Transition to Independence Process Model®
Transition to Independence Process (TIP) Model® is a program designed for youth and young adults ages 14–29 with emotional, behavioral, cognitive, and/or mental health challenges to support their transition into adulthood. TIP Model aims to provide a responsive system for young people and their families to support self-sufficiency in multiple domains, including employment and career, educational opportunities, living situation, personal effectiveness and wellbeing, and community-life functioning.
Transition Facilitators apply the TIP Model by tailoring activities, working to teach relevant skills, and adjusting service intensity and timelines with each participant. Transition facilitators focus on: (1) engaging participants in their own future planning process; (2) aiming to provide developmentally-appropriate, non-stigmatizing, culturally-competent, trauma-informed, and appealing services and supports; and (3) involving the participants, their families, and other relevant informal key players in a process intended to develop skills that facilitate movement toward greater self-sufficiency and goal achievement. Participants determine their own short-term and long-term goals. The program also engages participants through peer support, with young adults providing mentoring, counseling, and leadership development to participants in coordination with the Transition Facilitator.
TIP Model is operationalized through a framework that includes guidelines and associated core practices. Transition Facilitators apply the core practices throughout four phases of coaching: (1) engagement, (2) active intensive coaching, (3) maintenance coaching, and (4) follow-along. The engagement phase aims to support the participant in relationship development, and includes assessing the participant’s strengths and needs as well as introducing them to relevant features of the intervention. The active intensive phase emphasizes developing skills related to problem solving and decision-making, setting and tracking goals, prevention planning for high-risk behaviors and situations, and using coping skills for emotional regulation and functioning. The maintenance coaching phase focuses on generalizing new skills to everyday life and understanding the interdependent nature of relationships. Finally, the follow-along phase aims to position the participant to function more independently across the targeted domains. Coaching activities typically include tailored services, lessons, and supports as well as involvement of relevant family members and other key players.
The Prevention Services Clearinghouse’s independent systematic review of TIP Model found that no studies of the program achieved a rating of moderate or high on design and execution.
As of December 2025, the ACF Assistant Secretary has final approval authority over the determination of the program or service rating. For more information, please visit the FAQ on the rating determination policy.
Date Last Reviewed by the Prevention Services Clearinghouse (Handbook Version 2.0): Jun 2026
Date Program or Service Description Last Updated: Jun 2026
Sources
The following sources informed the program or service description, target population, and program or service delivery and implementation information: the program or service manual, the program or service developer’s website, and the studies reviewed.
This information does not necessarily represent the views of the program or service developers. For more information on how this program or service was reviewed, download the Handbook of Standards and Procedures, Version 2.0
Target Population
TIP Model is designed for youth and young adults ages 14–29 with emotional, behavioral, cognitive, and/or mental health challenges.
Dosage
Transition Facilitators tailor the frequency, intensity, and types of supports and services to participant needs.
The engagement phase typically lasts four weeks with a range of 3–8 weeks and includes an average of two face-to-face contacts and two telephone or text contacts per week. The active intensive coaching phase typically lasts 12 months with a range of 4–24 months and includes an average of three face-to-face contacts and four telephone or text contacts per week. The maintenance coaching phase typically lasts 10 months with a range of 4–48 months and includes an average of two face-to-face contacts and four telephone or text contacts per month. The follow-along phase typically lasts 4 months with a range of 2–24 months and includes an average of one face-to-face contact and two telephone or text contacts per month.
Location/Delivery Setting
Recommended Locations/Delivery Settings
Transition Facilitators deliver TIP Model in-person in the home, in community settings, and via telephone or text.
Education, Certifications and Training
TIP Model Certified Consultants provide competency-based training, consultation, and implementation support to agencies and organizations. Consultants train front-line staff that include Transition Facilitators and Peer Support Specialists as well as supervisors, therapists, and other management personnel. Consultants can travel to program sites to conduct TIP Model trainings or hold trainings live online. TIP Model in-person trainings are typically held on successive days as full-day events. When the training is delivered live online, the pace of training can be tailored to a site. Training includes content on the guidelines, core practices, and domains along with demonstrations and vignettes, scenarios for practice opportunities, and forms to support learning. Supervisory personnel also receive tools and coaching on their responsibilities to facilitate and maintain implementation of the TIP Model.
After participating in a full course of TIP Model training, staff can choose to be mentored to become certified TIP Site-Based Trainers. This process typically takes 6–12 months. Site-Based Trainers are required to be re-certified every two years.
Program or Service Documentation
Book/Manual/Available documentation used for review
Clark, H. B., & Huntsman, C. (2023). TIP Model operations manual - parts one & two. Long Beach, CA. Stars Behavioral Health Group.
TIP Model Participant Handout & Toolkit (2022). Long Beach, CA. Stars Behavioral Health Group.
Available languages
The TIP Model manual is available in English.
Other supporting materials
For More Information
Website: https://www.starstrainingacademy.com/transition-to-independence-process-tip-model/
Phone: (310) 221-6336-ext 109
Email: jsolomita@starsinc.com
Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.
| Results of Search and Review | Number of Studies Identified and Reviewed for Transition to Independence Process Model® |
|---|---|
| Identified in Search | 7 |
| Eligible for Review | 1 |
| Rated High | 0 |
| Rated Moderate | 0 |
| Rated Low | 1 |
| Reviewed Only for Risk of Harm | 0 |
Studies Rated Low
Study 15592Bohs, R., Lawrence, T., & Clark, H. B. R. (2021). Evaluation of outcomes of youth and young adults being served under the transition to independence process (TIP) model by a six agency collaborative. Journal of Evidence-Based Social Work, 18(6), 716-737.
This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.Studies Not Eligible for Review
Study 15593
Dresser, K., Clark, H. B., & Deschênes, N. (2015). Implementation of a positive development, evidence-supported practice for emerging adults with serious mental health conditions: The transition to independence process (TIP) model. Journal of Behavioral Health Services & Research, 42(2), 223-237. https://doi.org/10.1007/s11414-014-9438-3
This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)Study 15594
Haber, M. G., Karpur, A., Deschênes, N., & Clark, H. B. (2008). Predicting improvement of transitioning young people in the partnerships for youth transition initiative: Findings from a multisite demonstration. Journal of Behavioral Health Services & Research, 35(4), 488-513. https://doi.org/10.1007/s11414-008-9126-2
This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)Study 15595
Hagner, D., Cheney, D., & Malloy, J. (1999). Career-related outcomes of a model transition demonstration for young adults with emotional disturbance. Rehabilitation Counseling Bulletin, 42(3), 228-242. https://eric.ed.gov/?id=EJ590879
This study is ineligible for review because it does not use an eligible study design (Handbook Version 2.0, Section 4.1.5)Study 15596
Imel, S. (1995). Welfare to work: The role of adult basic and literacy education. Practice application brief. Education Resources Information Center (ERIC) Clearinghouse on Adult, Career, and Vocational Education. https://eric.ed.gov/?id=ED381689
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)Study 15597
Karpur, A., Clark, H. B., Caproni, P., & Sterner, H. (2005). Transition to adult roles for students with emotional/behavioral disturbances: A follow-up study of student exiters from Steps-to-Success. Career Development for Exceptional Individuals, 28(1), 36-46. https://doi.org/10.1177/08857288050280010601
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)Study 15598
Klodnick, V. V., Malina, C., Fagan, M. A., Johnson, R. P., Brenits, A., Zeidner, E., & Viruet, J. (2021). Meeting the developmental needs of young adults diagnosed with serious mental health challenges: The emerge model. Journal of Behavioral Health Services & Research, 48(1), 77-92. https://doi.org/10.1007/s11414-020-09699-0
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 2.0, Section 4.1.9)