Has there been progress in recent years in New York? Does the New York Times story recognize that progress?

The major progress in New York City child welfare is the reduction of the number of children in foster care, due at least in part to a government commitment to preventive services for families.

However, a large proportion of those who remain in temporary foster care—often for years—are teenagers. We’ve seen more discussion about “preparing youth for adulthood,” and increased interest in teens aging out, but we still need to see more change that supports teens becoming successful participating citizens.

The foster care system was designed to protect children from imminent harm, not prepare teens for adulthood. The system has been given the responsibility of raising teens to adulthood, but that’s not what it was designed for nor currently prepared to accomplish.

What are the challenges facing young people aging out of foster care as they become adults?

Working with thousands of young people from foster care, we know that they have aspirations, strengths and talents, and the potential to become fully participating citizens who contribute in a range of fields.

The main challenges facing young people are: (1) the culture of low expectations for teens in foster care and (2) the lack of accountability for their success or failure. A principle challenge is changing the thinking and the current practices that resist and prevent teens from taking on more responsibility for preparing for a future of successful independence.

Until that happens, most young people aging out of the foster care system will not be prepared for college and meaningful careers. Too many will continue to end up homeless, jobless, and incarcerated, without the resources they need to become successful adults.

What can be done?

There are three sets of “players” available to help teens escape poverty and other challenges after foster care.

Teens. First, the teens themselves are untapped resources. They can make significant contributions to the community, and speak most passionately and articulately about what they want for their lives—not just today but for their futures. If given responsibility and adequate supports, they are the best advocates for themselves, and they will carve out a path to reach their goals.

Child Welfare Professionals. Second, the thousands of dedicated and experienced professionals in the foster care system can help lift teens out of poverty if they are given support and tools to treat each teen as an individual with potential.

We need to recognize that many professionals have a wealth of creativity and experience and must find ways to allow them to bring this resource into the process of preparing teens for independence. Employing the Socratic approach—supporting teens in learning for themselves—would create a powerful collaboration of professional and teen that would dramatically elevate teens’ responsibility level and critical thinking and problem-solving skills.

Community. The third group that has demonstrated interest and talent in helping teens in foster care is the broader community—the private sector, experts on higher education, national service, the arts. Busy individuals from every background are willing to contribute experience, resources and perspective on what we can all do to help young people escape poverty.

Whether it means giving advice to individual teens (as leading urban professionals do in our Getting Beyond the System® Self-Advocacy program), providing scholarships, internships, or participating in policy discussions about foster care reform, the input of the wider community is invaluable and must be increased.

How can we measure program success? What should we look for in any program addressing issues related to aging out?

Right now there are no real metrics for teens that gauge their success after foster care.

Rather than needing more training programs in “independent living skills,” young people need to be able to acquire information, investigate opportunities, and make decisions relying on their intellectual power. Today’s youth must be prepared to adapt to constantly changing conditions—in their own lives, in the communities in which they live, in their country, and in the larger world.

You’ve talked about switching from seeing young people as problem to seeing them as individuals with assets and strengths. How do we do that?

We should no longer tolerate treating teens as problems to be solved, cases to be diagnosed, managed, and restrained. If they remain objects of treatment teams, of case planning meetings, of behavior modification and management, of training programs, there is no reason for teens to respond positively.

Instead, we must adopt approaches that treat them as subjects of their own preparation for adulthood. They must be independent thinkers and lifelong students who carve out their own paths to the future.

• The Socratic approach, described above, is one way our program and others around the country engage teens and adults to learn critical thinking skills together. It gives young people responsibility for developing their own approaches to solving problems, and teaches them to be active learners.

• Another concrete tool we use is the informational interview. We ask every young person in foster care what they want to do when they are 25. Then, through the Getting Beyond the System® Seminar, we prepare each teen for an individual meeting with an experienced professional in that field to discuss career and education goals. The young person is prepared to ask questions and gather important information—lifelong skills—and also begins building his or her own network in the community beyond the system.

More people around the country, both at the government and the practice level, are looking at our own and other innovative ways to help teens transition to independence, because they recognize that we have too long been failing these youth.