Cheryl Martin

Kris is a 20-year-old who lives at home with their mother and recently dropped out of the local community college. Kris was diagnosed with depression and anxiety around the age of 13 and saw a therapist intermittently during their teenage years but hasn’t been to one in the last 2 years. Kris is seeing a new therapist at the request of their mother who is concerned Kris dropped out because of the amount they were drinking and is worried Kris has an alcohol addiction.

Dani is an 18-year-old high school student with a history of hospitalizations related to her bipolar disorder. She lives at home with her mom and one younger sister (13 years old). She and her mother have had a strained relationship since about the age of 15 and things have been increasingly strained with Dani preparing to move out and live on her own. Dani is not sure if she wants to go to college or work and her mother is adamant that she goes to college. This disagreement has been a recent point of contention for them.

Jeremy is a 17-year-old young man living with a foster care family with three other foster children all younger than him. He is still in contact with his father, though their relationship is strained. His mother died when he was 2 years old. He has a history of depression, anxiety, and multiple suicide attempts beginning at age 10. He is in foster care against his will but is tolerating the situation until his 18th birthday. Jeremy is active in the community and helps peers who are struggling with mental health issues.

Jay is a 19-year-old young woman who lives at home with her parents and two younger siblings. She’s had treatment for mental health diagnoses since about 11 years old. Jay has several co-occurring disorders that require ongoing intervention, including epilepsy and Type I diabetes. As she’s gotten older, she’s wanted to take on more responsibility including managing her appointments, getting her own place to live, and going to college. Jay’s current therapist is exploring transitioning her to adult services that may better meet her needs.

Jay is a 19-year-old young woman who lives at home with her parents and two younger siblings. She’s had treatment for mental health diagnoses since about 11 years old. Jay has several co-occurring disorders that require ongoing intervention, including epilepsy and Type I diabetes. As she’s gotten older, she’s wanted to take on more responsibility including managing her appointments, getting her own place to live, and going to college. Jay’s current therapist is exploring transitioning her to adult services that may better meet her needs.

Jay is a 19-year-old young woman who lives at home with her parents and two younger siblings. She’s had treatment for mental health diagnoses since about 11 years old. Jay has several co-occurring disorders that require ongoing intervention, including epilepsy and Type I diabetes. As she’s gotten older, she’s wanted to take on more responsibility including managing her appointments, getting her own place to live, and going to college. Jay’s current therapist is exploring transitioning her to adult services that may better meet her needs.

Jay is a 19-year-old young woman who lives at home with her parents and two younger siblings. She’s had treatment for mental health diagnoses since about 11 years old. Jay has several co-occurring disorders that require ongoing intervention, including epilepsy and Type I diabetes. As she’s gotten older, she’s wanted to take on more responsibility including managing her appointments, getting her own place to live, and going to college. Jay’s current therapist is exploring transitioning her to adult services that may better meet her needs.

There’s an increasing demand for Motivational Interviewing (MI) skills and practices with Transition Age Youth (TAY). However, most Motivational Interviewing resources were created with and for practitioners in the adult serving world and with the adult client in mind. Using scenarios created in partnership with TAY, this video series demonstrates MI consistent conversations for talking with transition age youth.

Resiliency is frequently discussed as a trait that one either has, or does not have. However, resiliency could more accurately be described as a skill that can be learned, practiced, and built upon. This webinar provides participants with information from some of the research on resiliency while also giving participants concrete practices that will build on the resiliency factors of their service recipients. 

Resiliency, sometimes discussed as the ability to “bounce back”, is a skill that can be learned and practiced. When discussing resiliency, attention is typically placed on the resiliency of service recipients. However, high turnover and low job satisfaction ratings are indicators that more could be done to aid in the resiliency of service providers. This interactive webinar allows listeners to have honest discussions around what makes this work so challenging, what evidence-based practices exist to assist in building resiliency, and what it takes to make these changes for oneself.