Steven’s plan

Steven lives in country NSW and is about to turn 18. He intends to continue living with his carers, Mary and Sam for now.

Steven needs at least 120 hours of supervised driving before attempting the driving test. He is finding it difficult to get enough hours in his log book as Mary and Sam do not have a car although they can drive.

Steven’s caseworker explores support from those around him and finds the carers’ daughter is willing to lend them her car when she isn’t using it. Fewer professional driving lessons are now needed as the carers can help Steven build up his log book hours with them. Also, as a care leaver Steven is eligible to undertake the Safer Drivers Course for free which will gain him 20 log book hours.

Measure of Wellbeing – Social / Living Skills and Peer Relationship

This example demonstrates how a leaving care plan should be developed with the young person and those around them. A template plan that is the same for everyone might simply have included a fixed number of driving lessons or a total dollar figure for lessons and fees to obtain a license.

The caseworker has taken the time to listen to Steven and his carers and to explore personalized options. This is a simple example of a client centered approach that empowers Steven and gives him greater ownership of his plan.

This also illustrates the effective use of programs and services such as free access to the Safer Drivers Course. DCJ often works in partnership with other agencies to improve access to services or to obtain concessions for care leavers. Caseworkers should ensure their knowledge of these supports is up to date. A good source of information for this is the DCJ site Leaving care and aftercare resources for caseworkers.

Practice point – The Living Arrangement Discussion Guide might have been used with Steven and his carers to make everyone comfortable about him staying on in the home as an adult. For example, by agreeing on board and privacy..