Good morning. On behalf of COHHIO, I wish to thank you for joining us this morning for our August Lunch and Learn Series, Case management for Supportive Housing - Program Goals and Outcomes. This monthly series, deals with the multifaceted work that each of you do in your communities to meet the needs of the homeless. Joining me this morning, will be Lianna Barbu from the Community Shelter Board. Before we begin this morning, I wish to go over a few webinar details. In a moment, I will be muting all of the phone lines. At that time, you will not be able to hear anyone speak besides the two of us. If you have questions, you will need to utilize the GoToWebinar Control Panel that is on the right side of your screen. You will need to click on the Questions line and then type in your question. Depending on the nature of the question, we will answer the question immediately, at the end of the session, or if we run out of time an answer will be sent to you through email. On that note, we will begin our presentation.
Why have objectives? Creating clear objectives during the service planning process serves the following purposes: Helps consumer and staff integrate all aspects of the plan Serves to connect implementation and evaluation to define impact Provides a clear focus for development and implementation Forms the basis for evaluating outcomes and successes
To create attainable objectives: Consider the current level/status of the problem/area of identified need. Consider the conditions under which work of the objective will take place.
To create objectives targeted to the identified need/desired impact: Ask consumer whether the desired impact requires knowledge, application, and/or problem solving. Match the action verb to the desired level (see lists of words above). Match objective with appropriate methodology. Ask consumer whether achieving the objectives can reasonably be expected to achieve the desired impact.
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important to learning. The six levels are listed below along with verb examples that represent intellectual activity of each level. Bloom’s Taxonomy of Verbs can be utilized to develop goals and objectives that are concrete and measurable. Knowledge - Comprehend Apply - Analyze Synthesize - Evaluate
To begin with, you should remember that your documentation should “paint a picture” of the person you are working with and the interventions that you provided. As a reader that was not present for the situation, I should be able to understand what happened in your time together, what the goal of the interaction was, how you intervened, the person’s response to your interventions, progress or lack of progress that person has had in your program, and what the upcoming goals are. Remember that throughout the intake, assessment, service planning and intervention processes, that there should be a fluid line between them. What I mean by that is when you complete your intake and assessment of the household, that information and the household’s goals should develop your service planning, and then the service plan should drive the types and frequencies of the interventions that you provide as the consumer strives to meet his/her goals while in the program. You should review with the consumer what their goals are for each meeting/session you hold with him/her. Ask what they would like to accomplish and what they expect from you. Your documentation should reflect the person’s abilities and limitations and the reason why you were involved in the interaction. You should discuss how they are proceeding with program goals and what difficulties they are having. Finally you should complete an overview of the person/persons that you are working with. An example of those general observations can be found with one of the accompanying documents for today’s presentation - go to General Observation.
There are some primary pieces of information that all file should have in them. We’ll take the next few minutes to review what should be included in your housing program files -
Consent forms can vary from program to program, but different types of consent forms include: HMIS - data collection form Release and Exchange of Information Consent/agreement for services
Holland’s codes for vocational interests Realistic - outdoors; hands-on occupations Investigative - scientific Artistic - creative Social - counseling and teaching Enterprising - management and sales Conventional - clerical
This can be a self-assessment form where the household completes the forms for the various members. May also wish to secure information regarding family physician, specialists, hospital preference, etc.
Legal Aspects of Documentation Documentation is important!! ｷDirect planning and coordination of participant services ｷDescribe response to services and evaluate services provided ｷCommunication between team members ｷCompliance with regulatory bodies/standards of practice ｷProvide necessity for admission and services ｷDetermine and maximize reimbursement ｷProvide data for staffing decisions, education, research, peer review studies, and quality assurance and improvement ｷCreate a legal record for the participant and provide preventative legal maintenance
Be specific. Effective charting is factual. Use words that reference participant reaction, attitude, and symptoms. Mention specific progress or lack of progress. Don’t label a participant’s behavior without describing it. For example: harry Homeless was anxious as evidenced by pacing, hand writing, and fast paced speech. Never characterize the participant’s behavior with unflattering and unprofessional adjectives such as spaced out, flipped out, drunk as a skunk, etc. Don’t use the words appears or seems to without adding a statement such as as evidenced by or as indicated by Do use participant quotes, or paraphrase what he/she says – remember to utilize quotation marks if using quotes
Transcript of "Supportive housing & homeless program goal setting & record keeping"
The Supportive Housing & Homeless
Program – Goal Setting & Record
Keeping webinar will begin shortly.
This is a muted call, please submit your questions
via the GoToMeeting question feature.
Handouts will be made available after
the webinar concludes.
Supportive Housing &
Homeless Program – Goal
Setting & Record Keeping
Jonda Clemings, MSEd, LSW
Goals & Objectives
Identify various issues,
functions, etc. that a
person may need to
set a goal/objective
around to improve
their housing stability.
List as many of these
as you can for each
letter in the alphabet.
• Goal: Housing
• Objective: Submit
application to MHA,
• Target date: by May
Amy is a new participant in your homeless
shelter. When asked about her housing
goals, she tells you that she doesn't have
any housing goals. Amy states that she has
received Medicaid in the past, but is not
currently receiving it. She has no other
income/benefits at this time. Amy is not
interested in working nor is she interested in
signing up for Medicaid, SNAPS, other
Bill has been residing in your rapid re-housing
program for six months now. He became
homeless due to a layoff at the plant and has
been having much difficulty finding other
employment with comparable pay. Initially, Bill
was sad about the loss of his housing, however
he was very good at following up on possible
job leads. During the past couple of months, Bill
has become cool and distant. He appears
disinterested and indifferent about finding a job.
What Should We Document?
• Functional limitations & abilities
• Barriers that led to homelessness
• Program adherence
• General observation
• Participant identification
• No other consumer names
• Black/blue ink
• Avoid backdating
• No blank spaces
• Streamline charting
• Follow agency policy
• Sign entry with name & title/
• Don’t label, characterize, use
• Use quotes
• Approved abbreviations
• Legible, grammatically
• SOAP – Subjective, Objective,
Assessment, & Plan
• DAP – Data, Assessment & Plan
Chronic Homeless Status
• Unaccompanied individual or
adult household member
• Disabling condition
• Living on streets or emergency
• 1 continuous year homeless or
4 episodes of homelessness in
• Why moved
• Type of housing
• Housing needs
• Long-term, indefinite
• Impedes ability to live
• Disability could be
improved with suitable
• Physical, mental or emotional
impairment - including
impairment solely due to
alcohol or drug use
• Written documentation must
come from credentialed
Party Written Verification
– Disability verification form by state licensed
• Social Security Administration
• Receipt of disability check
• Oral third-party and self-certification is
• Basic elements of consent
• Informed choice
• Overall experience
• Voluntary participation