Transition into adulthood represents a particularly challenging period for youth and young adults with serious mental health conditions and related needs. The Transition to Independence Process (TIP) model is based on a positive development approach and has been demonstrated to be an evidence-supported practice for preparing emerging adults in their movement into employment/career, education, living situation, personal effectiveness/well-being, and community-life functioning--and to be responsive to their families. This article describes the TIP model from a positive youth development framework, its empirical underpinnings, and the fidelity and outcome tracking tools that have been developed for use with transition sites for implementation and sustainability. A research study on the fidelity tools showed their reliability and validity and a second study presents progress and outcome findings for youth and young adults at a new TIP model site. The implications of the TIP model and these findings are discussed.

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Results of an evaluation of the Child and Adolescent Service System Program (CASSP) in California are reported in this article. Interviews were conducted with human services agency staff ( n = 60) and parents of children with serious emotional disturbance (SED; n = 67) regarding changes over the previous 4 years in their local children's service systems. Despite administrative obstacles and significant funding limitations, results indicate that CASSP had a modest, positive impact in the state of California. Specifically, CASSP increased interagency collaboration in human services planning and delivery and positively affected family participation in all aspects of services. CASSP inspired county mental health administrators to be leaders in the effort to establish culturally competent systems of care for children with SED. County agency administrators reported more significant positive changes than did parents of children with SED. Both groups of subjects indicated that many children with SED are not identified by service systems, and the needs of children with SED in the state of California are not adequately addressed.

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