Youth Pursues Dream of Going to College with Help of CASA Volunteer

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Allan, a semi-retired pharmacist, read a book years ago that affected him profoundly, “Throw Away Children”, by Judge Lisa Richette. In her clarion call for reform, the author recounts many heart-wrenching cases of children who fell through the cracks of the juvenile court system – children who are left feeling unprotected, unloved and bereft of hope or opportunity. Allan remembered those stories when his wife, Bobbie, mentioned that she thought he would be a good Court Appointed Special Advocate (CASA).

“She thinks I can get things done and some of these kids just need someone to help them get things done,” Allan explained. “I just naturally advocate for those who need help. When my mother was in a nursing home, I was there all hours ensuring she was well cared for. I bring those skills to my role as a CASA.”

In February 2018, this naturally gifted advocate attended a CASA training and was assigned his first child, a teenager who had bounced around in the system and had recently been rejected by his mother again. Allan is the first one to say he was lucky to get this young man as his first CASA child: “Despite all the hurdles this young man experienced during his childhood, he was motivated to do well in school and to strive for a better life. He just needed some assistance to get into a situation that was supportive and stable.”

One of the many roles CASA volunteers serve is to navigate the complex system in order to get the best possible outcome for the children. They coordinate with social workers, educators, the courts and different agencies, an often daunting task even for seasoned professionals. Working with others, Allan’s ability to network and advocate helped him cut through some of the bureaucracy to see that his child got the resources he needs to pursue his dream of going to college. Allan also worked well with the young man’s social worker to get him into a stable environment. The judge assigned to the case commented on their effective teamwork on behalf of the child. Lately, Allan has been helping the young man with college applications.

“He blossomed from a reticent child into a young man who has been better able to confide in me and to trust again. It is gratifying that he wants to study social work so he can help others,” Allan said. Allan encourages those who desire to make a difference to explore becoming a CASA. “I made my difference,” he said. Thanks to Allan’s advocacy one child, who could have fallen through the cracks, is on his way to realizing his dreams.

Court Appointed Special Advocate (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

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Campus Moving Day

As my friends are all dropping off their nearly adult children at colleges and universities this month, I am reminded of my parents dropping me off at college for the first time. I stuffed everything that I could into the gigantic trunk of my father’s baby blue Caddy – which was a lot – and traveled north to Rhode Island where I would begin my life as an “adult” – or so I thought – unfettered to parents, making my own daily decisions. This was what I had been waiting for.

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So, we drove and drove and finally arrived with all of the other freshman, whose families had packed their cars and driven distances great and small to give their children a better opportunity, maybe one that they hadn’t even had for themselves. Families filled the whole campus and not once did I ever think that a freshman might not have a family. The notion never even crossed my mind. I am sure that there were kids moving in the same day as I, without a family, without a trunk filled with their most prized possessions.

At the time, of course, I was not looking at my first day on campus through my parents’ eyes, or through the sacrifice that they made for me. However, as I see my friends making the same drive now, I finally see it through their eyes – the optimism of what is to come for their children, being proud of their accomplishments, and worried over the missteps that they will – undoubtedly – make along the way. Knowing that their relationship with their children will forever change the day that they leave them at their dorm room and drive away.

As I think about that day now, I have a different perspective. Not just from the experiences of my friends taking their children to college, but because of my work with an organization that advocates for youth living in foster care.

With this new viewpoint, today I think about the thousands of kids moving onto campus across the country this month, I think of the many foster youth who will not even have that opportunity – 70 percent of foster youth want to go to college, but only 39 percent enroll (Courtney, Terao, & Bost, 2004). I think about the only 10 percent who will graduate with an advanced degree by the time they turn 25. (Courtney et al., 2011; Pecora et al., 2006). I think about all of the foster youth who will drop out of college after their first year (Day, Dworsky, Fogarty, & Damashek, 2011) and I think we can do better; we must do better for these youth.

Once in college, foster youth struggle with the same matters that have challenged them their entire lives – making and keeping friends, mental health, lower academic achievement, getting and keeping employment, lack of healthcare, and, poor independent living planning. Add to the mix that many of these youth do not have the financial resources or strong adult role models to help guide them through difficult times and you have a recipe for adversity.

With all of these factors creating a barrier to a college education, one of the most significant is the lack of emotional support. These kids just do not have the support, that I had, or my friends kids have, to make it – only 34% of youth leaving foster care report a long‐term significant relationship or mentor (Munson & McMillen, 2009). Supportive adult connections – mentors, teachers, CASA volunteers, community leaders – are critical to a foster youth’s success, not just in college, but also throughout life.

These connections will empower a youth to realize their own potential, help them through challenging situations, point out resources and, help ensure that they too have a trunk full of their most prized possessions and the tools that they need to begin their successful “adult” life – after all, isn’t that what we want for every youth?

 

Court Appointed Special Advocates (CASA) for Children’s mission to speak on behalf of abused and neglected children is central to fulfilling society’s most fundamental obligation to protect a child’s right to be safe, treated with respect and to help them reach their fullest potential. For more information about CASA, visit AtlanticCapeCASA.org.

 

References

Courtney, M., Terao, S., & Bost, N. (2004). Midwest evaluation of the adult functioning of former foster youth: Conditions of youth preparing to leave state care. Chicago, IL: Chapin Hall at the University of Chicago.

Day, A., Dworsky, A., Fogarty, K., & Damashek, A. (2011). An examination of post‐secondary retention and graduation among foster care youth enrolled in a four‐year university. Children and Youth Services Review, 33(11), 2335–2341. https://doi.org/10.1016/j.childyouth.2011.08.004

Hayes Piel, Megan (2018) Challenges in the Transition to Higher Education for Foster Care Youth https://doi.org/10.1002/cc.20288

Munson, M. R., & McMillen, J. C. (2009). Natural mentoring and psychosocial outcomes among older youth transitioning from foster care. Children and Youth Services Review, 31(1), 104–111. https://doi.org/10.1016/j.childyouth.2008.06.003

Pecora, P. J., Kessler, R. C., O’Brien, K., White, C. R., Williams, J., Hiripi, E., … Herrick, M. A. (2006). Educational and employment outcomes of adults formerly placed in foster care: Results from the Northwest foster care alumni study. Children & Youth Services Review28(12), 1459–1481. https://doi.org/10.1016/j.childyouth.2006.04.003

Pecora, P. J., Williams, J., Kessler, R. C., Hiripi, E., O’Brien, K., Emerson, J., … Torres, D. (2006). Assessing the educational achievements of adults who were formerly placed in family foster care. Child & Family Social Work11(3), 220–231. https://doi.org/10.1111/j.1365-2206.2006.00429.x