CORE VALUES:
Practicing Healthy Beliefs and Values that encourage Self Esteem can lead to good life choices. We believe our At Risk and Foster Youth require Mentorship and Support to learn how to build and maintain their personal values and beliefs. It is necessary that they build the skills to:
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Firmly believe in certain values and principles, and are ready to defend them even when finding opposition, feeling secure enough to modify them in light of experience.
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Are able to act according to what they think to be the best choice, trusting their own judgment, and not feeling guilty when others do not like their choice.
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Do not lose time worrying excessively about what happened in the past, nor about what could happen in the future. They learn from the past and plan for the future, but live in the present intensely.
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Fully trust in their capacity to solve problems, not hesitating after failures and difficulties. They ask others for help when they need it.
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Consider themselves equal in dignity to others, rather than inferior or superior, while accepting differences in certain talents, personal prestige or financial standing.
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Understand how they are an interesting and valuable person for others, at least for those with whom they have a friendship.
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Resist manipulation, collaborate with others only if it seems appropriate and convenient.
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Admit and accept different internal feelings and drives, either positive or negative, revealing those drives to others only when they choose.
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Are able to enjoy a great variety of activities.
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Are sensitive to feelings and needs of others; respect generally accepted social rules, and claim no right or desire to prosper at others’ expense.
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Can work toward finding solutions and voice discontent without belittling themselves or others when challenges arise.
“Some of them just ask the most incredible questions,” she said. “The way they looked at the art and the relics ... they would see it in a way that I never even looked at it before.”
Testimonial
senior coordinator of social studies curriculum for San Antonio Independent School District
Feb 17 2014 MYSA
We Proudly Support our LGBTQ Population
Remember being a teenager? The struggle, the constant feeling that your world could come to end at any moment. Trying to fit in and avoid any major embarrassment.
Adolescence is full of self-discovery, apprehension, testing independence, personal growth and a desire to just fit in.
Sexuality and Gender Identity is no different during this time for adolescents.
How our Innovative Practices Reduce Domestic and Public Violence, Recidivism and Homelessness Rates in our At Risk and Foster Youth Populations
Support Before and After Age 18 Is Needed
An abrupt end to childhood does not comport with what is now known about adolescent development or the norms in the US. In a healthy family, preparation for adulthood begins early in life and, in most US families, youth are not cut off from support at age 18. Instead, intact families continue to provide a wide spectrum of emotional and financial support as youth move through early adulthood. As Ashley, a former foster youth, said, “[N]obody puts their real kid out at 18. It’s being realistic.” In contrast, youth who age out of the foster care system must survive on their own without the support available to other young adults. While some are able to make a smooth transition to adulthood, many face serious challenges.
Research shows that that youth emancipating from foster care are more likely than young people in the general population to have educational deficits and experience mental health problems, economic instability, criminal victimization, and early child bearing. They need support throughout early adulthood even more than the general population of young adults.
AT Fostering Kids For Life we engage at all levels of interaction. Please visit our additional pages for more information.
Please Click on the Data Image to the left for a link to further reading.
Click anywhere on this image to read the full report
How adolescents spend their leisure time undoubtedly impacts their developmental trajectory. As such, a focal point of examination for those in the fields of youth development and delinquency prevention is how adolescents spend their leisure time in the hours after school. Miller (2003) reminds us that the most influential experiences of youth are often the people, places, and activities that occur outside of school. Accordingly, “afterschool programs can play a key role in engaging youth in the learning process by providing opportunities to explore interests, gain competency in real world skills, solve problems, assume leadership roles, develop a group identity with similarly engaged peers, connect to adult role models and mentors, and become involved in improving their communities”(p.2). A question that emerges when examining the role of leisure and youth development is whether afterschool programs, particularly recreation based programs, are effective in promoting positive youth development. Further, are these programs a cost-effective means to reduce delinquency? If so, how can the outcomes of recreation based afterschool programs be monetized to show the value gained by society through a reduction in crime and delinquency?
