Handout Reference List
Rule 79 Children’s Mental Health
405 – INTERVENTION
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TITLE
Agenda
Learning Objectives
Intervention Services & Legal Aspects Core Competencies
Idea Catcher
Intervention Services PowerPoint
Cultural Competence Self Assessment
Samples of Age Appropriate Assessment Tools
Individual Family Community Support Plan
Family Systems Theory
Rules to Build a Genogram
Pacer Projects
Family Strengths Assessment Scales
Reframing Exercise Worksheet
Case Study-Grandma's Child
Observation Strategies for Indicators of Family Violence
Decision Tree for IEP and 504
Highlights of Federal Education Programs for Children with Mental Health Problems
MNDOE – Individual Agency Intervention Plan IIIP
MNDOE – Section 504 of the Rehab Act
MNDOE – MN State Interagency Coordination (MnSIC)
MNDOE – Emotional and Behavioral Disabilities
MNDOE – Mental Health
MNDOE – Special Education
MNDOE – Secondary Transition
Major Components of IFCSP
Project C3 Connecting Youth to Communities and Careers
Independent Living Skills [ILS] Competencies
406 – Legal Aspects
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TITLE
Legal Aspects PowerPoint Presentation
Authorization for the Release and Exchange of Information (Sample: Olmsted County)
Elements of Minnesota Data Privacy
Ethics and Professional Practice and Professional Boundaries (Sample: Hennepin County)
Scenario for Discussion
Informed Consent and Client Confidentiality
IV E Reimbursement
Child Protection Mandatory Reporting
Office of the Ombudsman for Mental Health and Mental Retardation
Medical Review Subcommittee
Serious Injury Report
Action Plan
Evaluation
400C – Rule 79 Children’s Mental Health: Intervention & Legal Aspects
Revised 06/27/06
Page 1 of 1
AGENDA
CHILDREN’S MENTAL HEALTH CORE SERIES
CORE 405 – INTERVENTION SERVICES &
CORE 406 – LEGAL ASPECTS
TRAINING DAY 1
‰
09
9:00
‰
‰
CORE 405: INTERVENTION SERVICES
Introductions and Orientation
Opening Exercise
Idea Catcher
09
9:30
Review Collaboration Model For Intervention Services
10:30
Collecting Family Data and Building Trust
Noon
Lunch
01
1:00
Culturally Competent Interventions
02
2:30
04
4:00
Developing and Implementing Individualized Interagency Intervention Plan &
Individualized Family Community Support Plan
Adjourn
TRAINING DAY 2
09
9:00
Welcome and Review of Previous Day’s Activities
09
9:30
Understanding P.L. 94-142 and IDEA
10:15
Individual Education Plans and Plans To Refer Child To Adult Services
11:15
11:45
Noon
Features of Family Systems Theory and Family Group Decision Making
Wrap-Up
Lunch
CORE 406: LEGAL ASPECTS
01
1:00
Legal Issues In CMH Case Management
01
1:20
Release of Information and Data Privacy
02
2:00
Ethics and Professional Boundaries
02
2:30
Group Exercise/Break
03
3:15
Child Protection Processes
03
3:45
Course Evaluations
04
4:00
Adjourn
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
405 - Intervention Services
Page 1 of 1
Learning Objectives
CORE 405 – INTERVENTION SERVICES
Participants will be able to:
1. Collaborate with other practitioners to provide client assessment, case planning and delivery
2. Select services which incorporate cultural strengths and are compatible with the culture of
the children and their families
3. Use a variety of age appropriate methods to elicit and transmit information and build trust
with children
4. Recognize the indicators of family violence and assess risk to family members
5. Locate day treatment and residential treatment programs which meet the needs of the child
and are the least restrictive
6. Write an action plan six months prior to the child’s 18th birthday which refers the child to
adult case management services
7. Understand the intent of P.L. 94-142 and IDEA
8. Describe the process for developing at Individualized Interagency Intervention Plan (IIIP)
9. Apply the principles of family systems theory to the child’s needs, family assessment, case
management planning and service delivery
10. Implement an Individualized Family Community Support Plan including referrals to other
service providers
11. Empathize with families who have a child with a specific concern or disorder including
severe psychiatric disorders
12. Apply the principles of the wraparound model of service to meet the needs of children and
their families
CORE 406 – LEGAL ASPECTS
Participants will be able to:
1. Describe the legal issue that affect the practice of children’s mental health practice and
knows how to implement legal requirements. This includes confidentiality, Tennessen
Warning and HIPPA.
2. Provide clients with information about the Office of Ombudsman for Mental Health and
Mental Retardation.
3. File a mandatory report of abuse under both their county’s process and the tribal process.
4. Meet the legal requirements of IV-E, Medical Assistance and third party payers when placing
a child in an out-of-home placement.
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
Page 1 of 1
CORE 405 & 406 COMPETENCIES
INTERVENTION SERVICES
405-1
405-2
405-3
405-4
405-5
405-6
405-7
405-8
405-9
405-10
405-11
405-12
405-13
405-14
405-15
405-16
405-17
405-18
405-19
The worker can collaborate with practitioners in other agencies and service disciplines in a team
approach to provide client assessment, case planning and delivery.
The worker will have knowledge of and be sensitive to cultural strengths and differences and be
able to implement services that incorporate cultural strengths.
The worker will demonstrate their cultural sensitivity in their interactions and use interventions
that are compatible with the culture of children and their families.
The worker can communicate with and interview children using a variety of age-appropriate
methods and strategies to elicit and transmit information and build trust.
The worker recognizes the indicators of family violence; understands the dynamics of family
violence; and can assess the family situation to determine risk to family members.
The worker can promote delivery of effective services for families through case management;
referral to community resources; utilization of community support systems; including nontraditional and neighborhood resources; utilization and expansion of family support; and the direct
provision of supportive and rehabilitative services.
The worker knows how to seek out resource information to address the needs of the family and child
as identified in the individual family community support plan.
The worker understands the role and responsibilities of the children’s service agency, juvenile court,
county prosecutor, law enforcement agency, hospital, schools, mental health and chemical health systems,
and other community agencies involved in the identification, assessment and treatment of mental health.
The worker understands the day treatment and residential treatment programs including
assessment, eligibility determination and on-going services and can identify the least restrictive
setting to meet the child’s treatment needs.
The worker can identify education and preventive services.
The worker can prepare a plan of action with parents/caregivers six months prior to the child’s 18th
birthday for making a referral to adult case management services and other necessary services, e.g.
housing, vocational and medical.
The worker knows the importance of the Individual Education Plan and how to ensure that the mental needs
of the child are included in the document and that they are carried out in the least restrictive setting.
The worker knows the intent of P.L. 94-142 and IDEA; knows the available alternatives to traditional
education, and can advocate for special services and programs for children and youth, including: the IEP
(Individual Educational Plan), IIIP (Individual Interagency Intervention Plan), 504 Plan work and vocational
programs, Severe Emotional Disturbance (SED), Learning Disabled (LD), adult education and GED preparation.
The worker has the knowledge of the development of the family centered Individualized Interagency
Intervention Plan (IIIP) for children and youth (birth through 21).
The worker knows how to develop and implement an individual family community support plan.
The worker can determine when a child or the family should be referred to other services.
The worker understands the principles of family systems theory (the whole family moving forward
not just individual members) and knows how to apply these principles to the child’s needs and
family assessment, case management planning and service delivery.
The worker will be familiar with the experiences and needs of families that have a child with a
specific concern or disorder, including severe psychiatric disorders.
The worker understands the wraparound model of service delivery and knows how to apply the
principles to the child’s needs and family assessment, case management planning and service delivery.
LEGAL ASPECTS
406-1
406-2
406-3
406-4
406-5
406-6
The worker understands the legal issues that affect the practice of children’s mental health practice
and knows how to implement legal requirements. This includes confidentiality; mental health data
practices and HIPPA.
The worker will be aware of specific risks to children – biological, psychological and socio-culturaland be able to identify the severity of these risks with specific families and children.
The worker understands the services provided by the Office of the Ombudsman for Mental Health
and Mental Retardation
The worker can outline the Minnesota guidelines for mandated reporting of abuse.
The worker is aware of the county/tribal reporting processes.
The worker knows the county/tribal policies and protocol for out-of-home placements.
400C – Children’s Mental Health
Formatted 06/27/06
Page 1 of 1
Idea Catcher
DON’T LET A GOOD IDEA
GET AWAY!
Research shows that people remember 20% of
what they hear, 30% of what they see, 70% of
what they say and 90% of what they do! If you
use an idea within 24 hours of learning it, you’re
more likely to integrate it permanently. If you
hear or think of an idea or concept you want to
use back on your job – WRITE IT DOWN.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
(Use the back of paper if necessary)
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
Adapted from the Idea Catcher developed by the Ohio Welfare Training Program
Page 1 of 1
MCWTS
• Leeann Jorgensen, Trainer
CORE 405
Intervention Services
• Mary Jo Verschay
• Sue Stoterau
• Lorna Wiens
Objectives
• Collaborate
• Incorporate cultural
strengths
• Age appropriate
• Family Safety
• Placement Resources
• Secondary transition
Action Plan
• PL 94-192 and IDEA,
OHI
•
•
•
•
IEP & IIIP
Family Systems
Empathy
Wraparound Process
Values and Principles
• Collaboration Model
Agenda
• Welcome and
Introductions
• Family Systems
Theory
• Pacer Video
• Case Management
Steps
• Collecting Family
Information
•
•
•
•
Family Safety
Placement Resources
PL 94-192, IEP
Transition Planning
Ball Toss
• What learning have you applied from
previous sessions?
• How did it work?
400C - Rule 79 Children's Mental Health
Formatted 06/27/06
405 - Intervention Services
Page 1 of 5
Expectations
• Given the objectives for the day, what
would you be most interested in learning,
practicing, discussing?
Other premises
Family Systems
•
•
•
•
•
•
Interrelated structure
Patterns
Boundaries
Composition law
Norms
Subsystems
Genogram Review
• Homeostasis
• Handout
• Roles
• Genogram changes with stress and illness
• Decision-making
Genogram
• Draw your family genogram with positions,
then identify a stressor or illness, describe
how the communication, roles,
decisionmaking changed with that stressor
in small group.
• PACER Video. What is the experience for
families??
• Share themes in large group
400C - Rule 79 Children's Mental Health
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405 - Intervention Services
Page 2 of 5
Family Group DecisionMaking
Process
• Referral for meeting
• Preparation
• Meeting
– Family Group Process
– Family Unity
– Hybrid Family
• Post conference
Best Practice: What are good
ideas for families with
0-1 year old
2-3 year olds
4-5 year olds
6-8 year olds
9-12 year olds
13-16 year olds
Over 16
Reminder: Children w/
sed often have developmtl
skills a yr or more behind
their peers.
Family Strengths
• Questions looking for strengths
• Reframing Exercise Worksheet
• Simple questions for family strengths
inventory
Steps in Case Management
Process
•
•
•
•
•
•
•
•
•
1. Request
2. County Response
3. Review Eligibility
4. Determine Eligibility
5. Case Manager Assigned
6. Complete functional assessment
7. Complete IFCSP
8. 90 IFCSP Review
9. Ongoing Review
400C - Rule 79 Children's Mental Health
Formatted 06/27/06
Placement Resources
• Consider all possibilities of community and inhome services prior to placement – don’t forget
to check about the family’s insurance coverage.
• Check with your supervisor regarding your
county’s placement process and agency
contacts
• For additional placement resources contact the
MN-DHS Licensing Division for a list of licensed
facilities #651-296-3971
405 - Intervention Services
Page 3 of 5
Family Trust
• Open and honest
Observation Strategies for
Indicators of Family Violence
• Review the handout, add those that
experience have taught you
• Clear in explanations
• Listen with your eyes, ears and physical
sense
• Protecting Families Involved in Domestic
Violence
• Case Study Review
• What do you see that would indicate
trouble or not trouble?
Services for Children
• IDEA
• PL 94-192
• MNDOE Handouts
– Mental Health
– Emotional and Behavioral Disorders
– Current Topics
400C - Rule 79 Children's Mental Health
Formatted 06/27/06
IDEA PL 94142
• 1975
– Ensured FAPE for children with disabilities
– Outlined Due Process
– IEP
• 1983
– Transition Models
– Outcomes
405 - Intervention Services
Page 4 of 5
IDEA
• 1990
– Transition and post school
• 1997
– Family determination in planning
– Short and long term goals
– Transitional Planning expanded
IIIP Document
•
•
•
•
ISP
CAC
CADI
TBI
IEP
IFSCP
IFSP
ICSP
Multi-agency care
Section 504
IIIP
• MNDOE Handout Section 504
• Forms
• MNDOE Handout Decision Tree
• Guidebook
• Overview
Transition Planning
• Regulations
• Resource Planning
400C - Rule 79 Children's Mental Health
Formatted 06/27/06
Review your case study
• What would be focus of IEP/IFCSP with
present age?
• Fast forward to 16, how would transition
planning start?
405 - Intervention Services
Page 5 of 5
Reflecting On Our Cultural Competence
Cultural Competence Self Assessment
(1 = Strongly Agree; 5= Strongly Disagree)
1
2
3
4
5
6
7
8
9
10
11
12
The differences in how people of various cultures go about meeting their
common basic needs as important as the similarities.
Each culture finds some behaviors, interactions, or values more important
or desirable than others.
In the helping process, awareness and acceptance of differences in
communication, life view and the definition of family are critical to
successful outcomes.
To fully appreciate cultural differences, workers must recognize the
influence of their own culture on how they think and act.
Minority families may exhibit behaviors, which are adjustment reactions to
dealing with a hostile environment.
When a worker of one culture interacts with a family from another culture,
both will bring to the interaction the influence of current political or power
relationships between the two groups.
Knowing how primary support networks are configured in a family’s culture
adds a critical dimension to the helping process.
Because of the diversity within groups, the average worker cannot achieve
comprehensive knowledge.
More important than knowing all of the details about a child’s cultural or
ethnic group is knowing where or how to obtain the necessary detailed
information for use in specific cases.
One way the case manager can adapt or adjust the helping process is to
incorporate alternative culturally-enriching experiences.
It is important to be sensitive to the fact that we are delving into other lives
– their private spaces.
The majority culture often assumes that some behaviors, interactions and
values are shared by everyone.
400C – Rule 79 Children's Mental Health
Formatted 06/27/06
1 2 3 4 5
405 – Intervention Services
Page 1 of 1
Samples of Age Appropriate Assessment Tools
1. PECFAS: Preschool and Early Childhood Functional Assessment Scale (designed for use with
children from the ages of 4 through 7). Latest version: 1994. Copy Righted.
2. CAFAS: Child and Adolescent Functional Assessment Scale, Latest version (designed for use
with children from ages 7 through 17). Latest version: 1997. Copy Righted.
http://www.mhsip.org/library/pdfFiles/CHILDANDADOLESCENTFUNCTIONALASSESSMENTSC
ALE.pdf
3. CBCL: Child Behavior Checklist (AKA: the Achenbach) (for ages 6-18). Latest Edition: 2001. Copy
Righted. www.ASEBA.org
4. CASII: Child and Adolescent Service Intensity Instrument. Free downloadable.
http://www.aacap.org/clinical/CASII/
5. SDC: Strengths and Difficulties Questionnaire. Downloadable in 50 languages.
http://www.sdqinfo.com/
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
405 - Intervention Services
Page 1 of 1
Sample Individual Family Community Support Plan (IFCSP)
CHILDREN’S MENTAL HEALTH CASE MANAGEMENT
SAMPLE
Individual Family Community Support Plan
Imma Cool
CMH-Rule 79
Client Name:
Workgroup
Current Diagnostic
Assessment Date:
Client ID #
####
10.15.04
Minimum 1x face to face per month
Contact Frequency
Date
Case Manager
11.30.04
Stacy Bro
Dates CAFAS Completed
1)
3)
5)
11.27.04
2)
4)
6)
Current Diagnosis
Axis I:
Major Depression, ADHD
Axis II:
Deferred
Axis III:
No active medical problems
Axis IV:
Psychos social stressors related to family, school and social
Axis V:
60
Initial CAFAS
YOUTH’S
FUNCTIONING
School Performance:
Home Performance:
Community Performance:
Behavior Towards Others:
Moods / Emotions:
Self-harmful Behavior:
Substance use:
Thinking:
8 Scale Scores
Total of Scales:
90
Current CAFAS
CAFAS
8 Scale Scores
20
10
20
20
10
0
10
0
Initial CAFAS
Current CAFAS
Enter “Yes” if this area was scored on CAFAS
YOUTH RISK BEHAVIORS
Suicidal / Attempted: (119, 144)
Harmful to Self or Others: (142 – 145)
Aggression: (3, 4, 43, 68, 89)
Sexual Behavior: (69, 77, 90)
Firesetting: (71, 78)
Psychotic or Organic Symptoms: (182- 186)
no
no
yes
no
no
no
no
no
no
no
no
no
0
CLIENT’S RIGHTS
Tennessen Warning has been given verbally and in writing and signed by client.
Client’s rights under rule 79 pertaining to case management services have been explained or reviewed annually.
Client’s right to appeal has been explained or reviewed annually or as requested.
The following signatures indicate participation in the development and content of
this interagency plan.
Child/Youth:
IFCSP
Date
Initials
IFCSP
Review Date
Initials
Parent:
Parent:
Case Manager:
Supervisor:
Mental Health Professional:
Other:
Other:
Other:
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
405 - Intervention Services
Page 1 of 2
Client Name:
Imma Cool
Needs/Outcomes
Goals
Imma will have a successful
school year
Imma will learn personal
safety skills
Imma will be active at home
and with peers using age
appropriate behaviors
Strategies/Activities/Services
Who
By When?
(How will you know goal is met?)
Imma will attend school daily with no
unexcused absences
Case Management
Stacy Bro
Review in 6 mos.
There will be no incidents of Imma hurting
someone else or himself at school
Anger management skills and social skills training
Individual therapy addressing how Imma views and
manages his relationships with adults
Ralph Gruhlke
Immediately
Imma will improve his academic
performance evident by better grades
and positive teacher reports.
Family therapy will address the relationship between
Imma and his family with intent of developing family
rules and discipline procedure which better meets
Imma’s needs.
Gina Dilly
Current
Imma will respect adults at school.
This will be measured by no “notes”
or phone calls home to his mother
regarding negative interaction.
Medication management
Jane Buffie
On-going
Dr. Hennessey
On-going
Case management will assist Imma in developing
relationship with fire personnel that can impart
knowledge regarding fire safety and chemical safety.
Stacy Bro
Immediately
Imma will understand the harmful
effects of playing with fire and the
ramifications of such.
Imma will not use other household
chemicals to play with.
Anger management skills and social skills training
Ralph Gruhlke
On-going
Individual therapy addressing personal safety and
self – esteem issues.
Gina Dilly
On-going
Imma will know and understand the
potential harmful side effects of using
such items
Imma will decrease the amount of
time he isolates.
Medication monitoring
Dr. Hennessey
On-going
Case management will actively participate in family
therapy sessions as necessary.
Stacy Bro
As requested or
necessary
Imma will initiate and respond
proactively to communication with his
family and pro-social peers.
Family therapy will address the communication
within the family in order to assist Imma in
developing appropriate communication skills as well
as other family members.
Jane Buffie
On-going
Imma will continue to be involved in
sports such as football and hockey.
Case manager will develop communication with the
sports coach in order to monitor progress, attendance
and assist with problem solving if necessary.
Stacy Bro
On-going
Imma’s oppositional behavior with
teachers will decrease. This will be
measured by the teacher being able
to manage his behavior with
suggestions and reminders.
Imma will not play with fire. This
includes having possession of
matches or lighters
400C – Rule 79 Children’s Mental Health
Formatted 06/27/06
Status
405 - Intervention Services
Page 2 of 2
Family Systems Theory
Structural Components of Family Systems Theory
Subsystems
This theory emerged from General Systems Theory by scholars who found it had many applications to
families and other social systems. Any system is defined as a bounded set of interrelated elements
exhibiting coherent behavior as a trait. (Constantine, 1986).
Another definition is an assemblage of objects related to each other by some regular interaction
or interdependence (Webster). Families are considered systems because they are made up of
interrelated elements or objectives, they exhibit coherent behaviors, they have regular interactions,
and they are interdependent on one another.
The Components of Family Systems Theory are as follows:
Family Systems…
ƒ
Have interrelated elements and structure. The elements of a system are the members of the
family. Each element has characteristics; there are relationships between the elements; the
relationships function in an interdependent manner. All of these create a structure, or the sum
total of the interrelationships among the elements, including membership in a system and the
boundary between the system and its environment.
ƒ
Interact in patterns. There are predictable patterns of interaction that emerge in a
ƒ
Family system. These repetitive cycles help maintain the family’s equilibrium and
ƒ
Provide clues to the elements about how they should function.
ƒ
Have boundaries and can be viewed on a continuum from open to closed. Every system has
ways of including and excluding elements so that the line between those within the system and
those outside of the system is clear to all. If a family is permeable and vague boundaries it is
considered “open.” An open boundary system allows elements and situations outside the family
to influence it. It may even welcome external influences. A closed boundary system isolates its
members from the environment and seems isolated and self-contained. No family system is
completely closed or completely open.
ƒ
Function by the Composition Law: the Whole is More than the Sum of Its Parts. Every family
system, even though it is made up of individual elements, results in an organic whole. Overall
family images and themes are reflected in this holistic quality. Unique behaviors may be
ascribed to the entire system that does not appropriately describe individual elements.
ƒ
Use messages and rules to shape members. Messages and rules are relationships agreements
which prescribe and limit a family members’ behavior over time. They are repetitive and
redundant. They are rarely, if ever, explicit or written down. They give power; they induce guilt;
they control or limit behaviors; and they perpetuate themselves and reproduce. Most messages
and rules can be stated in one or a few words. For example, More is good, Be responsible, and
Be Perfect are all examples of messages/rules.
ƒ
Have subsystems. Every family system contains a number of small groups usually made up of
2-3 people. The relationships between these people are known as subsystems, coalitions, or
alliances. Each subsystem has its own rules, boundaries, and unique characteristics.
Membership in subsystems can change over time.
400C – Rule 79 Children’s Mental Health
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405 - Intervention Services
Page 1 of 1
Rules to Build Genograms
Although there is general agreement on the basic genogram structure and symbols, there are some variations
from one author to another. Some authors do reuse the same symbol for different situations while others have
ignored such special cases.
Basic Genogram Symbols
The male is noted by a square and the female by a circle. A family is shown by a
horizontal line connecting the two.
The children are placed below the family line from the oldest to the youngest, left to
right. Although this may sound obvious, it will be very important to remember these
rules when the situation becomes a bit more complex.
The following case is a husband with three spouses. The husband had three children with the first wife, and then
divorced. The husband married the second wife, had one child and separated. The husband currently lives with
another woman. As you can see, the oldest child is at the left, and the youngest child, "Half Sister", is at the right
of her family, as she is the unique child of the husband and the second wife.
A husband with multiple spouses
Reversing the scenario where the wife had multiple husbands, we get the following genogram:
A wife with multiple husbands
400C – Rule 79 Children’s Mental Health
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405 - Intervention Services
Page 1 of 1
PACER Center
Parent Advocacy Coalition for Educational Rights
PACER Center
E-mail Directory
Projects Related to Transition
FEATURED RESOURCES
National Standards for Secondary Education and Transition for All Youth
National organizations and experts representing general education, special education, workforce
development, youth development, and families have developed a set of national standards of effective
practice and quality indicators to improve secondary education and transition for all youth. The result,
National Standards for Secondary Education and Transition for All Youth, is now available on the
NCSET Web site:
•
•
HOME
WHO WE ARE
LINKS
National Standards in PDF http://www.ncset.org/teleconferences/docs/NASETFramework.pdf
(350k, 13pgs)
National Standards in MS Word http://www.ncset.org/teleconferences/docs/NASETFramework.doc
(68k, 14pgs)
THE FAMILY AS A CRITICAL PARTNER IN THE ACHIEVEMENT OF A SUCCESSFUL
EMPLOYMENT OUTCOME.
Check out new Parent Briefs developed by PACER in collaboration with the National Center on
Secondary Education and Transition (NCSET) on Postsecondary Education, Supplemental
Security Income, and other transition issues!
PUBLICATIONS
CONTACT US
TRANSLATED
MATERIAL
PACER Projects Focusing on Transition
National Technical Assistance Projects
•
NATIONAL
INFORMATION
•
IDEA 1997
GUEST BOOK
•
TATRA (Technical Assistance on Transition and the Rehabilitation Act)
This national project provides training, information and materials to parent center staff across the
country who are helping the families of youth with disabilities learn about transition, independent
living and vocational rehabilitation services.
The National Center on Secondary Education and Transition
PACER works with this national technical assistance project headquartered at the University of Minnesota
to connect parents and youth with disabilities to information and resources. PACER manages a listserv
and develops material for parents as part of the Center's technical assistance activities.
National Post-School Outcomes Center
PACER works with this national technical assistance project headquartered at the University of
Oregon to inform parent centers and family advocates how post-school outcomes studies can be
used to help shape more effective transition programs that better prepare youth for further
education, employment and independent living.
400C – Rule 79 Children’s Mental Health
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For Minnesota Families
•
•
•
•
Connecting Youth to Communities and Careers (Project C3) is an exciting collaborative project
with the Minnesota Department of Employment and Economic Development to demonstrate how
innovative partnerships with community organizations can improve local transition services and
outcomes for youth with disabilities. As a key partner, PACER's role is to:
o provide Minnesota families with training and information to help transition-age youth with
disabilities prepare for and find meaningful, gainful employment
o provide training to help Minnesota youth programs funded by the Workforce Investment
Act to better serve youth with disabilities
o facilitate state planning, communication and collaboration efforts across funding streams
and agencies
o develop a comprehensive Resource Map of Minnesota's youth service delivery
infrastructure to inform Minnesota families, professionals and policymakers
PACER's Parents Helping Parents Program provides workshops, one-on-one training and
information to Minnesota families on a range of special education and other related topics,
including transition.
PACER's Perkins Project provides training and information to families and professionals focusing
on improving transition outcomes for Minnesota youth with emotional behavioral disabilities and
youth with disabilities in the state's juvenile justice system.
Project PRIDE (PACER's Rehabilitation Act Information & Disability Education) provides
information and training for Minnesota youth with disabilities, their families, and professionals about
the Rehabilitation Act.
Additional PACER Projects Inclusive of Transition Topics
National Technical Assistance Projects
•
•
The Alliance (Technical Assistance Alliance for Parent Centers)
PACER is the national coordinating office for consultation and technical assistance on special
education and related disability issues for 100 federally funded parent centers across the country.
The Families and Advocates Partnership for Education (FAPE)
PACER serves as the national coordinating office for a federally funded partnership linking families
and advocates with researchers and policymakers. Its focus is the implementation of IDEA '07
Amendments, including its transition requirements.
For Minnesota Families
•
•
•
•
The Simon Technology Center
introduces youth with special needs, their parents and teachers to educational software and special
equipment to make computers accessible tools for communication, learning, employment, and
independent living. It includes a software lending library.
PACER's Health Information and Advocacy Center
provides information about the health care system, resources, and advocacy to families of
Minnesota youth with special health needs and disabilities.
The Juvenile Justice Training Program
trains professionals to identify the needs of youths whose disabilities may place them at risk for
involvement with the justice system.
The Project for Parents of Children with Emotional / Behavioral Disorders (EBD)
offers assistance on education, social services, mental health or corrections issues for parents of
youth with EBD in Minnesota.
http://www.pacer.org/tatra/
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Family Strengths Assessment Scales
A review of the family strengths literature identified four instruments that measure a subset of or all of
the qualities of strong families listed above. Each of these scales is briefly described next. The use of
self-report family strengths scales as part of family-centered assessment and intervention practices is
described in a subsequent section of the article.
Family Strengths Inventory (Stinnett & DeFrain, 1985b). This scale includes 13 items that measure
six major qualities of strong families and a number of aspects of the interpersonal relationships among
family members. The six qualities include commitment of family members to promoting each other's
welfare and happiness, appreciation for each other on a frequent basis, communication skills used by
family members, spending time together doing things important to the family, a sense of spiritual
wellness that gives the family strength and purpose, and the ability to cope with stress and crisis in a
way that provides the family an opportunity to grow. Other scale items assess the degree of closeness,
happiness, confidence, and worthiness in the relationships among family members. Each item is rated
on a five-point rating scale, based on the degree to which the quality or characteristic is present in the
respondent's family. The scale yields a total score that provides a basis for determining the overall
presence of family strengths. However, it is the individual responses to the 13 scale items that are most
useful for determining family functioning style (see below).
Family Strengths Scale (Olson, Larsen, & McCubbin, 1983). This scale includes 12 items that assess
two dimensions of family functioning: family pride (loyalty, optimism, and trust in the family) and
family accord (ability to accomplish tasks, deal with problems, and get along together). For each item,
the respondent indicates the extent to which the quality is present in his or her family. The scale items
measure many of the qualities of the two dimensions described above, and provide a basis for
establishing which qualities are characteristic of the respondent's family.
Family Hardiness Index (McCubbin, McCubbin, & Thompson, 1987). This scale includes 20 items
that assess the internal strengths of families and how those strengths are used to both control life
events and hardships and produce positive changes and growth in the family unit. Each item is rated on
a four-point rating scale in terms of the degree to which each statement is true for the family. The items
are organized into four subscales: coordinated commitment (internal strengths, dependability, and
ability to work together); confidence (family's sense of being able to plan ahead and of being
appreciated for individual efforts, and the ability to endure hardships); challenge (efforts to be
innovative, be active, and to experience new learning opportunities); and control (being able to control
important aspects of life).
Family Functioning Style Scale (Deal, Trivette, & Dunst, 1988). This scale includes 26 items and was
designed to assess all 12 qualities of strong families listed above. The instrument was developed as
part of a family-centered assessment and intervention model (Dunst, Trivette, & Deal, 1988) that
evolved from efforts to intervene in ways that support and strengthen family functioning. The scale
assesses the extent to which an individual family member, or two or more family members, believes
her or his family is characterized by different strengths and capabilities. Each item is rated on a fivepoint rating scale by noting the degree to which the 26 statements are "Not-At-All-Like My Family" to
"Almost-Always-Like My Family". (The items on the scale are listed in Table 1.)
Of the four family strengths scales, the Family Functioning Style Scale is the most comprehensive in
terms of the range of qualities it attempts to measure. The scale was specifically developed to tap
positive aspects of family functioning consistent with the five themes described above. Evidence
regarding the reliability and validity of the scale is described next.
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Reframing Exercise Worksheet
Deficiency
Chaotic family, few rules
Reframe
Energetic family who
could benefit from
structure and focus
Grandma is authoritarian Respect for elders
Missing or late
Learning schedules,
appointments,
using written reminders
uncooperative
could improve the follow
through for this family
The children run the
A child focused family.
show.
Parents could improve
child experience with
parenting classes and
attitude
Your examples:
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Family Response
Hopelessness
Curiosity
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Grandma’s Child
Tanya, age 4, was seen for assessment in a clinic at the request of her grandparents. Tanya
was the only child of parents who were longtime heroin users. Several months ago, not
having seen Tanya or her parents for several years, the grandparents were called by child
protection in another state and informed that Tanya's parents had been arrested and she had
been placed in foster care.
Soon thereafter, when Tanya came to live with them, the grandparents noticed that she did
not have the verbal skills of a normal four-year-old child. She had marked problems with
social interaction. She often seemed oblivious to ordinary invitations to hug or play with her
grandparents and other relatives. She also exhibited a rapidly alternating mixture of
responses in which sometimes she seemed to want to get very close to people, and otter
times would push them away. The grandparents later learned that since she was an infant,
Tanya had often been left with various friends of her parents, man of whom were themselves
heavy drug users and often they were minimally attentive to her. On examination, Tanya was
found to have mild language delays and marked problems in social interaction. She tended
to avoid interaction or when it could not be avoided, became very anxious and disorganized.
Spitzer, R., Givvon, M., Skodeol, A., Williams, J., First, M., (1994). DSM IV Casebook. Washington DC, American
Psychiatric Press.
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Observation Strategies for Indicators of Family Violence
(From: Reporting Child Abuse and Neglect: A Resource Guide For Mandated Reporters by Child
Safety and Permanency Division, Minnesota Department of Human Services, October, 2004)
The parents of an abused or neglected child may exhibit some of the following behaviors
or characteristics:
•
They seem isolated from family supports such as friends, relatives, neighbors and
community groups
•
They discourage social contacts or consistently fail to keep appointments or participate in
school activities or events
•
They seem to trust no one
•
They may have been abused or neglected as children
•
They are often reluctant to give information about the child’s injuries or condition
•
When questioned, they offer an explanation that is inconsistent with the injury or offer
contradictory explanations for the injury or are unable to explain the injuries
•
They respond inappropriately to the seriousness of the child’s condition either by
overreacting, seeming hostile or antagonistic when questioned, or showing little concern or
awareness of the child’s condition
•
They may refuse to consent to a medical evaluation
•
They may delay or fail to take the child for medical care, including routine checkups
•
In taking an injured child for medical care, they may choose different hospitals or doctors to
prevent the injuries from being recognized as a pattern of abuse
•
They may be too critical of the child and seldom, if ever, discuss the child in positive terms
•
They may have unrealistic expectations of the child, expecting or demanding behavior that
is beyond the child’s age or ability
•
They may believe in the necessity of harsh punishment for children
•
They seldom touch or look at the child, ignore the child’s crying, or react with impatience
•
They sometimes keep the child confined for long periods of time in a crib or playpen
•
They may lack understanding of the child’s physical, emotional, and psychological needs
•
They may misuse alcohol or drugs
•
They appear to lack self control or fear losing control over the family.
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Does the student have an IEP and/or 504 Plan?
See A Quick Reference for
Accommodations available
to all students
No
Yes
Consider the instructional accommodations that the student receives in class and the accommodations for statewide
assessments that have been written into the student's IEP
Several options may apply for statewide testing
No accommodation
required
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Special order
accommodations that
apply, including:
• Math script or CD
• 18/24 pt. font
• Braille
Arrange for any
additional accommodations that apply
If accommodation
doesn't appear on A
Quick Reference for
Accommodations, e-mail
mde.testing@state.mn.us
for guidance.
Student takes
alternate assessment – see Flowchart
for Decisions: IEP &
504 Teams
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Highlights of Federal Education Programs
For Children With Mental Health Problems
Individualized Education Program – For children age 3 through high school, school
districts use the Individualized Educational Program (IEP) as a tailor-made program which fits
each child’s needs and abilities. The IEP is drawn up at a special IEP conference or staffing.
The IEP is a based on an evaluation of the child.
Individuals With Disabilities Education Act (IDEA) – This act raises academic
expectations and accountability for children disabilities, increases parent involvement in the
education of their children, and ensured that regular education teachers are involved in
planning assessing children’s progress.
Section 504 – For children with a physical or mental impairment, schools have a responsibility
to provide a free, appropriate public education to persons with disabilities. The school needs to
made reasonable accommodations to programs and facilities to make the education happen.
Vocational and adult education programs – Each school district offers a variety of
vocational and adult education programs for persons with disabilities. Check with your local
school district.
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http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Special_Education_Monitoring/Monitoring_Resources/Individual_Interagency_Intervention_Plan_(IIIP)/index.html
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http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_Assistance/Section_504_of_the_Rehabilitation_Act/index.html
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http://education.state.mn.us/mde/Learning_Support/Special_Education/Birth_to_Age_21_Programs_Services/MN_State_Interagency_Coord_MnSIC/index.html
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http://education.state.mn.us/mde/Learning_Support/Special_Education/Categorical_Disability_Information/Emotional_and_Behavioral_Disabilities/index.html
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http://education.state.mn.us/mde/Learning_Support/Special_Education/Birth_to_Age_21_Programs_Services/Mental_Health/index.html
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http://education.state.mn.us/mde/Learning_Support/Special_Education/index.html
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http://education.state.mn.us/mde/Learning_Support/Special_Education/Birth_to_Age_21_Programs_Services/Secondary_Transition/index.html
________________________________________________________________
Table of contents for Chapter 245
245.4875 Local service delivery system.
Subd. 8. Transition services.
The county board may continue to provide mental health services as defined in sections 245.487 to 245.4887
to persons over 18 years of age, but under 21 years of age, if the person was receiving case management or
family community support services prior to age 18, and if one of the following conditions is met:
(1) the person is receiving special education services through the local school district; or
(2) it is in the best interest of the person to continue services defined in sections 245.487 to 245.4887.
HIST: 1989 c 282 art 4 s 42; 1990 c 568 art 5 s 14,34; 1991 c 94 s 7,24; 1991 c 292 art 6 s 58 subd 1; 1995 c 207 art 8 s 7,8; 1999 c 86 art 1 s 58;
1Sp2001 c 9 art 9 s 13; 2002 c 379 art 1 s 113; 1Sp2003 c 14 art 11 s 11; 2005 c 10 art 1 s 43; 2005 c 98 art 3 s 12,13
http://www.revisor.leg.state.mn.us/stats/245/4875.html
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Major Components of IFCSP
Signatures On
Plan, Copies
Provided To. . .
Goals, Objectives,
Tasks/Strategies
Who Does What,
How Often,
Expected Outcome
Demographic
Information of
Child,
Family,
Providers
Individual Family
Community
Support
Plan
Time lines
&results of
Diagnostic
Assessment &
Functional
Assessment
Strengths
Resources
Assets
(CAFAS, CBCL)
Problems
Needs
Safety
Stabilization
Crisis Plan
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Concerns
Service Providers
Names, address,
telephone
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http://www.c3mn.org/
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Independent Living Skills Competencies
Assessment
1. The worker can engage youth in assessing their readiness for transitioning from care to living independently.
2. The worker is able to assess the adolescent’s level of ability in critical skills needed for independent living
including problems that may interfere with their transition from out of home placement to living independently.
3. The worker knows the stages, processes of normal physical, cognitive, social, emotional, and spiritual
development of adolescence.
4. The worker understands the impact abuse and trauma on normal development and knows the signs and
indicators of special needs such as mental retardation, autism, learning disabilities (all types), attention
deficit disorder, etc., and is able to assess the developmental needs of the adolescent.
5. The worker can utilize data from psychological or developmental assessments, youth self-assessments,
clinical interviews, direct observations, and personal interactions to determine a youth’s strengths, areas of
potential vulnerability, mental health, and independent learning needs.
6. The worker is able to use knowledge of the youth’s culture in a sensitive manner to help develop
relationships, to stimulate development, to manage behavior appropriately and to promote and integrate the
cultural heritage of the youth into their independent living plan.
7. The worker is constantly aware of their personal expectation for the youth and ensures that this is congruent
with the youth’s potentially skill level.
Role Identification
8. The worker is able to engage parents by using strength based approach to assist in the development of an
independent living plan for their adolescent foster child.
9. The worker is able to engage parents as a team member and support their efforts to get their youth ready to
live independently.
10. When working with parents, the worker models appropriate behavior in how to engage adolescents.
11. The worker understands the importance of being honest with youth about their current living situation and
assisting the youth with the transition from being institutionalized or dependent on others to feeling independent.
Community Supports
12. The worker is able to identify and connect youth with informal resources within their community.
13. The worker is knowledgeable about community resources such as Workforce centers, Section 8 housing,
Property Management Companies, CAP agencies, various church groups etc., and has established
relationships with these agencies to assist youth in connecting with their community.
14. The worker is aware of community resources such as the Department of Rehabilitation Services (DRS) that
can assist adolescents with special needs.
15. The worker can help youth identify the types of relationships they want with significant people in their lives,
including birth family, foster family, extended family, and friends.
16. The worker understands the importance of support systems for the emancipating youth, and can use a
variety of techniques to help the youth build those support systems.
Intervention Strategies
17. The worker can engage youth in developing a high quality Independent Living Skills plan and evaluate his /
her progress in completing goals.
18. The worker is able to set realistic and achievable goals and objectives, identify learning activities and
teaching strategies, set time frames for completion of activities, and formulate an individualized
independence plan for a youth.
19. The worker can use techniques such as teaching, modeling, coaching, and positive reinforcement to help
youth prepare for independent living.
20. The worker knows the importance of using daily situations as teachable moments in the process of teaching
independent living skills.
21. The worker understands that developmentally adolescents have the mind set of only living for today and the
value of teaching skills by letting youth feel the natural consequences for their behavior.
22. The worker understands that youth’s self-esteem improves when they have learned a new skill or mastered
an existing one.
23. The worker will assist youth in creating a file of important documents that they will need when leaving care.
These can include Social Security Card, Driver’s License, Insurance Cards, Foster Care paperwork etc.
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24. The worker understands the Workforce Investment Act – WIA and the services that could benefit youth
preparing to transition from care.
25. The worker is knowledgeable about Support and Emancipation for Living Functionally (SELF) funding and
the basic guidelines and procedures for accessing funds.
Skills
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How to engage youth in plans
How to write quality plan: include youth in process, making it fun
Engaging parents in entire process
¾ Support parents
¾ Strengths based
¾ Their role on team
¾ Expectations
¾ Modeling
¾ How they can help
Connecting youth with formal and informal resources – “Team”
Assessments for youth
¾ Needs
¾ Developmental Level
¾ MH
¾ Have kids demonstrate skills
Teaching kids follow through, not only living for today
Teaching kids to withhold judgment
Understand workers personal expectations of where youth can go
Create important document folder (SS card, driver’s license, insurance card, foster care paperwork)
Let kids suffer the consequences
Strengths based and skill assessments
Honesty
Identifying the teachable moment and know what to do (ex. pick up what foster parent is missing or not
willing to do)
Integrating life skills through time with child – even at a younger age
Integrate worker skills with community resources
Make a personal connection with needed resources in the community
Need workers to understand where the youth is at and be at their level – make no assumptions
o developmentally (assessments, interview skills, checklists)
o emotionally
o view of the world – living for today
Time frame: process is on-going and personal – it will take time.
Youth’s timeline
Overcoming institutionalization, dependency, sense of entitlement
Awareness of how kids learn: lecture vs hands on/experiential.
Kids can to do it themselves – with some help. Workers can set this up.
Kids self-esteem improves with mastery or understanding new skills
Knowledge
•
•
•
•
•
•
•
•
Know resources available – workforce centers, etc.
Build relationships with these agencies
Basic knowledge of specific populations – or at least familiar with resources (Department of
Rehabilitation Services – DRS)
¾ Developmental disabilities
¾ Mental health
¾ Learning disabilities
Awareness of waiting lists
Workforce Investment Act – WIA
Federal Funds
Funding available and procedures involved to utilize (Darcy)
Knowledge/info about SELF funding and process – basic guidelines and procedures
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