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Introduction

Life skills are those abilities that help promote competency in adolescents as they face the reality of transition out of foster care (Ghasemian, 2017). Life skills training can equip transitioning youth with the skills that they need to successfully age-out and enter adulthood (Ghasemian, 2017). Life skills training focuses on teaching participants specific skills that would enable a smooth transition such as money management, meal prep, social skills, education, coping skills, and many more. For the purpose of this section, we will be focusing on skills training for meal preparation as an important life skill.

Theory

Kielhofner’s Model of Human Occupation, also known as MOHO, is an occupation-based model that describes the process in which individuals engage in occupations they are interested in (Lee, et al., 2012). Occupational therapy practitioners use this model to determine their client’s occupations and use their interests to transform their routines and habits and enhance their capacity to perform within their social and physical environments (Lee, et al., 2012). This model can help the occupational  therapy practitioner create the appropriate intervention best fit for the client and implement it so they are able to achieve the life skills they wish to learn through a client-centered approach.

Evidence

The available research for the intervention of skills training in the area of youth in foster care is limited. The literature surrounding this subject clearly indicates  a need for the use of skills training for youths transition from foster care to independence (Rashid, 2004). Among resilient youths who are transitioning from foster care, evidence has shown the demand of providing thorough and high quality independent living services to aid in the aging out process (Rosenwald, Mcghee, & Noftall, 2013). However, research on outcomes is less than certain when examining the effectiveness of life skills training. Impact evaluation data demonstrates that there is no impact either positive or negative on indicators of successful transitioning into adulthood for foster care  youths (Courtney et al., 2008).

Case Study

James is a 17-year-old male, currently in the foster care system. James is currently in the process of transitioning to the community for independent living and is interested in learning meal preparation. James shows competency with shopping for groceries, but James states that he has never made his own meal before. James has met with his residential supervisor who has referred to an occupational therapist to help his meal preparation skills.

Intervention Format

Individual

Description of setting

The session will take place in the residential home kitchen in morning hours from 8:00 A.M.- 9:00 A.M.

Supplies

• Stove
• 1 minute Oatmeal
• Sugar/ Maple Syrup
• Milk
• Optional : Fruit
• Salt

Intervention Plan

Problem Statement

Client is unable to prepare meals due to lack of prior exposure .

Outcomes

Long Term Goals

• In 4 weeks, client will be able to successfully prepare a simple meal (Oatmeal) for meal preparation without the use of instructions.
• Client will be able to prepare a complete breakfast meal without any verbal and/or visual ques by his age-out date.

Short Term Goals

• In 1 week, client will be able to perform safety precautions when utilizing a stove for meal preparation (turning off the stove, setting the burner to the right temperature).
• In 1 session, client will be able to setup the kitchen area with the supplies necessary for meal prep with minimal verbal cues.
• In 2 sessions, client will be able to measure amount of ingredients needed to prepare meal.

Agenda

1. Set up safe learning environment (5 minutes)
   1. Review the treatment goals
   2. Assess client’s readiness to learn
2. Provide demonstration ( 15 minutes)
   1. Provide hand-out of instructions
   2. Demonstrate how to prepare breakfast meal step by step
   3. Educate on safety-precautions in the kitchen
3. Evaluate learning outcomes (5 minutes)
   1. Ask client to perform a return demonstration
   2. Ask client to verbalize of meal preparation,  step by step

Soap Note

S- Client states that he is frustrated because he always eats the cafeteria food and feels malnourished.

O- Client presented as euthymic, willing to learn during session, as evidenced by client asking questions. Client was able to set up the supplies for making the Oatmeal and was able to recall the first step of preparing oatmeal without any cuing. However, he needed several verbal ques in order to finish preparing the meal and reminders to turn off the stove after he was finished.

A- Consumer has gained awareness on how eating a balanced breakfast can lead to greater health. Client expressed intense satisfaction and enthusiasm for independence skills of learning how to make a  breakfast meal. Client was able to complete 20% of the task without assistance which shows improvement from last session. He still needs safety reminders and verbal cues to complete Oatmeal preparation. Client would benefit from continued OT services

P- Client will continue to see occupational therapist for 30 minute session/ 2x a week for meal preparation.

References

Courtney, M. E., Zinn, A., Zielewski, E. H., Bess, R. J., Malm, K. E., Stagner, M., Administration, o. C. (2008). Evaluation of the life skills training program, los angeles county, california: Final report. ().Administration for Children & Families. Retrieved from http://ezproxy.fiu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED502640&site=eds-live

Ghasemian, A., & Kumar, G. V. (2017). Effect of life skills training on psychological distress among male and female adolescent students. Indian Journal Of Health & Wellbeing, 8(4), 279-282.

Lee, S. W., Kielhofner, G., Morley, M., Heasman, D., Garnham, M., Willis, S., & … Taylor, R. R. (2012). Impact of using the Model of Human Occupation: A survey of occupational therapy mental health practitioners’ perceptions. Scandinavian Journal Of Occupational Therapy, 19(5), 450-456. doi:10.3109/11038128.2011.645553

Rashid, S. (2004). Evaluating a transitional living program for homeless, former foster care youth. Research on Social Work Practice, 14(4), 240-248. Retrieved from http://ezproxy.fiu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ807766&site=eds-live http://dx.doi.org/10.1177/1049731503257883

Rosenwald, M.,  Mcghee, T., & Noftall, R. (2013). Perspectives on independent living services among resilient youth. Journal of Family Social Work, 16(2), 148-163. doi:10.1080/10522158.2013.765816