This document summarizes the non-traditional transition of a young man named Nicky from an institutional residential program at age 22 to a community-based shared living arrangement. Over the course of 7 years, with extensive planning, collaboration between agencies and clinicians, and an adaptive approach, Nicky was successfully transitioned out of the institutional setting where experts said he was too dangerous for the community. The summary highlights the planning process, exploration of different housing and day program models, challenges along the way and lessons learned from this transition success story.
Presentation from CNE sales training 7/12/11.
What is the CNE message, who do we need to talk to. How could we share info. What support and resources are available.
The document provides guidance for staff at a group home on basic operational questions, responsibilities, and best practices for the first days working at the home. It addresses who to contact with questions, appropriate attire, guidelines for visitors, handling staff absences, and key responsibilities like youth supervision, paperwork, and maintaining licensing requirements. It emphasizes implementing feedback, treating youth ethically, and maintaining a positive family environment through praise, activities, and celebrating holidays.
The document discusses how early childhood education programs can help prevent child abuse and neglect by promoting protective factors in families. It outlines several protective factors shown to prevent abuse, including parental resilience, social connections, knowledge of parenting/child development, and children's social-emotional competence. It also describes strategies programs use to strengthen these factors, such as parent education, social support, responding to crises, and observing for early signs of abuse or neglect. Overall, the document argues that early childhood programs are well-positioned to detect and address family issues to prevent child maltreatment.
A Parent Guide to Secondary One (Damai 2014)dmss2014
The document is a parent's guide for helping their child transition to secondary school. It provides information on:
1) The challenges of transitioning such as new academic expectations, puberty, and making new friends.
2) Ways parents can help their child adjust which includes giving them time to settle in, maintaining stable routines at home, building relationships with teachers, and being alert for signs of anxiety.
3) Contact information for school counsellors and other support services available for students experiencing difficulties.
The Real Story on Ms. Nikki's TV Teen Talk Show!Antoinette Capri
Ms. Nikki wants to start a national TV teen talk show to help youth with life's challenges and build resilience. She has overcome many personal hardships as a single mother of two, including homelessness and financial struggles. She believes the talk show can decrease issues like unemployment, violence, and increase self-esteem among teens. Support is needed to fund the first year of the show through expenses like marketing, production costs, and salaries. Donations are being requested to turn this vision into a reality and help empower youth.
This document discusses a study on the impact of competing priorities on the aspirations, health, and well-being of young women aged 18-30. An online survey of 300 young women in South Australia found they feel pressure to "do it all" through unpaid domestic work, study, paid work, and volunteering. Focus groups discussed the daily struggles of juggling responsibilities without support and how short-term demands prevent pursuing long-term goals. Structural factors like inadequate income, childcare costs, and a lack of services and jobs present barriers. The study found young mothers prioritize immediate needs over aspirations due to stress, while volunteers have more freedom but concerns over balancing family and career. Tailored support is needed to help young women
SPIRITT Family Services Annual Report FY14Daisy Pizana
This document summarizes the work of SPIRITT Family Services, a nonprofit organization that provides support services to strengthen families and individuals in crisis. SPIRITT has been serving the community for over 42 years, assisting over 7,000 people annually with programs in counseling, education, prevention, and treatment for issues like poverty, abuse, addiction, and mental health concerns. The document highlights the stories of individuals and families who have benefited from SPIRITT's services, including programs that help with substance abuse recovery, parenting skills, family counseling, and building healthy relationships.
Presentation from CNE sales training 7/12/11.
What is the CNE message, who do we need to talk to. How could we share info. What support and resources are available.
The document provides guidance for staff at a group home on basic operational questions, responsibilities, and best practices for the first days working at the home. It addresses who to contact with questions, appropriate attire, guidelines for visitors, handling staff absences, and key responsibilities like youth supervision, paperwork, and maintaining licensing requirements. It emphasizes implementing feedback, treating youth ethically, and maintaining a positive family environment through praise, activities, and celebrating holidays.
The document discusses how early childhood education programs can help prevent child abuse and neglect by promoting protective factors in families. It outlines several protective factors shown to prevent abuse, including parental resilience, social connections, knowledge of parenting/child development, and children's social-emotional competence. It also describes strategies programs use to strengthen these factors, such as parent education, social support, responding to crises, and observing for early signs of abuse or neglect. Overall, the document argues that early childhood programs are well-positioned to detect and address family issues to prevent child maltreatment.
A Parent Guide to Secondary One (Damai 2014)dmss2014
The document is a parent's guide for helping their child transition to secondary school. It provides information on:
1) The challenges of transitioning such as new academic expectations, puberty, and making new friends.
2) Ways parents can help their child adjust which includes giving them time to settle in, maintaining stable routines at home, building relationships with teachers, and being alert for signs of anxiety.
3) Contact information for school counsellors and other support services available for students experiencing difficulties.
The Real Story on Ms. Nikki's TV Teen Talk Show!Antoinette Capri
Ms. Nikki wants to start a national TV teen talk show to help youth with life's challenges and build resilience. She has overcome many personal hardships as a single mother of two, including homelessness and financial struggles. She believes the talk show can decrease issues like unemployment, violence, and increase self-esteem among teens. Support is needed to fund the first year of the show through expenses like marketing, production costs, and salaries. Donations are being requested to turn this vision into a reality and help empower youth.
This document discusses a study on the impact of competing priorities on the aspirations, health, and well-being of young women aged 18-30. An online survey of 300 young women in South Australia found they feel pressure to "do it all" through unpaid domestic work, study, paid work, and volunteering. Focus groups discussed the daily struggles of juggling responsibilities without support and how short-term demands prevent pursuing long-term goals. Structural factors like inadequate income, childcare costs, and a lack of services and jobs present barriers. The study found young mothers prioritize immediate needs over aspirations due to stress, while volunteers have more freedom but concerns over balancing family and career. Tailored support is needed to help young women
SPIRITT Family Services Annual Report FY14Daisy Pizana
This document summarizes the work of SPIRITT Family Services, a nonprofit organization that provides support services to strengthen families and individuals in crisis. SPIRITT has been serving the community for over 42 years, assisting over 7,000 people annually with programs in counseling, education, prevention, and treatment for issues like poverty, abuse, addiction, and mental health concerns. The document highlights the stories of individuals and families who have benefited from SPIRITT's services, including programs that help with substance abuse recovery, parenting skills, family counseling, and building healthy relationships.
The document discusses the importance of routines for children. It states that routines provide children with stability, security and predictability which helps them feel safe. Routines allow children to experience success and build self-esteem by completing routine tasks. The document recommends establishing routines like regular meal times, sleep schedules and chores which benefit children's physical and mental health even during summer breaks from school. Maintaining routines gives children a sense of control over their environment and reduces stress and anxiety.
Advocating for children and young people experiencing domestic violenceBASPCAN
The document discusses evaluating advocacy services for children and young people experiencing domestic violence. It examines methods used including focus groups, interviews, case record analysis, and feedback questionnaires. Key themes from interviews included relationships, trust, activities, feeling respected. Case records showed most clients were female and involved with multiple agencies. The advocacy service distinguished itself by giving choice, safety planning, and helping clients understand their situations and feelings. Standards for advocacy promoted client engagement and representation. Advocacy was found to give clients voice, agency, and control over resources with support from persistent advocates.
The Family Place (TFP) is a mental health services provider committed to fostering wellness through relationships. TFP offers various services including parenting courses, social-emotional learning trainings for schools, play therapy, and family therapy. Their services are designed to support healthy child development, strong family relationships, and social-emotional competence through empowering parents and caregivers with skills and strategies. TFP takes a strengths-based approach and values building meaningful relationships with clients.
Mental Health Online Diaries: Understanding Child-Parent/Guardian RelationshipsBorn This Way Foundation
On behalf of Born This Way Foundation, Benenson Strategy Group conducted a series of online ethnographic diary interviews between young people and their parents/guardians to:
▪ Explore questions surrounding the family dynamics of mental health and wellness, and begin to understand what makes for supportive environments and relationships
▪ Further understand the ways in which young people and their parents/guardians feel connected or disconnected to their families and broader support networks
▪ Ethnographic diaries are a qualitative methodology and should therefore be considered directional. This ethnographic research will be used to inform the next phase of quantitative research that will dimentionalize family dynamics on a quantifiable scale, allowing for conclusive findings.
The document summarizes the history, mission, and activities of the Mental Health Association of Southwest Florida (MHASWFL). It discusses the organization's goals of educating the public on mental health issues, advocating for access to treatment services, and serving the community. Key points include:
- MHASWFL has served Southwest Florida since 1957 and wants to promote mental wellness for all.
- Their mission is to educate the public, advocate for mental health, and foster innovation through research, services, and policy work.
- Over the years they have established numerous programs and services for children, teens, seniors and the community in general.
Youth Mental Health in Las Vegas: Understanding Resource Availability and Pre...Born This Way Foundation
On behalf of Born This Way Foundation, Benenson Strategy Group conducted 401 online interviews with 13-24 year olds in the Las Vegas metropolitan area from December 12, 2018 to January 3, 2019.
E-Nini-Hassee is an outdoor therapeutic boarding school located in Florida that provides educational and therapeutic services to girls ages 12-18 struggling with issues like depression, anxiety, substance abuse, and family problems. It offers individualized treatment plans using evidence-based therapies like cognitive behavioral therapy in both group and individual settings. The 840-acre campus provides academics, counseling, and outdoor activities to help girls develop life skills and self-awareness to make positive changes that last beyond treatment. It has treated nearly 10,000 girls over more than 40 years and has a high rate of parent satisfaction.
Social and Emotional Health of Children Birth to Age 8 Fact SheetEarly On Michigan
Social and emotional health in children refers to their ability to form relationships, manage emotions, and problem solve. It is crucial for healthy development and school success. Children learn social and emotional skills from loving relationships with caregivers. Supporting these skills can be done through everyday interactions like playing, talking, and showing interest. Investing in services to screen for and treat social and emotional issues is important to support children's development and reduce future costs to society.
Account Planning Group - Planning IdolEloise Liley
This campaign aims to raise awareness of the new ReachOut Parents initiative launching in January 2016. Research found that parents are often reluctant to acknowledge signs of mental illness in their children due to defence mechanisms born of love. The campaign's strategic insight is that parental love can blind parents from seeing issues, and they need to make their child's well-being more important than their love. It will feature videos telling the stories of four parents who lost children to suicide, to show that love alone is not enough and parents must take preventative action to help their children's mental health.
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
Nicky faced an uncertain future after aging out of his restrictive residential program at age 22 without transition planning. His parents took action two years prior by bringing together a team from Nicky's school, residential provider, day program, and state agencies. They developed an individualized "hybrid" shared living and day program model. Since moving to this new set of supports, Nicky has shown dramatic improvements in behaviors, skills, and community inclusion, defying expectations of his trajectory without change. The presentation encourages early transition planning and empowering families to affect change.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
We begin by exploring what is meant by cognitive impairment, and some of the difficulties and challenges faced by people with varying levels of cognitive impairment, including specifics issues related to adaptation and abstraction. We consider how designers (who can also be viewed as ‘outsiders’) can act as enablers, supporting people with cognitive impairments to contribute their insights and ideas to design services that work for them. We emphasise the importance of mindset and methodological framework, and, in the spirit of sharing and collaborating, use examples from practice to illustrate the iterative development of a range of methods and tools to create a safe and supportive co-design environment.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
This document summarizes the services of a Youth Mediation Practitioner for 14 to 18 year olds and their caregivers. The practitioner aims to repair family relationships through mediation, reduce youth homelessness, improve communication and self-esteem, understand conflicts and triggers, and support independent living. Regular family meetings use a restorative approach to find common ground and move in a positive direction. Assessments and support plans are tailored to each family's needs using a multi-agency, solution-focused approach.
This document summarizes the services of a Youth Mediation Practitioner for 14 to 18 year olds and their caregivers. The practitioner aims to repair family relationships through mediation, reduce youth homelessness, improve communication and self-esteem, understand conflicts and triggers, and support independent living skills. Services include family meetings, assessments, and referrals to other agencies using a strengths-based, solution-focused approach.
Polk County DFCS Services OfferedDFCS offers a vari.docxLacieKlineeb
Polk County DFCS
Services Offered:
DFCS offers a variety of services for the children and parents which include:
Obverse behavioral aids
Parenting aids
Free day care/after school
Adoption
Foster Care
Counseling and many other services to help the needs of families.
Mission of DFCS:
The mission of DFCS is to access the well being and permanency of children. We strive to build stronger families and communities.
Clientele or Population Served:
There is no certain criteria or population served as anything can happen at any moment where your child may potentially have to be removed from your home. Often, it is families with low incomes which can sometimes result to not having the resources to provide for their children.
Job Activities/Professional Roles:
As a social worker I’m always accessing and making sure the children are safe in their home.
Required to see children and families once a month but she sees her families many times throughout the month to build a relationship with them by attending events they me involved in.
The social worker I interviewed is in the foster care unit so her main purpose is finding permanent placement for the children if they unfortunately will not be reunited with their biological parents.
Working close with parents to ensure they complete their case plans in order to get their children back in their home.
Why Social Work?
In high school and while in college, she mainly worked in retail positions. She always knew that she wanted to be a social worker or counselor. She has a passion to help people in need as well as a love of working with kids. It is a rewarding profession once a child/children are in their forever homes or reunited with their families.
Opportunities for Advancement/Professional Development:
There are many chances in moving up in this profession. There’s many different roles you can indulge in but still be a help to the families as well as the community. For example, becoming a Supervisor, Trainer, Administrator, etc.
For professional development, all staff have opportunities to learn new/updated rules/regulations as it refers to the job and what they do daily. For example, there would be new training on ethics, HIPAA, certain protocols, court hearings, etc.)
She also asks her supervisor/directors for critique often to see how she can be more effective in her career.
Self Care:
A couple of strategies she learned is first to UNPLUG!
When you get home, unplug from work; unplug from your work your devices (unless you are on-call).
Do not check emails, calls, texts, etc. it is very hard to do, but that is how you start to experience burn out if you are constantly on the move and never just taking a break.
If she is not on call once she gets home, she turns her phone off (weekends as well) You have to set boundaries or people will take advantage of you and your time. Spend time with your friends, family, do what you like to do in order to have a balance.
Job Satisfaction.
BeHealth.Today | Outpatient to OutdoorsKevin Popović
This document describes a collaboration between Rady Children's Hospital and Outdoor Outreach to provide mental health services to youth ages 12-17 through outdoor experiential programming. It notes high suicide and recidivism rates for youth and proposes bridging clinical care with non-traditional interventions. An initial pilot project involved taking patients on outdoor trips which saw improvements in well-being, relationships, and applying skills to life. The collaboration aims to scale up the program and integrate it with traditional therapy for longer-term mental health impacts.
This document provides a summary of Family Service Association's programs and impact over the past year. It discusses four programs in depth: PCIT, Mobile Fresh, Critical Needs, and Home Delivered Meals. For each program, it provides client stories, statistics on clients served and outcomes achieved. The document also previews four programs that will be highlighted in next year's impact report: Kindergarten Readiness, Nurturing Parenting, FSA Volunteers, and senior physical activity programming. In closing, it introduces the members of FSA's Board of Directors.
Lesa Rice is a certified Conscious Discipline instructor based in Benzonia, MI with over 18 years of experience working with Head Start. She provides trainings on Conscious Discipline and other topics related to social-emotional growth and classroom management. Lesa has presented at many conferences and trainings around the world. Attendees praise her interactive style and ability to motivate and provide practical tools. Lesa is available to travel to provide workshops, trainings, consultations and presentations tailored to your needs.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Right help - Right Time, Safeguarding guidance from Birmingham CouncilThe Pathway Group
On the 14th February 2020, the Birmingham Safeguarding Children Partnership published the refreshed threshold guidance “Right Help, Right Time” – Delivering effective support for children and families in Birmingham. (Version 4 - February 2020).
The document discusses the importance of routines for children. It states that routines provide children with stability, security and predictability which helps them feel safe. Routines allow children to experience success and build self-esteem by completing routine tasks. The document recommends establishing routines like regular meal times, sleep schedules and chores which benefit children's physical and mental health even during summer breaks from school. Maintaining routines gives children a sense of control over their environment and reduces stress and anxiety.
Advocating for children and young people experiencing domestic violenceBASPCAN
The document discusses evaluating advocacy services for children and young people experiencing domestic violence. It examines methods used including focus groups, interviews, case record analysis, and feedback questionnaires. Key themes from interviews included relationships, trust, activities, feeling respected. Case records showed most clients were female and involved with multiple agencies. The advocacy service distinguished itself by giving choice, safety planning, and helping clients understand their situations and feelings. Standards for advocacy promoted client engagement and representation. Advocacy was found to give clients voice, agency, and control over resources with support from persistent advocates.
The Family Place (TFP) is a mental health services provider committed to fostering wellness through relationships. TFP offers various services including parenting courses, social-emotional learning trainings for schools, play therapy, and family therapy. Their services are designed to support healthy child development, strong family relationships, and social-emotional competence through empowering parents and caregivers with skills and strategies. TFP takes a strengths-based approach and values building meaningful relationships with clients.
Mental Health Online Diaries: Understanding Child-Parent/Guardian RelationshipsBorn This Way Foundation
On behalf of Born This Way Foundation, Benenson Strategy Group conducted a series of online ethnographic diary interviews between young people and their parents/guardians to:
▪ Explore questions surrounding the family dynamics of mental health and wellness, and begin to understand what makes for supportive environments and relationships
▪ Further understand the ways in which young people and their parents/guardians feel connected or disconnected to their families and broader support networks
▪ Ethnographic diaries are a qualitative methodology and should therefore be considered directional. This ethnographic research will be used to inform the next phase of quantitative research that will dimentionalize family dynamics on a quantifiable scale, allowing for conclusive findings.
The document summarizes the history, mission, and activities of the Mental Health Association of Southwest Florida (MHASWFL). It discusses the organization's goals of educating the public on mental health issues, advocating for access to treatment services, and serving the community. Key points include:
- MHASWFL has served Southwest Florida since 1957 and wants to promote mental wellness for all.
- Their mission is to educate the public, advocate for mental health, and foster innovation through research, services, and policy work.
- Over the years they have established numerous programs and services for children, teens, seniors and the community in general.
Youth Mental Health in Las Vegas: Understanding Resource Availability and Pre...Born This Way Foundation
On behalf of Born This Way Foundation, Benenson Strategy Group conducted 401 online interviews with 13-24 year olds in the Las Vegas metropolitan area from December 12, 2018 to January 3, 2019.
E-Nini-Hassee is an outdoor therapeutic boarding school located in Florida that provides educational and therapeutic services to girls ages 12-18 struggling with issues like depression, anxiety, substance abuse, and family problems. It offers individualized treatment plans using evidence-based therapies like cognitive behavioral therapy in both group and individual settings. The 840-acre campus provides academics, counseling, and outdoor activities to help girls develop life skills and self-awareness to make positive changes that last beyond treatment. It has treated nearly 10,000 girls over more than 40 years and has a high rate of parent satisfaction.
Social and Emotional Health of Children Birth to Age 8 Fact SheetEarly On Michigan
Social and emotional health in children refers to their ability to form relationships, manage emotions, and problem solve. It is crucial for healthy development and school success. Children learn social and emotional skills from loving relationships with caregivers. Supporting these skills can be done through everyday interactions like playing, talking, and showing interest. Investing in services to screen for and treat social and emotional issues is important to support children's development and reduce future costs to society.
Account Planning Group - Planning IdolEloise Liley
This campaign aims to raise awareness of the new ReachOut Parents initiative launching in January 2016. Research found that parents are often reluctant to acknowledge signs of mental illness in their children due to defence mechanisms born of love. The campaign's strategic insight is that parental love can blind parents from seeing issues, and they need to make their child's well-being more important than their love. It will feature videos telling the stories of four parents who lost children to suicide, to show that love alone is not enough and parents must take preventative action to help their children's mental health.
This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
Nicky faced an uncertain future after aging out of his restrictive residential program at age 22 without transition planning. His parents took action two years prior by bringing together a team from Nicky's school, residential provider, day program, and state agencies. They developed an individualized "hybrid" shared living and day program model. Since moving to this new set of supports, Nicky has shown dramatic improvements in behaviors, skills, and community inclusion, defying expectations of his trajectory without change. The presentation encourages early transition planning and empowering families to affect change.
1. As a counselor, you cannot break Mary's confidentiality by discussing her concerns with her parents without her consent.
2. You should use an indirect approach to get Mary to openly express her feelings about the divorce news and how it may be impacting her treatment.
3. Cognitive behavioral interventions should be employed to help Mary develop skills to manage her emotions without risking relapse into substance abuse. Her feelings about the family situation need to be addressed in the next family counseling session.
We begin by exploring what is meant by cognitive impairment, and some of the difficulties and challenges faced by people with varying levels of cognitive impairment, including specifics issues related to adaptation and abstraction. We consider how designers (who can also be viewed as ‘outsiders’) can act as enablers, supporting people with cognitive impairments to contribute their insights and ideas to design services that work for them. We emphasise the importance of mindset and methodological framework, and, in the spirit of sharing and collaborating, use examples from practice to illustrate the iterative development of a range of methods and tools to create a safe and supportive co-design environment.
Reconnecting Disaffected Young People to School and Community at Mt Druitt Le...ESD UNU-IAS
Reconnecting Disaffected Young People to School and Community at Mt Druitt Learning Ground
Dr. Brenda Dobia, Western Sydney University (School of Education)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
This document summarizes the services of a Youth Mediation Practitioner for 14 to 18 year olds and their caregivers. The practitioner aims to repair family relationships through mediation, reduce youth homelessness, improve communication and self-esteem, understand conflicts and triggers, and support independent living. Regular family meetings use a restorative approach to find common ground and move in a positive direction. Assessments and support plans are tailored to each family's needs using a multi-agency, solution-focused approach.
This document summarizes the services of a Youth Mediation Practitioner for 14 to 18 year olds and their caregivers. The practitioner aims to repair family relationships through mediation, reduce youth homelessness, improve communication and self-esteem, understand conflicts and triggers, and support independent living skills. Services include family meetings, assessments, and referrals to other agencies using a strengths-based, solution-focused approach.
Polk County DFCS Services OfferedDFCS offers a vari.docxLacieKlineeb
Polk County DFCS
Services Offered:
DFCS offers a variety of services for the children and parents which include:
Obverse behavioral aids
Parenting aids
Free day care/after school
Adoption
Foster Care
Counseling and many other services to help the needs of families.
Mission of DFCS:
The mission of DFCS is to access the well being and permanency of children. We strive to build stronger families and communities.
Clientele or Population Served:
There is no certain criteria or population served as anything can happen at any moment where your child may potentially have to be removed from your home. Often, it is families with low incomes which can sometimes result to not having the resources to provide for their children.
Job Activities/Professional Roles:
As a social worker I’m always accessing and making sure the children are safe in their home.
Required to see children and families once a month but she sees her families many times throughout the month to build a relationship with them by attending events they me involved in.
The social worker I interviewed is in the foster care unit so her main purpose is finding permanent placement for the children if they unfortunately will not be reunited with their biological parents.
Working close with parents to ensure they complete their case plans in order to get their children back in their home.
Why Social Work?
In high school and while in college, she mainly worked in retail positions. She always knew that she wanted to be a social worker or counselor. She has a passion to help people in need as well as a love of working with kids. It is a rewarding profession once a child/children are in their forever homes or reunited with their families.
Opportunities for Advancement/Professional Development:
There are many chances in moving up in this profession. There’s many different roles you can indulge in but still be a help to the families as well as the community. For example, becoming a Supervisor, Trainer, Administrator, etc.
For professional development, all staff have opportunities to learn new/updated rules/regulations as it refers to the job and what they do daily. For example, there would be new training on ethics, HIPAA, certain protocols, court hearings, etc.)
She also asks her supervisor/directors for critique often to see how she can be more effective in her career.
Self Care:
A couple of strategies she learned is first to UNPLUG!
When you get home, unplug from work; unplug from your work your devices (unless you are on-call).
Do not check emails, calls, texts, etc. it is very hard to do, but that is how you start to experience burn out if you are constantly on the move and never just taking a break.
If she is not on call once she gets home, she turns her phone off (weekends as well) You have to set boundaries or people will take advantage of you and your time. Spend time with your friends, family, do what you like to do in order to have a balance.
Job Satisfaction.
BeHealth.Today | Outpatient to OutdoorsKevin Popović
This document describes a collaboration between Rady Children's Hospital and Outdoor Outreach to provide mental health services to youth ages 12-17 through outdoor experiential programming. It notes high suicide and recidivism rates for youth and proposes bridging clinical care with non-traditional interventions. An initial pilot project involved taking patients on outdoor trips which saw improvements in well-being, relationships, and applying skills to life. The collaboration aims to scale up the program and integrate it with traditional therapy for longer-term mental health impacts.
This document provides a summary of Family Service Association's programs and impact over the past year. It discusses four programs in depth: PCIT, Mobile Fresh, Critical Needs, and Home Delivered Meals. For each program, it provides client stories, statistics on clients served and outcomes achieved. The document also previews four programs that will be highlighted in next year's impact report: Kindergarten Readiness, Nurturing Parenting, FSA Volunteers, and senior physical activity programming. In closing, it introduces the members of FSA's Board of Directors.
Lesa Rice is a certified Conscious Discipline instructor based in Benzonia, MI with over 18 years of experience working with Head Start. She provides trainings on Conscious Discipline and other topics related to social-emotional growth and classroom management. Lesa has presented at many conferences and trainings around the world. Attendees praise her interactive style and ability to motivate and provide practical tools. Lesa is available to travel to provide workshops, trainings, consultations and presentations tailored to your needs.
THIS IS DUE 1218Respond to Peer 1 then to Peer 2 on separ.docxdohertyjoetta
THIS IS DUE 12/18
Respond to Peer 1 then to Peer 2 on separate pages
RESPOND TO ALL OF 1-6
Respond as if you were
an outside reviewer
.
·
What suggestions would you make for improvement?
Explain whether you think this plan was as comprehensive as it should be and support your reasoning.
What would you like to see added to this process?
Is there anything you would recommend deleting or rewording?
What would you take away from this presentation to share with another program?
Finally, “score” this assessment on a scale of 1 to 4, and give a short response to how you arrived at this score.
Beginning = 1
Developing = 2
Proficient = 3
Distinguished = 4
PEER 1
Age group
Infant & Toddlers
Philosophy
Meeting the needs of the whole child as an individual cognitively, physically, social & emotionally, and spiritually. We encourage families to partake in this process because we believe that team work is necessary and that parents are their child’s first teacher.
Vision
Our vision is to help the children we care for to become all they can be through a structured, loving, understanding, and safe, environment.
Mission
Our mission is to engage the students and their families in the learning process. We want to make learning fun and challenging for our children through the arts, and creative play. Each child is thought of as an individual so, we strive to meet their needs through lessons that are geared toward each child without making them feel different or separated from the other children in our care.
The assessment characteristic I will be using to focus on defining quality as a continuum is an ongoing assessment. The Early childhood Assessment is a tool I will be using as an ongoing assessment tool to collect information concerning each child for teachers, and the families of the children in my center. The information I gather will be used daily by myself, teachers, and parents to assess and assist children in the growth and develop process of each child, create a curriculum, set goals, and create an environment that is conducive for them cognitively, physically, socially and emotionally, and language wise. This assessment involves the teachers first observing the children and then documenting their findings. This assessment process will help us to run a more efficient and quality program for children and their families. By using this ongoing assessment tool we will be required to
· keep a record of each child’s growth and development
· specify the children that require extra support
· create an individualized plan for each child
· take note of their strengths and weaknesses
· ensure communication is strong between teachers, parents and other necessary staff members on a regular basis through home visits, parent conferences, and parent involvement activities in the center.
In an effort to ensure continuous improvement in my center will also welcome feedback from our parents.
PEER 2
Our pres ...
Right help - Right Time, Safeguarding guidance from Birmingham CouncilThe Pathway Group
On the 14th February 2020, the Birmingham Safeguarding Children Partnership published the refreshed threshold guidance “Right Help, Right Time” – Delivering effective support for children and families in Birmingham. (Version 4 - February 2020).
The new My Shields and Well service in Sandwell will provide counseling and other evidence-based interventions to 2,000 young people ages 10-19 through a partnership of organizations. Services include a website, online game, telephone support, workshops, groups, and individual counseling to help youth achieve goals in areas like mental health, relationships, and behavior. Young people are referred through an online system and seen within 5 days to develop a support plan and begin accessing tiered services tailored to their needs and reviewed throughout the process.
The document summarizes the Parent Child Trauma Recovery Program (PCTRP), which provides advocacy and trauma treatment for protective parents and children exposed to domestic violence. The program combines advocacy services through twice monthly meetings between advocates and clinicians. Advocates accompany parents to legal proceedings and join therapy sessions to explain outcomes. The program aims to increase safety and allow healing in the parent-child relationship through a team approach using advocates and clinicians over 12 weeks. It facilitates parents understanding their children's experiences of trauma and recognizing their protective responses.
Healing Hearts of Families USA Ministries Inc. provides services to support single mothers, children, and families impacted by incarceration. The organization aims to promote family stability through counseling, mentoring, education, and other programs. Services address issues like domestic violence, housing, job training, and support groups for children with incarcerated parents. Healing Hearts was founded in 2000 in Georgia to help families struggling with the emotional and practical challenges of having a parent in prison.
Rachael Corrigan seeks a managerial or teaching position in the disability/education sector utilizing over 10 years of experience working in roles such as residential support worker, transition to work coordinator, development clinician, and CEO. She has a particular interest and strength in early intervention and social skills training for those with autism, Asperger's, ADHD, and other disorders. Her experience includes developing individual education plans, facilitating social skills programs, and creating awareness of autism spectrum disorder.
Retrak's 2015 annual report summarizes the organization's activities and finances for the year. Key highlights include engaging over 4,700 street children through outreach programs and transition centers, placing close to 900 children into family settings, and prevention programs reaching over 16,000 community members. Financially, Retrak spent over £1.2 million with the majority (79%) directed to alternatives to street life and 18% to family preservation and community work.
This document provides an overview of a local law firm called Ridley & Hall that is developing a national profile. It discusses two partners, Nigel Priestley and Sarah Young, and their expertise in adoption and missing persons cases, respectively. It also describes an event where Sarah Young spoke at the House of Commons on behalf of a missing persons charity. The document highlights the firm's focus on client service and introduces several employees, including the practice manager Ruky Mahboob.
Parachute NYC and SUS' Brooklyn Crisis Respite CenterSUSincNYC
SUS’ Brooklyn Crisis Respite Center was funded by the New York City Department of Health and Mental Hygiene (DOHMH) as part of Parachute NYC, a new citywide pilot that provides options for adults experiencing emotional and mental health concerns. As a partner of Parachute NYC, SUS' Brooklyn Crisis Respite Center offers adults experiencing a crisis related to their serious mental illness temporary residential care for up to two weeks in a safe and supportive home-like environment. The program helps to prevent chronicity of mental illness and offers an innovative alternative to traditional emergency room and inpatient care.
Mercy Home's Friends First mentoring program matches children ages 9-17 with adult volunteers for mentoring relationships. The program has matched over 1,000 children with mentors over 20 years. Mentors spend a few hours per month with their mentee doing fun activities like visiting museums, parks, and sporting events. These relationships help build the child's self-esteem and confidence while combating negative peer pressure. The program provides training and support for mentors to foster meaningful relationships.
Building community Keynote address for DDS Merimack Valley of Massachusetts Cheryl Ryan Chan
Among our most precious treasures are the people in our lives; we all have them, we need
them, we rely on them and they help us define ourselves. People with disabilities live with
barriers to finding and building their own communities. Those may be internal barriers related
to their disability, but many more of the barriers are external; societal presumptions, support
system limitations, and freedom of access. The approach to building community for those we
love must be done with far more intention and planning than what we do for ourselves. It
requires a lifetime of stewardship, so it’s time to start now.
Skills capital:How investing time and hard work now in practicing some of the...Cheryl Ryan Chan
Caregivers should always have an eye on the future, the time beyond themselves, when new caregivers will be taking
over. We want the next people in our loved ones lives to be ready to take on the duties we carry out, but are they all
REALLY necessary? Are we doing things that they could learn to do themselves, in whole or in part? Are we expecting
that the next caregivers will do things exactly as we do? This is a dangerous presumption, because it is certain that they
will not. So, how do we use the time now to work on skills that will make them more prepared, safer, less vulnerable,
give them more dignity and pride in themselves?
STOP IT! Caregiver behaviors that are barriers to progressCheryl Ryan Chan
Caregivers' behaviors can sometimes hinder the progress and independence of people with disabilities. The document discusses how caregivers may overprotect or do too much for their loved ones with disabilities. This can lead to the person having lower self-esteem, feeling less capable, and being unprepared for adulthood. The document provides strategies for caregivers, such as making a plan to teach skills to increase independence and preparing the person for future living environments. The goal is to change caregiver behaviors to support greater independence and progress for the person.
Preparing for Caring: strategies for families and caregivers Cheryl Ryan Chan
Hosted by the MA Dept of Health, this guide was presented online as a workshop on June 25, 2020. The guide contains practical information, resources and strategies for caregivers to prepare for the event of an alternate caregiver stepping in if they are hospitalized.
Nicky's Law: the Journey from Tragedy to TriumphCheryl Ryan Chan
As presented in May 2020 to the AFC Summit, hosted by Nonotuck Resource Associates in Massachusetts, USA; and to Massachusetts Families Organizing for Change, June 2020
A companion document to go with the "How to Plan for COVID Hospitalization & Disability" presentation. This document can be used by parents & caregivers to increase safety and positive outcomes during hospitalization of a loved one.
Autism Housing Pathways Meeting Minutes Dec 2019Cheryl Ryan Chan
The minutes from the December 18, 2019 Autism Housing Pathways meeting covered several topics:
1. The treasurer's report indicated assets of $43,430.32 as of November 30th, and that fundraising cannot be done until previous Form 990-EZ tax filings are submitted to and approved by the Attorney General's office.
2. Committee reports provided updates on membership renewal, recent and upcoming outreach events, legislative advocacy efforts including a bill awaiting approval in the House, and training events held or planned.
3. New business included electing officers and approving the annual report.
Loneliness is a growing public health epidemic that affects over 50% of people in the United States on a regular basis. Loneliness and social isolation have significant negative impacts on physical and mental health, increasing risks of conditions like high blood pressure, cognitive decline, and mortality. For people with disabilities, barriers often make it more difficult to form and maintain relationships, with the average person with disabilities having only about 24 relationships compared to 150 for others. The document provides strategies for individuals, families, and support systems to help reduce isolation by learning about a person's interests and strengths, identifying social opportunities in the community, and facilitating introductions and relationship building.
Building Bridges: creating relationships that build lives of dignityCheryl Ryan Chan
This document discusses the importance of building relationships and social connections for people with disabilities. It argues that caregivers, while temporary, have a responsibility to help the person build networks without relying solely on the caregiver. The three-step process outlined involves asking the person and others about their interests to learn about them, scouting out community spaces where they may fit in, and creating initial opportunities for them to engage in these spaces and potentially form new relationships. Emphasis is placed on seeing the person's humanity and abilities rather than just their disabilities and needs in order to open doors to a more fulfilling social life.
This document discusses building circles of support for people with disabilities. It describes how circles naturally form in childhood but often shrink for people with disabilities as they experience isolation in middle school and adulthood. The document advocates shifting perspectives to focus on people's abilities rather than limitations and providing intentional support for building circles. Stories are presented of peers and community members successfully including people with disabilities by getting to know them and identifying ways for them to participate and contribute. The goal is for people with disabilities to experience belonging through authentic relationships and natural circles of support in the community.
Becoming Person-Centered: for-families 2018 versionCheryl Ryan Chan
This document discusses person-centered planning and how to implement it. It begins by explaining that person-centered planning focuses on stewarding the humanity of those we love by shifting to their perspective. It then outlines the essential elements of person-centered planning, which includes discovering the person's dreams, gifts, and what is important to and for them. The document notes that anyone could benefit from person-centered planning, especially those experiencing transitions. It emphasizes the importance of the person participating directly and having their voice represented. Finally, it discusses how person-centered planning can inform systems plans to better reflect the person's goals and vision for their future.
Circles of Support workshop presented in Northampton, MA, April 2018Cheryl Ryan Chan
The Northampton Special Education Parent Advisory Council, in collaboration with Northampton Public Schools, sponsored this workshop and invited community stakeholders to begin the conversation around building an inclusive community.
Autism and Life Transitions: Hard Lessons Learned & Taught as a Person-Center...Cheryl Ryan Chan
In December of 2015, I presented this webinar to members of the National Association for Dual Diagnoses (thenadd.org). I've been conducting Person-Centered Plans for 4 years, and over that time I've seen a number of disturbing trends around the lack of understanding and planning for preparedness in transitioning students; in particular, in the areas of independent skill building specific to the anticipated environment, and personal safety skills. I feel it's important to talk about what I've observed and how my team of co-facilitators and I have identified and tackled these issues within the PCP process. I hope that the "lessons learned" will assist people in planning for IEP/ISP goals that can help maximize success. I offer it free to anyone who would like to attend.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
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Practical guide for the celebration of World Environment Day on june 5th.
22at20 7 years later
1. 22 at 20:
A non-
traditional
Transition
story
7 YEARS LATER…
2. MY WELCOME MESSAGE REMAINS
THE SAME SINCE 2012:
The purpose of this presentation is to
encourage
Creative thinking
Early planning
Research & use of resources
Open communication & collaboration
3. A Glimpse of Nicky
Behavioral aggressions began at age 5
Maintained in public school setting through grade 6, spent one year in a day
outplacement
Hospitalized for 30 days at age 14 in a psychiatric hospital, Developmental
Disabilities unit
Hospitalized for 9 months at age 15 waiting for a residential placement (same
hospital)
Placed in a hospital-based, Boston area specialized program for 5 years
Program is institutional, severely restrictive, for extremely behaviorally challenged
individuals
WHERE THE EXPERTS SAID…
5. A Glimpse of Nicky
Facing the Realities
1st steps – Parents
1st step – School
Formulating the Plan
Original Timeline
Exploring Housing Models
What is Shared Living?
How Could this possibly work for Nicky?
22at20 in 2012: the workshop that rocked the
system
Exploring Day Agencies
Gathering the Team
Thinking about the new IEP
A Whirlwind of Activity
Actual Timeline
The Collaborative Process
On Blood, Sweat, and Tears
How’s the team doing now?
How’s Nicky doing now?
9. Why revisit this story?
IT’S STILL RELEVANT!
Families are still struggling to find housing
DDS still faces difficult federal (CMS) guidelines & limitations
Priority 1, behaviorally challenged ID/D citizens are assumed to
be only capable of group home level support
We are still system-centered, not person-centered
Parents still struggle with fears about Shared Living
We are not sharing the good news enough
2019
11. Successes over the last 7
years: 2019
2 SHARED LIVING PROVIDERS, 9 TOTAL STAFF,
4 OF WHOM HAVE STAYED 4-6 YEARS.
Medications: Nicky arrived on 2 anti-psychotic medications, 1 anti-anxiety medication, 2
PRN drugs for behavior management, and a Level 3 Behavior Modification Plan. He is
now on 1 anti-psychotic at less than half the original dose, 1 anti-anxiety, no PRN drugs
and a Level 2 Behavior Modification Plan with an emergency hold allowed to stop self-
harm.
Nicky has added over 100 words to his verbal vocabulary.
Nicky has had numerous visitors to his home, including family and friends, and friends of
his caregiver. He friended the son of a regular visitor, who was 9 years old; they played
together regularly without supervision over the course of 2 years.
Nicky and his entire family attended Blue Man Group sponsored by Autism Speaks, in
2014, without incident.
Nicky and his Mom, together with 3 support staff, attended the theater performance of
Aladdin in Boston in 2018, without incident.
Nicky hosted a BBQ at his house in 2016, with 4 friends from his day program.
Nicky hosted a birthday party for himself with over 30 coworkers for 3 years in a row at a
local indoor inflatable park.
Nicky has his own phone and uses it to call his parents.
Nicky bakes muffins every week for himself and his SL Provider.
12. Successes over the last 7 years:
the GROUND RULES we
established
2019
From Day 1 of Nicky’s move into his new home,
until now
Alex and I were not to be the first ones called when there were behavior
issues in the home. We wanted to be informed after they were resolved,
or immediately if there were injuries and/or emergency care needed.
The residential provider agency agreed to meet with the clinicians at the
day program monthly at first, then less frequently when determined safe,
to collaborate and share information on behavioral strategies and
outcomes. This was put into the ISP.
We would take care of the property maintenance, the SL Provider would
share in the upkeep.
We would call or text just before coming over, but no promise of an
amount of time before arriving.
Any issues or concerns about the SL Provider would be brought to the
attention of the Case Manager, not directly with the Provider, and vice
versa.
We were invited to be part of the hiring process for any SL, respite or
part-time caregivers.
13. Challenges over the last 7
years
2019
What happened Our new approach
During a planned 4-week respite
while caregiver was overseas in
2013, there was suspected
neglect by the unfamiliar respite
provider.
The team agreed not to allow the respite
staff to return, and we all committed to
frequent drop-ins and checks during
future respite periods.
There were frequent attempts in
2012-2016 to find out who Nicky’s
friends were at the day program;
the agency refused to provide any
names or make any connections.
We wrote a letter inviting other families to
Nicky’s house for a party; the agency
agreed to send it themselves to families,
and if they wanted to RSVP they could
directly.
We’ve tried to bring Nicky to our
family home for visits with
regularity, but they were rarely
successful and more often ended
with anxiety and distress on
everyone’s part.
After multiple behavioral strategies were
applied, none have worked. Nicky now
visits only on holidays and to swim
outside in the summer – we go to his
house every Saturday and Sunday, and
drop in during the week.
In 2013 after several major head
traumas due to SIB, the team
decided Nicky needed to begin
using a helmet for his own safety.
Only since the early part of 2019, the
team has felt comfortable enough to
discuss a plan to reduce the helmet use in
the day setting and in the community at
any time. The clinical team at the day
program has proposed and is now
implementing the strategies. We all
agree: safety first!
14. Challenges over the last 7
years 2019
What happened Our new approach
In 2014 it was discovered that
Nicky had been severely
abused by staff at his day
program while isolated in
community settings.
The accused staff were fired from the
program, the program made changes to
Nicky’s schedule to keep him on site at the
progrm. He began to thrive beyond
everyone’s expectations when he began
spending time with peers.
In 2016, the relationship with
the day provider agency
deteriorated and Nicky was
invited not to return.
We fought for a program that was out of the
DDS region but offered the most opportunities
for diverse experiences, could handle
behavioral challenges. He has been there
since with great success.
We anticipated caregiver
burnout, and the res program
provider agreed.
A potential backup provider list was
established the first month after Nicky movied
in. It has been maintained by us and by the
res agency.
After about 6 years, the original
SL provider was showing signs
of burnout.
We (Alex and I) made the difficult decision of
terminating him. Within 3 days, his longtime
p/t in-home support provider moved in.
15. Lessons
learned 2019
IMHO
Always have separate agencies providing residential and day supports. When one
fails, the other can provide stability.
If we had NOT started to collaborate with the players one year before the
anticipated transition date, Nicky would have been hospitalized rather than
prepared and provided the support he needed to transition.
Absolutely every person involved in the original transition team was someone I had
introduced myself to over the previous 10 years, met at a conference or an event,
reached out to by phone or email, for the purpose of developing a network I could
call upon when needed. It was key.
Nicky and his caregivers needed to create their own relationships their own way.
By stepping back and not over-managing, Nicky gained skills we would never have
guessed he could, and did things we would have said “he can’t.”
16. Biggest
Takeaways
A LITTLE HARD TO HEAR, MUCH HARDER TO SAY,
SO IMPORTANT TO SHARE
I am a better Mom now than I ever could be with Nicky in my home under my care. I have
the physical and mental strength to advocate and the opportunity to enjoy every second with
Nicky, any time I want. I have a strong marriage, a strong daughter, and the time to enjoy my
life.
Nicky has a better life with his caregivers and activities now than he could ever have if he
were still at home. We would be too afraid, tired and anxious to take him out to the places
where he now goes all the time.
Nicky’s caregivers are now in charge of his care. It’s my job to support them to feel
valued, empowered, and included in conversations about Nicky. It’s my job to listen and
respect their voices as I articulate any vision of progress or change I know will benefit Nicky.
I was right about Nicky’s ability to be better and do more. I was wrong about the capacity
of others to love my son (almost as much) as I do.
Creating a life for Nicky away from us now, while we are still here and strong enough to be a
part of the development of a full life and watch his progress with joy, is better than holding
on until we can’t, leaving him unprepared and without sustainable relationships.
When I am gone, I know my son will be ok.
17. Continue to share
Slides:
www.slideshare.net/cherylryanchan
Website:
www.successfultransitions.org
Email for information: Cheryl Ryan
Chan cherylryanchan@gmail.com
Fellow
Parents –
read this and
be
encouraged
DDS folks –
share this
with parents
who are
terrified to let
go
Agencies –
share this
with parents
who need to
see the
positive
18. Facing the realities
“If Nicky continues on the current trajectory, he will fail at 22.”
That trajectory:
No progress with communication
No progress with behavior/self management
No progress in independent living skills
No vocational or community inclusion training
No transition planning by current placement
Likely to be looking at another emergency placement/crisis
at 22.
19. Facing the realities
What WILL give Nicky the best chance for success?
Change in placement
PROBLEMS WITH THE ABOVE
Unlikely another school would accept him at this point
(age)
Would take at least one year to settle
Clock is ticking
20. Taking the first steps - parents
Tried to affect change in position at the current placement
Requested more community practice, more
vocational/living skills training, offered creative and
collaborative scenarios
Approached the school system
Requested a meeting with the new SPED Director,
began conversation with “he’s not progressing, he’s
regressing and he is in danger”
(NOT “we’re not happy”)
September 2011
Nicky is 18yr,
10 mo
21. Taking the first steps – school
APS – observations by the Director of Special Education
• Went to observe Nicky in the placement (and what he observed)
• Recommended and executed a program assessment done by an
independent professional
• Independent eval results showed concern
• Advised the Superintendent
• Initial contact with DESE
Oct 2011 -
Nicky is 18yr,
10 mo
22. Formulating the Plan
Family and director began meeting regularly
Director defined his role to facilitate the discussion (not manage)
set agendas, maintain IEP paperwork, communicate with DESE
Review the independent evaluation & recommendations
Create a timeline (back-chaining)
Invite chosen agencies to visit current placement & observe
Agreed on role of current placement & when to approach them
with plan
Dec 2012:
11 mos before
transition
Nicky is 19
23. Original TIMELINE proposal:
T minus 5 mos. to transition
(boots to the ground)
Get To Know Me /
Support
Assessment and
Planning
Identify and
Interview Potential
SLP / Meet and
Greet
Residential
Accommodations
and Adjustments
Move In
Get To Know Me
/ Support
Assessment and
Planning
Identify and
Evaluate
Potential Day
Programs
Day Program
Accommodations
and Adjustments
Rock and Roll
Residential
Day Program
June July-Aug Aug-Sept Sept-Oct
January
2012:
10 mos
before
transition
Nicky is 19
24. Exploring Housing Models
Connected with Autism Housing Pathways
www.autismhousingpathways.net
Considered creating a family-driven home
Purchasing a home & setting Nicky up privately
Waiting for DDS to find an available bed
Had not considered Shared Living until fateful
meeting
February 2012:
9 mos before
transition
Nicky is 19
25. What is Shared Living?
MYTHS:
Shared Living was created solely for the
“high functioning” population
Just for those who are pre-defined as
“successful.”
Only for families who can’t take care of
their loved one themselves (“if I can’t take
care of my own child, how can another
family do it?”)
26. What is Shared Living?
DEFINITION (traditional):
An adult or family is recruited or trained,
then
Incorporates the individual into their
existing home and structure
27. How could this possibly work
for Nicky?
Could only work if we make this a “hybrid” Shared Living
situation
WHY
Destructive behavior requires too many physical accomodations of
living space to maintain safety
Would not work in anything other than a single-family home
Children may not be safe
Nicky’s preferences are to be provided with attention anytime he
needs it, and behavior management key is keeping engaged/busy.
Needs 2:1 support much of the time, always during severe
behaviors for redirection &/or restraint
February 2012:
9 mos before
transition
Nicky is 19
28. How could this possibly work
for Nicky?
Could only work if we make this a “hybrid” Shared Living
situation
HOW
Will need full-time additional trained staff during all home
awake hours
Provider will need to move into Nicky’s house
Provider will need his/her own respite funds
Provider will need clinical supports
Transportation vehicles must have 3rd bench
Parents purchased home, put into place physical
accomodations
WHO? – returned to Nonotuck, proposed this scenario, they
accepted
February 2012:
9 mos before
transition
Nicky is 19
29. Exploring Day Agencies
What was important to us
COMMUNITY PARTICIPATION
Peers with similar interests and ages
Strong, proven clinical team
Dignity in treatment
Family welcome as team members
March 2012:
9 mos before
transition
Nicky is 19
30. Exploring Day Agencies
The provider relationship can be
a VERY long term relationship (decades; a lifetime) so
spend lots of time vetting different organization
well before Turning 22 spend lots of time getting to
know the organization(s) ask to speak with families
already receiving services does the agency have a
family group? can you attend a family group meeting prior to
placement? consider attending an agency event to get a
feel for the
culture of the organization Can you meet with
the Exec or any administrator?
Family chose HMEA, Inc
March 2012:
8 mos before
transition
Nicky is 19
31. Gathering the Team
Phil Campbell, Auburn Director of Special Education
Alex & Cheryl Chan, Nicky’s parents
HMEA, Inc: Clinical Team, DayHab Supervisor, Employment Supervisor,
Nonotuck, Inc: Clinical Team, Transition specialist, Case Manager
DDS: Transition Coordinator (Turning 22), Children’s Services Case
Manager (for now)
UMASS Medical Home Program Team
MONTHLY MEETING SCHEDULE ESTABLISHED
Parents and Auburn emphasized their expectations of inter-agency
communication
April 2012:
7 mos before
transition
Nicky is 19
32. Thinking about a new IEP
Identifying vision as a team
Set plan to send clinical teams to placement for observations in
July.
Asked others who know him well (past and present) what they
thought about what he might like to do, what his strengths are, etc.
Asked clinicians what they thought from a behavioral standpoint,
based on their observations.
Stayed open to responses, added them to the list.
What skills will he need to best prepare him for the level of
supports we can anticipate in adulthood? Found some tools:
April 2012:
7 mos before
transition
Nicky is 19
33. Thinking about a new IEP
Skills assessment tools
MA DESE Transition Assessments Example Sheet
http://www.doe.mass.edu/
sped/advisories/transition-
assessments-example-sheet.pdf
34. Where are you?
Child is 3-8: begin saving money for housing/college
Child is 9-13: inventory living skills, include in IEP (see slide 9)
Child is 14: develop vision, educate the team, begin formal
transition planning, DDS adult eligibility at 17
Child is 18: establish guardianship, apply for SSI, get on Section 8
housing lists, explore colleges, home locations, etc
Child is 18 and anticipated to stay in LEA until 22: check the
trajectory, adjust, begin “back chaining” for 22
35. Phil maintains close communication with DESE
Current IEP is expired, family agrees to extension & stay put until just
before actual transition
See actual timeline:
June 2012-
Oct 2012
Move in:
Oct. 2012
A Whirlwind of Activity
36. Restraint
Training
Complete
Get To Know Me /
Support
Assessment and
Planning
Identify and
Interview Potential
SLP / Meet and
Greet
Residential
Accommodations
and Adjustments
Move In
Get To Know Me
/ Support
Assessment and
Planning
Identify and
Evaluate
Potential Day
Programs
Day Program
Accommodations
and Adjustments
Rock and Roll
Residential
Day Program
June July-Aug Aug-Sept Sept-Oct
House
Identified
House
Acquired
Nicky Move-
In
SLP Move-
In
Labor of Love
Weekend
House
Accommodation
s Complete
Start Day
Program
Evaluate
Nicky
Final Readiness
Meeting
Support Staff
Interviews
Day Program
Defined
Unified
Behavioral
Plan
Parents-SLP
initial meeting
Evaluate
Nicky
SLP-Nicky
meeting
Monthly Team Sync Up
Actual TIMELINE
Brown: Res Provider (Nonotuck Resource
Associates, Inc)
Blue: Day Provider (HMEA, Inc)
Purple: entire team
37. The Collaborative Process
Proactive vs. Reactive: a shift
in thinking
Proactive DOES NOT MEAN going in with dictates or
requirements, but it DOES MEAN we need to be as thorough as
possible about what history has taught us
Reactive is a better rule for us
Allow the agencies to do what they do best; trust them and your
decision.
React only when something happens or you’d like to provide input
Practice your reaction first, allow them to discuss
Choose the person who can best help you manage your
reactions, make that person your sounding board
38. The Collaborative Process:
Relationships with caregivers
Shared Living Provider
Most important relationship – key to success
His health & well-being equal in importance to us as Nicky’s: fear of
burnout/being overwhelmed
Balancing communication as parents (indirect, see below) & landlord
(direct line)
All programming & operational concerns are filtered through the
Nonotuck case manager
seems awkward, but has become less so over the past year
Agency representatives
Many team members: important to know who’s who but also have a single
contact for most communication
Establish/hash out expectations for communication EARLY – not the same
practices as school-age, be prepared
Maintain agreed upon expectations & don’t ignore or dismiss them
because we are the parents
39. On a personal note: blood,
sweat, tears and planning
15 years of volunteering, event participation, shaking hands, having
conversations
18 years of savings: (calculations at autismhousingpathways.net)
Defining roles together & supporting them (Alex & Cheryl)
We spent a lot of time meeting people, being involved in the
community, listening to the experiences of others – paid off in
“connections”
Asked others who know Nicky well, what they thought
Back-chain planning
40. On a personal note: blood,
sweat, tears and planning
Focus only forward – did not burden team with old stories, emotions
to dominate meetings
Turned our mindset from “educational goals” to practical skill building
Gathered the team and allowed them to do what they do
Removed the assumption that we ALWAYS know best
Maintaining respect for the relationship between SLP & Nicky
Asked Nonotuck not to put us at the top of the emergency list
43. SO HOW’S NICKY DOING
NOW?
Attended an overnight camp for 2 nights last summer, with plans A,
B & C created by family & SLP
35 peers from the day program showed up for his 21st birthday party
in November
First lady friend
Home on weekends with no pressure on family to give him “respite”
from his placement
NOW
Editor's Notes
Can probably be said for many kids with autism.
Throw to Phil.
Throw to Phil.
First, talk about the pros & cons of each of these considerations. Then, tell the story of George at the meeting
Nonotuck was opposed to us purchasing a home because it is harder to find a slp willing to move
Nonotuck’s reservations about purchasing the home, but they understood the fears we had
FROM MIKE MOLONEY
FROM MIKE MOLONEY
What skills will he need to best prepare him? We didn’t know, but we found some skills assessment tools that gave us some basic guidance of where he should be at (graduation).
Just some of my own thoughts, not an official timeline. REFER TO THE BOOK, PAGE 5, FOR PARENTS OF YOUNGER KIDS – “NEVER TOO EARLY”
Talk about not establishing ourselves as first contacts with the day agency; that’s the slp’s role