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SPECIAL FUNDING IS AVAILABLE FOR TEENS IN FOSTER CARE

 

IFAPA has received special money from Chaffee Funds for teens (age 16 and older) in foster care that can 

only be requested through June 30, 2015. This special grant can be accessed through IFAPA's Friends of 

Children in Foster Care Program. These grants will be available for up to $300 per youth for items such as: 

extra-curricular activities, educational tutoring, senior photos, prom attire, class rings, camps, etc. This 

funding is for all teens (16 years and older) in a foster care placement including shelter, foster family homes, group care, & supervised apartment living. 

 

To apply for this special funding, please complete a FRIENDS APPLICATION (LINK BELOW) and submit to IFAPA for consideration. 

 

http://www.ifapa.org/pdf_docs/FriendsChaffeeGrantRequestApplication.pdf

Support Teenagers & Young Adults During the Coronavirus Crisis

Posted on 03/23/2020 at 3:59 PM

Tips for Parents with Older Children at Home
 

Having teenagers confined to home during the coronavirus crisis may not be as labor-intensive as being holed up with small children, but it definitely has its challenges. While younger children may be thrilled at the prospect of having parental attention 24/7, adolescents are likely to feel differently.

Here are some tips for parenting teenagers (and young adults suddenly home from college) during this time:

Emphasize social distancing

The first challenge with teens and young adults may be getting them to comply with the guidelines for social distancing.

Teenagers tend to feel invincible, points out David Anderson, PhD, a clinical psychologist at the Child Mind Institute, and they are likely to be well aware that the new coronavirus is not as problematic for their age range as it is for older people. Parents are reporting a lot of pushback when teens are told they can’t go out and get together with friends. “The fact that data actually is on their side, that coronavirus is less severe for them, is a problem in terms of getting them to follow along,” says Dr. Anderson. “They want to see their friends, and don’t see why the social distancing should apply to them.”

Parents are asking what to tell them. “Our answer is that exposure to this virus is an exponential thing, and that it’s not really about them,” says Dr. Anderson.  “It’s not really about the fact that they feel fine or the fact that coronavirus doesn’t affect them as much. It’s the fact that they could be asymptomatic carriers and they could kill others, including their grandparents.”

One thing to emphasize, he adds, is: “You just can’t know that your friends are well. And while you may be comfortable taking that risk, you’re also bringing that back in your house.”

Understand their frustration over not seeing friends

For teenagers and young adults, friends are hugely important, and they are supposed to be — bonding with peers is one of the essential developmental tasks of adolescents. If your teen is sulking about being stuck at home with parents and siblings, a direct conversation might be helpful, says Rachel Busman, PsD, a clinical psychologist at the Child Mind Institute.

Acknowledge that you know it’s frustrating for them to be cut off from friends. Listen to what they’re feeling, validate those feelings and then be direct about how you can work together to make this situation bearable.

Loosening rules about time spent on social media, for instance, will help compensate for the socializing time lost with school closings. Encourage them to be creative about new ways to interact with their friends socially.

Support remote schooling

 Parents are reporting feeling pressured and confused about how to help kids with remote learning. With younger children, notes Dr. Anderson, it’s more a matter of finding fun activities that can be educational. But with older students, keeping up with expectations from school can be challenging, especially for those with ADHD, learning disorders or organization issues.

“I’m completely overwhelmed by trying to figure out how to structure a school day,” one mom told us. “I was never planning on homeschooling my kids. I don’t have training in this.”

You can help teenagers — and college students who’ve been sent home — create a realistic schedule for getting work done in defined periods, building in breaks and times for socializing, exercising and entertainment. The key principle: do a session of work first, then reward yourself with something relaxing. Keep in mind that it’s not going to be as effective as school, but it may get to be more effective over time as everyone on the school front, as well as the home front, works to improve remote learning.

Encourage healthy habits

Teenagers and young adults will do better during this stressful time if they get adequate sleep, eat healthy meals and exercise regularly. Keeping a consistent sleep schedule, with predictable times to wake up and go to bed, is especially important to maintaining a positive mood and their ability to fulfill academic expectations.

Healthy habits are particularly important for young people who may be struggling with anxiety or depression. Losing the routines you’ve come to rely on can be a big source of stress, so Jill Emanuele, PhD, a clinical psychologist at the Child Mind Institute, recommends establishing new routines. “Make sure you’re eating properly and sleeping and being social and engaging in pleasant activities, ” she says, while also warning that young adults should avoid sleeping too much when they’re housebound. “There’s more of an ability to sleep at home, and while rest is important right now you still need to be active.”

Dr. Emanuele also notes that having family members around more often can feel overwhelming or create strain. “Families will need to diffuse tensions in the home with parents and siblings, because everyone is going to be stressed out more,” she says. “How to do it will be different for every family, but parents are going to want to think about when to give young people more freedom and how to make sure that their kids’ time is still structured. Everyone should be contributing in some way.”

Validate their disappointment

For many the most painful part of the coronavirus crisis will be losing important experiences: high school sports seasons, proms, theater productions, high school and college graduations. And while we’re all missing out on very valued activities, adds Dr. Anderson, “it’s especially problematic for teenagers who are wired in their brains to think about novelty and pleasure seeking and seeking out new frontiers to be limited in this way.”

Give them room to share their feelings and listen without judgment (or without reassuring them that everything will be fine).

Some will be worried about missing activities expected to help them with college applications and scholarships. Kids are understandably wondering how this will affect their futures. Again, give them room to share how they are feeling and acknowledge the real stress they may be under. Then express confidence in your child’s ability to rebound.

Help them practice mindfulness

Mindfulness techniques can be very helpful in this kind of situation, where our routines are disrupted and we may feel overwhelmed by frustration and disappointment. Mindfulness teaches us to tune into our emotions in any given moment and experience them without judgment.

In what’s called “radical acceptance,” we let ourselves sit with our emotions rather than fighting them. As Joanna Stern, PsyD, a clinical psychologist at the Child Mind Institute, explains, “You tell yourself it’s okay to feel anxious right now. It’s okay to feel scared. It’s okay to feel angry. You’re accepting the feelings you have and validating them because we’re all having those feelings. It’s really important that you accept them as they are rather than fighting them.”

In other words, says Dr. Stern, “We say to ourselves: ‘This sucks, and I’m going to be sad about it, and I’m going to be angry about it, and I’m going to feel anxious about it,’ or whatever it is. This then allows us to move on and say, ‘Okay, so now what needs to be done?’ “

Cancellations due to COVID-19 VIRUS

Posted on 03/17/2020 at 12:38 AM

 

 

The following events have been cancelled until further notice, due to Covid-19 and
CDC & IDPH Recommendations.  We will let you know when they are rescheduled.

 

  • AMP Mini Conference at Hawkeye Community College in Waterloo (April 3, 2020)
     

  • AMP Mini Conference at Eldora State Training School (April 4, 2020
     

  • AMP Annual Youth Conference, Plugged In & Charging in Ames (April 25, 2020)
     

  • Please check your local AMP Council meetings to see if they are cancelled for the safety of AMP Staff & youth.


Thank you for your patience & understanding!

 

AMP Mini Conference at Hawkeye Comm. College in Waterloo March 3, 2020

Posted on 03/06/2020 at 3:20 PM

Thinking about where you would like to attend college next fall?  Take this opportunity to come to the AMP mini Conference and explore careers, ask questions to a student panel, tour the college and meet some people that could be a part of your future!  Contact your local AMP facilitator if you need a ride...

 

NYTD Expressive Creations Contest

Posted on 02/03/2020 at 12:16 AM

Good morning,

 

My name is Taylor Barry and I am the State of Iowa's National Youth in Transition Database (NYTD) Coordinator. Some of you may recognize my email through assisting me in completing the NYTD 17 outcomes surveys. However, in addition to collecting and reporting outcomes, Iowa NYTD is also involved in several youth engagement activities. One of those is the Expressive Creations Contest, which I'm hoping you will help spread the word about today. Iowa NYTD has previously held three Expressive Creations Contests and is happy to present their 4th Annual Foster Youth Expressive Creations Contest: 

 

"I show kindness by..."

 

Youth up to age 24 who have experienced foster care are invited to create a work of art demonstrating how they display kindness in their life. 

 

Iowa NYTD will award gift cards of up to $100.00 for the top 3 entries. The artist of the top entry will also have the option to submit their work in the 2020 Doodle for Google contest

 

The deadline to submit entries is March 6, 2020. Participants are welcome to submit a digital copy of their entry or mail the original entry to our office: 

 

Digital Submission: Upload a photo of the art on social media using the hashtag #NYTDKind, or email a photo of the art to taylor.barry@iowa.gov, or nytd@iowa.gov.

 

-or-

 

Mail Submission: Mail original work of art to: 

 

Iowa Department of Human Rights

Attn: Iowa NYTD  

Lucas State Office Building, 2nd Floor

321 E. 12th Street

Des Moines, Iowa 50319

 

To see last years entries, or for more information, visit the link below: 

 

https://sites.google.com/a/iowa.gov/national-transition-youth-database-nytd/youth-activities/creative-expressions-contest  

 

If you have any questions I can be reached at 515-725-4050 or taylor.barry@iowa.gov, otherwise please feel free to hang, distribute, and share the attached flyer with any groups of youth that you think might be interested in participating. 

 

Deadline is March 6, 2020!

 

Taylor Barry, M.S.

Program Planner 1 

Iowa Department of Human Rights,

Criminal & Juvenile Justice Planning Division

321 E. 12th Street | Lucas State Office Building

Des Moines, Iowa 50319-9903

Email: Taylor.Barry@iowa.gov

Phone: 515-725-4050

 

Iowa National Youth in Transition Database

Iowa Department of Human Rights

321 E. 12th Street | Lucas State Office Building

Des Moines, Iowa 50319-9903

Phone: 1-888-228-4912

Research study about the impacts of social support on college students who are foster care alumni

Posted on 10/09/2019 at 3:10 PM

Here is an opportunity for current foster youth & foster care alumni who are in college or recently have graduated college...

My name is Malia Minnick and I am a doctoral student in the EdD program with a focus in higher education administration at New England College in Henniker, NH. I am currently seeking participants for my dissertation research study about the impacts of social support on students who were previously in foster care's ability to achieve at the college level.

 

If you are interested in being a participant (or know someone who is), please read the details of my study below and contact me directly:

Participants of the study must meet the following criteria:

- recent college graduates (within the past ten years) or current college students at a 2 or 4 year institution in the United States

-have been/currently are in the US foster care system. Participants may have aged out, been adopted, or returned to their family of origin after their foster care experience. 

 

As a foster and adoptive parent myself, I am passionate about the educational success of this population and look forward to conducting my research with them.

Below is a description of my study and methods of contact for me:

My study aims to understand systems of social support in higher education that students involved in foster care perceive that they have access to, their willingness to accept/use such supports, and the gaps where support does not exist for students through a qualitative research design. Participants will all be current or previous youth involved in the United States foster care system who have graduated or are currently enrolled in a two- or four-year college. The aim is to
recruit 20 participants.

Participants will complete a demographic questionnaire to collect information about their time in their time in foster care and college experiences, as well as basic information about their personal identities (age, gender, race, etc.). After completion of the demographic questionnaire, participants will take part in a semi-structured online interview lasting about 1.5 hours, or until saturation of the data has been achieved, via Skype or Zoom.

 

The focus of this study is to gather information specifically about the impact of social support on college persistence for students involved in foster care, rather than on traumas experienced prior to/during foster care. Participation is voluntary and participants may revoke their consent to participate (or decline answering specific questions) at any time without penalty. Data will be collected via audio recording on a secure recording device. The device will be stored in a locked cabinet. The transcription of data will be done on a password protected computer and encrypted to ensure confidentiality. Names and identifying information will be removed from the transcription and not included in any final reports. After five years, all data will be destroyed.

 

Qualitative data will be analyzed through qualitative coding by the primary researcher in two cycles, first by applying in vivo codes to capture participants’ voices and then to bring codes together into overarching themes. Results of the analysis will be displayed visually and in the form of a written description with examples in participants’ own words.

If you have any questions about the study or feel that you may qualify as a participant please contact:

Malia Minnick, MEd, NCC

Maliaminnick@gmail.com
603-333-6621

Thank you for your time.

Sincerely,

Malia Minnick, MEd, NCC

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