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Campus Coach

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Becky Pengelley

on 29 September 2015

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Transcript of Campus Coach

Making Connections
Supporting Students from Care
What should we consider when designing our programs?
My Journey
Trauma Informed Practice
The State University System of Florida and the Florida College System shall provide postsecondary educational campus coaching positions

Nancy C. Detert Common Sense and
Compassion Independent Living Act
Integrated into Florida College System institutions’ and university institutions’ general support services structure
provide current and former foster care children and young adults with dedicated, on-campus support
employees of the selected educational institutions
Where to focus attention?
Data Collection
The results of the impact of trauma on brain development can include:
Problems with trust, autonomy, initiative
Difficulty with independence, intimacy, self-care
Patterns of intense, unstable relationships and interactions
Interference with cognitive development
Difficulty interpreting and identifying emotional responses
Identify staff time and expertise (partnerships with faculty members) to devote to the evaluation.

Presented by:
Becky Pengelley,
Post-Secondary Education

Get staff and stakeholders involved on the onset regarding development of program evaluation plan and logic model.

Identify major questions to be answered by evaluation and collect baseline data and/or pretest data where possible.

Title 1 Funding
Programs for Gifted Students
TRIO Programs
Effective January 1, 2014
Foster care alumni are almost twice as likely to suffer from Post-Traumatic Stress Disorder (PTSD) as U.S. war veterans.
Many youth who have experienced foster care have learned that relationships are:
They incorporate this into their view of themselves and others.
How does this impact the way we serve these students?
Diverse social relationships and networks are crucial to healthy development and functioning.

They serve as protective factors that build young people’s knowledge, skills and confidence and aid in the successful transition to adulthood, resiliency, and recovery from trauma.

Protective factors are a better indicator of whether a young person will grow up to become successful, well-adjusted adults than the presence or absence of risk factors.
2013 National Convening on Foster Youth and Higher Education
Life-long Supportive Relationships
There is great interest in mentoring youth currently in, and transitioning out of, foster care
At first glance, a natural fit
Stable, consistent, caring adult precisely what many lack
Engineering close, consistent and enduring mentoring relationships can be challenging under best of circumstances
Especially so with these youth
Potential for harm from early ending and inconsistent mentoring
Need to get mentoring “right” with these youth is great
Highly vulnerable group
Already experienced significant ruptures in important relationships

Mentoring Youth from Foster Care
Mentoring has been shown to improve educational attainment and job readiness, lower risk for suicide and physical aggression, and increase general health for youth in foster care.

More enduring and consistent relationships are more effective
Maltreated youth more likely to have shorter mentor relationships than non-maltreated
Early ending relationships have potential for harm
Re-matching also has potential for harm

Lessons from Youth Mentoring Research
Making poor mentor matches is worse than doing nothing at all

Foster youth are a widely varying group, with a variety of resources and strengths – no single kind of mentoring likely to suit the needs of all

Mentoring must occur in conjunction with, and not substituted for, other supportive services
Design with Care
Beyond Mentoring

Youth in care are often unsure who they can count on for ongoing support.

Many of their significant relationships with adults have been based on professional connections that will terminate.

It is critical to a youth's success to identify adults who will provide lifetime support.
Student Engagement
Research shows that the more actively engaged students are — with college faculty and staff, with other students, and with the subject matter they study — the more likely they are to learn, to stick with their studies, and to attain their academic goals.
Colleges offer many opportunities designed to increase student engagement, but many students do not take advantage of them. Encourage students to:
Attend orientation
Participate in a summer bridge program
Take a student success course
Join a student group or some form of extracurricular activity
Participate in service learning
Participate in tutoring and academic support services
Leadership Development
Provide students with opportunties for meaningful leadership opportunities:
Peer mentoring
Student board
Child welfare advocacy
Characteristic traits and behaviors of highly able and creative young people are often misunderstood and inaccurately diagnosed.
Title 1 funds aim to bridge the gap between low-income students and other students. The U.S. Department of Education provides supplemental funding to local school districts to meet the needs of at-risk and low-income students.

Title 1 funds can be spent on "Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk"
TRIO is a set of federally-funded college opportunity programs that motivate and support students from disadvantaged backgrounds in their pursuit of a college degree.

More than 2,800 programs exist nationally
Full transcript