Keep it and simple! Use words and phrases that are understandable and appealing to a young person so that it is more likely that they’ll have ownership of the objective and action steps. Avoid professional jargon and terms which indicate a deficit. For example, if John’s anger is affecting the relationships he values, John might plan the following: Vision: am able to resolve differences with the people I care about so we “I can get along better.” Measurable Objective: girlfriend and I work out our differences about “My money.” Avoid setting a goal or objective such as fight with girlfriend”. “Don’t Action Step: Learn and apply techniques for solving problems. Avoid using the next review date for all target dates. When a young person sees progress toward tasks and goals, he or she builds self-confidence in being able to attain the goal. Try breaking long term tasks into tasks of shorter duration. For example: The Action Step: an apartment by 2/1/10” can be broken down into “Find at least three apartments by 1/15/10” “Look the advantages and disadvantages of each apartment, lease “List agreement, and its location by 1/16/10.” the costs and associate with each apartment by 1/16/10, “Calculate including: First and last month rent (security deposit agreement) Utilities and associated start up costs Furnishings, kitchen utensils, window treatments, wall hangings, bedding, etc. a roommate agreement responsibilities by 1/20/10.” “Negotiate an apartment that I and my roommate like best by 1/30/10.” “Select Form design is less important than the process used to engage the young person and to gather the information related to the young person’s goals and objectives (Everson & Reid, 1999).
Keep it and simple! Use words and phrases that are understandable and appealing to a young person so that it is more likely that they’ll have ownership of the objective and action steps. Avoid professional jargon and terms which indicate a deficit. For example, if John’s anger is affecting the relationships he values, John might plan the following: Vision: “I am able to resolve differences with the people I care about so we can get along better.” Measurable Objective: “My girlfriend and I work out our differences about money.” Avoid setting a goal or objective such as “Don’t fight with girlfriend”. Action Step: Learn and apply techniques for solving problems. Avoid using the next review date for all target dates. When a young person sees progress toward tasks and goals, he or she builds self-confidence in being able to attain the goal. Try breaking long term tasks into tasks of shorter duration. For example: The Action Step: “Find an apartment by 2/1/10” can be broken down into “Look at least three apartments by 1/15/10” “List the advantages and disadvantages of each apartment, lease agreement, and its location by 1/16/10.” “Calculate the costs and associate with each apartment by 1/16/10, including: First and last month rent (security deposit agreement) Utilities and associated start up costs Furnishings, kitchen utensils, window treatments, wall hangings, bedding, etc. “Negotiate a roommate agreement responsibilities by 1/20/10.” “Select an apartment that I and my roommate like best by 1/30/10.” Form design is less important than the process used to engage the young person and to gather the information related to the young person’s goals and objectives (Everson & Reid, 1999).
TIP%20Transition%20Planning%20Forms%20SBHG%2010-12-10.docx