Mental health intervention and care plans for newly arrived refugees in Canada #peivandpirouzi #training #canada #pirouzi #international #funding #immigrants #refugees #canada #immigration #education

1. Developing Mental Health Intervention
and Care Plans for Newly Arrived
Refugees in Canada
Presented by:
Prof. Peivand Pirouzi, Ph.D., MBA, CCPE, Cert.
Psychiatry
Seneca College, King City, Ontario, Canada
Trainer and Lead Mentor at Integration Network
Program
Welcome Centre Immigration Services
Richmond Hill, Ontario, Canada
2018
©Pr. Peivand Pirouzi. All rights Reserved.

2. Background and Goal
Why creating an intervention plan?
See movie:
https://www.bing.com/videos/search?q=Yazidi+Religion&&view=detail
&mid=0B737B8E5FE6F749BDA80B737B8E5FE6F749BDA8&&FORM=VR
DGAR
How to create one?
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3. March 18
Identify refugee problems/goals to be
addressed and what needs to be done
• Statement of the problems/goals to be addressed
• Specific behaviors of whom that need to change
• Improvements in community-level outcomes
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4. March 18
Assess the level of the problem or goal.
• Direct observation of problems or goals
• Conducting behavioral surveys
• Interviewing refugees
• Use previous assessments
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5. March 18
Describe the prioritized groups to benefit and those
implementing the intervention
• Targets of change or prioritized groups (Men, Women, Children, Elderly,
etc.) for whom behaviors or outcomes should change
• Agents of change or those implementing the intervention
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6. March 18
Indicate how you will obtain clients' input, identifying
and analyzing problems and goals to be addressed by
the intervention
• Personal contacts - Who will you speak with about what?
• Interviews - What questions will you ask of whom about the problem or
goal and possible interventions?
• Focus groups - From what groups will you seek what kinds of
information?
• Concerns surveys - What questions of whom will you ask about the
problem or goal and potential solutions?
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7. Movie
• https://www.youtube.com/watch?v=wdNoWVVAE5A

8. Analyze the problem or goal to be addressed
by the intervention
• Those for whom the current situation is a problem. Who is affected by the issue,
problem?
• The negative (positive) consequences for those directly affected and the broader
community. What effect does the problem or issue have on the lives of those affected?
• Personal and environmental factors to be influenced (i.e., people's experience and
history; knowledge and skills; barriers and opportunities; social support and caring
relationships; living conditions that put them at risk for or protect them from
experiencing certain problems).
• The behavior or lack of behavior that causes or maintains the problem. What behaviors
of whom would need to change for the problem to be eliminated (addressed).
• The conditions that need to change for the issue to be resolved (e.g., skills,
opportunities, financial resources, trusting relationships).
• The appropriate level at which the problem or goal should be addressed (e.g., by
individuals, families, neighborhoods, city or county government), and whether the
organization has the capacity to influence such changes).
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9. Set goals and objectives for what "success"
would look like
• A description of what success would look like. How will the group be
different if the intervention is successful?
• Those goals the intervention is targeted to accomplish. How will you
know if your intervention is successful?
• The specific objectives the intervention will achieve. What will change
by how much and by when?
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10. Identify and assess "best practices" or "evidence-
based interventions" that could help address the
problem or goal
• Potential or promising “best practices” for your situation (consider
evidence-based practices)
• How strong is the evidence that each potential “best practice” caused
the observed improvement? (Rather than other associated conditions
or potential influences)
• Whether the “best practice” could achieve the desired results in
community
• Whether the conditions (e.g., time, money, people, technical
assistance) that affect success for the “best practice” are present
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11. Specify the core components and elements of
the intervention
• Providing information and enhancing skills (e.g., conduct information
sessions to educate them about problems or goals and how to
address them)
• Modifying access, barriers, exposures, and opportunities (e.g.,
increase availability of affordable childcare for those entering work
force; reduce exposures to stressors)
• Enhancing services and supports (e.g., increase the number of
interventions, workers, etc.)
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12. Develop an action plan for the intervention
• What specific change or aspect of the intervention will occur?
• Who will carry it out?
• When the intervention will be implemented or how long it will be
maintained?
• Resources (money and staff) needed/ available?
• Who should know what about this?
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13. Steps By Whom By When
Resources and Support
Available/Needed
Potential Barriers or
Resistance
Communication
Plan for
Implementation
What needs to be
done?
Who will take
actions?
By what date will the
action be done?
Resources
Available
Resources Needed
(financial, human,
and other)
What individuals and
might resist? How?
What individuals and
organizations should
be informed
about/involved with
these actions?
Step 1:
_____________
Step 2:
______________
Step 3:
______________
Intervention Plan
Group or Individual identifier:
Change to Be Sought:
Collaborating Organization(s) / Group(s): Focus Area:
Intervention Steps

14. References
• Barry, B. (1984). Strategic planning workbook for nonprofit organizations. St. Paul: MN: Amherst H. Wilder Foundation.
• Berkowitz, W. (1982). Community impact: creating grassroots change in hard times. Cambridge, MA: Schenkman Publishing.
• Bryson, J. (1988). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational
achievement. San Francisco: Jossey-Bass Publishers.
• Fawcett, S., Paine, A., Francisco, V., Richter, K., Lewis, R., Williams, E., Harris, K., Winter, K., in collaboration with Bradley, B.
& Copple, J. (1992). Preventing adolescent substance abuse: an action planning guide for community-based initiatives. Lawrence,
KS: Work Group on Health Promotion and Community Development, University of Kansas.
• Fawcett, S., Claassen, L., Thurman, T., Whitney, H., & Cheng, H. (1996). Preventing child abuse and neglect: an action planning
guide for building a caring community. Lawrence, KS: Work Group on Health Promotion and Community Development, University
of Kansas.
• Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita, KS: Kansas Health Foundation.
• Lord, R. (1989). The nonprofit problem solver. New York, NY: Praeger.
• Olenick, A. & Olenick, P. (1991). A nonprofit organization manual. New York, NY: The Foundation Center.
• Unterman, I., & Davis, R. (1984). Strategic management of not-for-profit organizations. New York, NY: CBS Educational and
Professional Publishing.
• Wolf, T. (1990). Managing a nonprofit organization. New York, NY: Prentice Hall.
• Watson-Thompson, J., Fawcett, S., & Schultz, J. (2008). Differential effects of strategic planning on community change in two urban
neighborhood coalitions. American Journal of Community Psychology, 42, 25-38.
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15. Thank You.
©Pr. Peivand Pirouzi. All rights Reserved.