Plan for Success

A Plan for Success is developed by the participant through a volunteer led support counseling session. The purpose is to help the participant focus on what needs to be done, utilizing the applicable AFS Learning Objectives such as, to analyze the situation and think creatively, resolve conflicts, accept responsibility for oneself and adapt to new environments. The Plan for Success should be the participant’s proposed solution to the problems identified. It is a written plan signed by the participant, support volunteer and, at times, the host family to resolve the issues. It is not a list of requirements that needs to be met to avoid an early return. A Plan for Success should be used before resorting to a more formal Support Agreement. Background:

• The Council on Standards for International Educational Travel (CSIET) requires that high school exchange programs, such as AFS, provide local support assistance to participants to help resolve problems they encounter during the exchange. CSIET Standard 7 D states: The organization shall provide adequate support services at the local level to assist with program related needs and problems, for example, counseling services, travel, medical care, language problems, changes in host family, emergencies.
  
  
• AFS provides volunteer support counseling to help participants resolve problems. AFS does not provide paid professional counseling to help participants deal with family placement issues or other adaptations that may be required. If the participant cannot handle the stress of the exchange program or other conditions develop that require professional care for the participant to function effectively, the participant will be returned to their natural parents who can best provide the care their child needs. AFS may engage mental health professionals to evaluate the participant’s mental state if there is a question about the participant’s health and safety or the safety of others.
  
  
• Approximately 25% of AFS participants change host families for various reasons. This is a major concern for all involved. The Plan for Success will help participants succeed in the program and reduce the host family change rate.
  
  
• The Best Practice for Support and Temporary Host Families recommends that support host families be fully vetted and trained to help participants resolve serious issues that threaten the host family placement or might lead to an early return. The Best Practice was developed to plan ahead for family changes and to comply with Department of State (DoS) regulations that require the sponsoring organization insure that participants are placed with fully vetted host families at all times. Thus a volunteer liaison, unless also a fully vetted host family, cannot take a student into their home overnight to provide support counseling. Fully vetting all liaisons as support host families and training all liaisons to provide support counseling is not considered feasible. Instead, it is recommended that the local team have one support host family for each 20 hosted participants and one additional support host family as backup. Either the husband or wife in the support host family should also be an AFS support volunteer, ideally the local team support coordinator.
  
  
• The AFS Learning Objectives identify personal, interpersonal and cultural learning that should occur during the exchange.

When problems arise, the AFS Learning Objectives identify those skills that the participant needs work on to resolve the problem or improve the situation.

Basic concepts:

• The AFS intercultural learning experience is a learn-by-doing, trial-and-error process. It is to be expected that errors will be made and adolescent students will require assistance. The host family and liaison provide basic assistance. The support host family and/or support coordinator provide further assistance, should that be required.
  
  
• While much of the adapting is the responsibility of the student, it is helpful and appropriate to engage the host parents in a meaningful way that speaks to their role in creating a hopeful vision of the future and a positive learning environment. This can be done by encouraging the host family to focus more on the relationship / friendship that should result from the exchange experience rather than the difficulties of the moment. More on this in the next section, (3.d.i.).
  
  
• Participants generally enter the program with the perspective that behaviors and attitudes that have worked for them since birth in their home country will be appropriate within a host family in a new cultural environment. Often this is not the case. Significant adaptation may be required to be successful in the host culture.
  
  
• Problems should be approached as a chance for the participant to learn from the experience. When problems occur, the AFS Learning Objectives help the participant focus on the learning required for a successful exchange experience.
  
  
• Support should be positive and directed to helping the participant understand the issues and resolve the problem(s). The participant should “own” the solution.
  
  
• It is very helpful for the participant, as well as the support volunteer, to be able to internally process the issues over night. This gives time for reflection and often results in better decisions the next day.
  
  
• The support volunteer should talk privately with the participant and host family. This is the same requirement governing liaison contacts for monthly reporting. If the participant returns to the host family, a facilitated discussion between the participant and host family is required to insure there is agreement on the Plan for Success.

The process for developing a Plan for Success

A counseling session and a written Plan for Success is the next step when discussions, verbal commitments and possibly liaison facilitated family meetings to attempt resolution have been unsuccessful. The need for a written plan occurs when major problems threaten the placement, might lead to an early return, or would give the participant a greater chance for success in a second placement.

1. Identify the issues: The initial requirement is to identify the significant issues, consulting with those involved to get their perspectives. This includes the host parents, liaison, and any others who have significant interaction with the participant related to the issues. For example, a discussion with the host parents should identify the host family concerns, what needs to be resolved for them to continue to host. What are their expectations and are those expectations reasonable for the AFS experience.
   
   
2. Recommended time requirements: Time required for support counseling, preparation of a Plan for Success, and follow-up coordination with the host family, varies with the complexity of the issues. For a single issue, an evening and the following day is probably sufficient. During the evening of the first day discuss the reasons for the problem. The next day, develop the Plan for Success in the morning followed by a facilitated discussion with the host family in the afternoon. For complex issues, that typically exist when the placement is at risk or has failed because of relationship problems, an evening followed by two days is recommended. Most important, there needs to be enough time for the support host family to evaluate the participant’s behavior during the stay to see if reported problems are evident in another host family setting.
   
   
3. The counseling session:
   • Settle in: The first day, preferably a Friday after school, the student settles in and discussions are of a general nature to establish a relationship, describe the process and put the student at ease. This may be a good time to have the student complete a Reflection Essay, see the Addendum for details. This is also the time when the support host family volunteer can review resources listed below and, if not completed earlier, gather information from the host family.
     
     
   • Discuss the issues: The second day is devoted to discussing all the issues. The student is given feedback on how others see the situation and asked for his/her own assessment. A list of significant issues is agreed to.
     
     
   • Develop the Plan for Success: The third day is to come up with solutions which are described in the Plan for Success. The participant is asked to write out their goals for the exchange experience. Does the participant wish to continue and if so what do they want to achieve? That is followed by a discussion of what AFS hopes the student will learn from the experience, as described in the AFS Learning Objectives, and how specific objectives relate to the issues. Finally, the student is asked to review the list of issues, personal goals, and the applicable AFS Learning Objectives and then propose a Plan for Success. The support volunteer coaches the student to address the issues with appropriate solutions. Depending on the participant’s writing abilities, the support volunteer may need to help turn the student’s draft document into a finished product that conforms to the SMART format discussed below. The participant should sign the Plan for Success only if they agrees with the plan as written. The ideal result is a win-win solution for both participant and host family.
     
     
   • Follow-up with host family: If the participant is returned to the host family, the support volunteer should facilitate a discussion between the participant and the host family about: i) the future of their relationship and ii) the participant’s commitment as written.
     
     
     • A good start is to encourage both host family and participant to think about building a friendship and “creating a hopeful vision of the future” rather than let the issues take up all the energy. This message might need to be tailored depending on the emotional or factual tone of the meeting and whether it is the host mom or host dad speaking on behalf of the family. The general objective can be accomplished by offering inspiring questions, such as: “Can you imagine how wonderful it would be to get together for their college graduation or wedding?” It is vital for both the host family and the participant to realize that for effective reconciliation they must make an intentional choice to focus on the importance of their relationship. They are the ones who must nurture their “garden of friendship”.
       
       
     • The intent of reviewing the participant’s written commitment is to ensure that the host family feels the Plan for Success is an appropriate commitment by the participant to work on the significant issues and they will support the student in that effort. The host family’s signature on the Plan for Success may be helpful to indicate their acceptance. If they are not satisfied, the support volunteer needs to address what else they think is required. This may be a verbal assurance from the participant or indicate a wait and see attitude. It is said, it takes 30 days to change a habit. The host parents should understand that the participant may need help and some forgiveness while a new behavior habit is formed. The host parents should lead the way to “a hopeful vision of the future”.

4. Be concise: The Plan for Success should focus on only the significant issues of placement or compliance with AFS polices. To keep that focus during implementation the plan should fit on one page.
   
   
5. Use the SMART system: (Specific, Measurable, Acceptable, Realistic, and Time-framed) to finalize the Plan for Success.
   • The actions to be taken should be specific not general in nature.
   • The actions should be measurable so progress or completion can be verified.
   • The actions should be acceptable to all parties involved.
   • The actions should be realistic rather than idealistic.
   • There should be a time frame for accomplishment.
     
     
6. See the Addendum for an example of a Plan for Success that incorporates the SMART system.
   
   
7. Signatures: The Plan for Success, is not final when signed during the support counseling session. AFS regional staff needs to concur. See coordination with staff below.
   
   
8. Required report: A report is required to document the support counseling provided. The report should include information gathered from the host family, participant and other stake holders, the list of issues of concern, the participant’s goals, and the list of AFS Learning Objectives considered applicable to the issues. The report should include or reference the Plan for Success. The report should also include observations and opinions as to intentions and attitude of the participant and host family. Recommendations for further support and follow-up should be included. If a second placement is required, recommendations may be given about placement factors that should be considered by the hosting coordinator. If the participant is returned to the host family, the report should document the meeting that was held on return.
   
   
9. Coordination with staff: If the support host family is unfamiliar with the counseling process described herein they should work step by step through the process with their regional staff support coordinator. An alternative training method for a support host family, if agreeable with the regional staff, is to work with an experienced team support coordinator for the first few cases. After experience is gained, it is expected that the support host family will be able to provide support counseling with minimal assistance for most cases. The experienced support host family should keep the regional staff informed that support counseling is underway, and provide a report and the signed Plan for Success when completed. As noted above, if the AFS staff does not agree with the Plan for Success as written, it will have to be revised and re-signed. Unique situations should always be coordinated with the regional staff. Finally, day to day coordination with the regional staff is required when a Support Agreement is being prepared at the second support counseling stage.
   
   
10. Confidentiality: The support volunteer needs to tell the participant that what was discussed during the counseling session and the documents they have developed will only go to those who need to know. That will include the support staff at the regional office and the staff in the AFS partner country who will send the Plan for Success to the participant’s natural parents. The natural parents often help motivate the participant to make behavioral changes identified in the plan. The participant’s liaison will see the Plan for Success and the report to help the participant implement the plan. The team support coordinator will see the Plan for Success and the report. (The team support coordinator may have provided the counseling and prepared the report as the support host family volunteer.) If the participant is going back to the host family the Plan for Success will be discussed with them when the participant is returned. If the participant is going to a temporary host family, that family will receive a copy of the Plan for Success to help the student implement the plan while they are waiting for a permanent host family. There is value in a fresh start with a new host family. A determination will have to be made if it is best to show the Plan for Success to the new host family initially. If the same problems reoccur, the new host family will be given the Plan for Success to help the student resolve the issues.
    
    
11. Consequences: The participant needs to understand that the exchange program requires learning appropriate behaviors to adapt to living with a host family and as a student on a J-1 visa to apply themselves to achieve passing grades at school. After repeated attempts, a pattern showing failure to adapt or inability to succeed at school may be a cause for an early return. AFS students who do not complete their academic year or semester program must leave the country immediately. AFS-USA is required by the Department of State to report the student’s adjusted program end date in SEVIS. Students who do not successfully complete their programs are not entitled to the post-completion 30-day grace period.

Resources:

The support host family volunteer should consider the following resources to assist in evaluating the issues and helping the student develop the Plan for Success:

• Reflection Essay: this writing exercise helps the participant shift away from the notion that they are somehow an “idle or innocent bystander” and “life is just happening” to them. See the addendum.
• Liaison reports available in Global Link.
• The participant’s application, specifically those sections that might have some bearing on the issues. (Letter to host parents, natural parent’s comments, teacher’s comments, and school transcript are available on Global Link.)
• The completed Host Parent/Participant Questionnaire that records the family expectations, usually in the participant’s welcome orientation handbook.
• Check-in Questionnaires completed by the participant at the post-arrival and midyear orientations, usually held by the team support coordinator.
• Country specific host parent handbooks that describe cultural differences that may have a bearing on the issues, available here. For instance, from the Handbook for German Participants there is a section on communication style. An example is given to show that the student is not rude or ungrateful, but is just following cultural norms, as follows: Germans tend to be very direct and appear to be critical. My student would say: “This tastes really bad”. (Americans might say: “I have never tasted something like this before.") The explanation being that he felt it was important that I knew it was bad tasting so, 1) I could fix it, or 2) not waste my time making it again.
• The local team support coordinator. (Unless the team support coordinator is providing the counseling as one of the support host family members)
• Support staff at the regional office who have extensive experience with all sorts of participant adjustment and behavior problems.

Additional recommendations:

1. Careful evaluation of the issues: It should be recognized that when the placement is at risk or has been terminated by the host family, the issues brought out need to be carefully evaluated. Problems identified may have started as minor irritations, but through repetition are now considered to be major problems. There may be cultural differences that have not been recognized or addressed. There may be an “incompatible placement”, where there are little or no common interests or lifestyles are so different that the relationship is not rewarding for either party. The family may be trying to justify their decision to terminate the placement to themselves and others by giving every example of inappropriate behavior they can think of. In these situations several days spent with the participant can be very helpful in evaluating what are significant behavioral problems versus misunderstandings and annoyances.
   
   
2. A second placement: Even with support counseling and a Plan for Success in place, sometimes the first placement does not work out. For instance, early negative impressions formed by the host family as the participant went through the trial and error learning process may be hard to change. The liaison has probably worked with the host family and student to try to resolve the problems without success. This may lead the host family to believe that the participant is incapable of change. If the host family is unhappy with the relationship they may find fault in even the little things and whatever the student does may not be considered good enough. AFS experience, however, is that a second placement is usually a success when appropriate support counseling is provided and the second placement takes into account what caused difficulties in the first placement.
   
   
3. Support Agreement: A very small number of participants may continue to experience difficulty, perhaps because they do not make the changes identified in the Plan for Success or they are not ready for the exchange program at this stage in their life. If that occurs the support host family needs to work very closely with the regional staff to engage the partner country and natural parents in what we are doing to further counsel the participant and possibly try an alternate hosting environment. The second and if necessary the third written document should be called a Support Agreement. The regional office staff will assist in the wording of this document and advise when the document should be signed. The partner country may prefer that the natural parents approve of the document before it is signed by the participant with the intent to bring the natural family into the early return decision should it come to that.
   
   
4. Early return: It is important that all local team volunteers understand that the participant will not be returned home early until the sending country agrees. That agreement is only reached after the participant has been given a chance to succeed and repeated lack of success demonstrates what is called “a failure to adapt”. Usually the participant understands at that point that they cannot handle the exchange program requirements and it is time to go home. Not following through with the actions identified in the Plan for Success is not sufficient to justify an early return. Additional steps as discussed in the paragraph above on Support Agreements will be required. Support counseling and the development of a Plan for Success does not apply to a number of other reasons for an early return, such as: violating the three rules (driving, involvement with drugs, hitch-hiking), eating disorders, major depression, the possibility of suicide, and other situations where the health and safety of the participant is a concern.
   
   
5. Orientations: It is recommended that the support coordinator/support host family be actively involved in the orientations. Being proactive in helping the students understand the exchange program requirements will reduce the need for support counseling. Being involved at the orientations will help develop a connection and better understanding of each participant. That will make it easier to coach and counsel the participant if that becomes necessary during the year.

Addendum: Plan for Success - A Sample

Download Plan for Success Template

Each Plan for Success is different because it is based on the participant's proposed solutions for the issues identified. Motivation to resolve the issues is much stronger when it is the participant’s solution rather than someone's list of what needs to be done.

This is a sample of a school problem, the student’s first progress report shows failing grades in US History and Spanish. The student has identified what they propose to do to solve the problem. The support volunteer has coached the student to effective solutions and has helped to finalize the plan, working with the student to link the actions to AFS Learning Objectives and SMART concepts. An actual Plan for Success would not show the concepts in brackets, included here for instruction.

Plan for Success

Action items:

1. Even though the classes I am taking at school do not count back home, I understand that I have agreed to attend school and assume course work responsibilities, in accordance with school guidelines. I intend to accept responsibility (AFS Learning Objective) for completing my homework on time and studying for the tests to raise my progress grades in US History and Spanish from an "F" to at least a "D" (realistic, specific, and measurable) by the next progress report in five weeks (time frame).
2. I intend to get a "C" or better for my semester grade. (time frame, realistic, specific, and measurable).
3. I believe I can succeed in a different academic setting (AFS Learning Objective) and I do not want to change to an easier class in order to pass.
4. I will talk to my US History and Spanish teachers this week (time frame and realistic) for possible help and to see what I can do to receive extra credit (specific).
5. I will give my liaison my password to the school computer system that tracks my grades in each class, lists test grades, and homework completed (specific) so she and my host mom can track my progress (realistic).

*Suggested when parent has significant action.

The Support volunteer will be notified if there is a problem.