appropriate, nonstigmatizing, culturally competent, trauma-informed, and appealing services and supports; and c) involve the young people, their families (of origin or foster), and other informal key players, as relevant, in a process that prepares and facilitates their movement toward greater self-sufficiency and successful achievement of their goals. Youth and young adults are guided in setting and achieving their own short-term and long-term goals across relevant Transition Domains, such as: employment/career, educational opportunities, living situation, personal effectiveness/well-being, and community-life functioning. The TIP Model is operationalized through seven Guidelines and their associated Core Practices that drive the work with young people to improve their outcomes and provide a transition system that is responsive to them and also to their families.

Program Goals:

The goals of the Transition to Independence Process (TIP) Model are:

  • Increasing engagement and progress in high school, postsecondary education, and/or technical/vocational training
  • Increasing exploration, placement, and progress in employment and careers
  • Improving stability in living situation in safe home-like settings verse placements in restrictive facilities
  • Learning relevant life skills for functioning in home, school, work, and community settings, including problem solving & decision making
  • Improving emotional coping and self-management skills
  • Decreasing interference from mental health and/or substance use problems with their functioning in their school, work, community, and/or relationships
  • Building and nurturing relationships and relevant social supports
  • Decreasing involvement with the criminal system and incarceration
  • Increasing competence and confidence in continuing to advance their life and future

Contact Information

Joseph Solomita, LCSW
Title: Managing Director
Agency/Affiliation: SBHG Stars Training Academy
Department: Stars Behavioral Health Group (SBHG)
Phone: (310) 221-6336 x109
Hewitt B. "Rusty" Clark, PhD, BCBA
Title: Director
Agency/Affiliation: Stars Behavioral Health Group (SBHG)

Date Research Evidence Last Reviewed by CEBC: August 2016

Date Program Content Last Reviewed by Program Staff: August 2016

Date Program Originally Loaded onto CEBC: September 2016