Trainee Handbook
Louisiana State University Health Sciences Center
Human Development Center
Interdisciplinary Training Program
In Collaboration With
University of Arkansas for Medical Science
Leadership Education in Neurodevelopmental
Disabilities (LEND)
Interdisciplinary Training Committee:
Meher Banajee, Ph.D. (LSUHSC-SAHP/HDC)
Maria Blanco, M.Ed. (LSUHSC-HDC)
Sylvia Davis, Ph.D. (LSUHSC-SAHP)
George Hebert, Ph.D. (LSUHSC-HDC)
Thuha Hoang, PT, MHS (LSUHSC-SAHP)
Linda Flynn-Wilson, Ph.D. (University of New Orleans)
Lauren K. Giovingo, Ph.D. (LSUHSC-HDC)
Kerrie Ramsdell, MS, LOTR (LSUHSC-SHAP)
Barbara Gordon-Wendt, Ph.D. (LSUHSC-SAHP)
Philip Wilson, Ph.D. (LSUHSC-HDC)
Fall 2014
1
Preface
Welcome to the Louisiana State University Health Sciences Center- Human Development Center
Interdisciplinary Traineeship (HDCIT/LEND). The HDCIT/LEND program seeks to develop
exemplary interdisciplinary training suited to both the rural and urban settings of Louisiana. The
HDCIT/LEND program strives to enhance the capacity of academic units on participating campuses
to support the development of leaders in interdisciplinary services for children with
neurodevelopmental disabilities.
The HDCIT/LEND is a satellite program of the University of Arkansas for Medical Sciences
(UAMS) Leadership Education in Neurodevelopmental Disabilities. The HDCIT/LEND offers
trainees at the graduate, post masters, and post doctoral levels, as well as family members and
self-advocates, a variety of interdisciplinary experiences within four program components,
including: didactics/seminars, clinical, research, and leadership. Interdisciplinary training is
defined by the Bureau of Maternal and Child Health (MCH) as:
an integrated education program that relies upon the interdependent contributions of the
collaborating team members. These team members may include people with disabilities
and their families, health care professionals, and community providers.
The HDCIT/LEND is designed to provide trainees with experiences to enable them to become
effective leaders in their own disciplines and to competently apply knowledge and skills to
support persons with developmental and other disabilities and their families achieve their desired
outcomes. In addition, trainees are prepared to effectively participate in an interdisciplinary
process of designing, evaluating, and implementing programs, and to effectively work in
interdisciplinary settings including, but not limited to, clinics, schools, family homes, community
locations, and universities.
This handbook describes the interdisciplinary training options available for New Orleans-based
HDCIT/LEND trainees. The experiences of an HDCIT/LEND trainee are designed to be both
interesting and educational. These experiences will provide trainees with an interdisciplinary
perspective, knowledge and first-hand experience applying interdisciplinary practice in clinical
settings, participating in interdisciplinary research, and completing an interdisciplinary leadership
project.
For more information about the HDC Interdisciplinary Traineeship (HDCIT/LEND) program
please contact Maria T. Blanco, Human Development Center Interdisciplinary Training
Coordinator at: 504-556-7572 or mblanc@lsuhsc.edu.
I. BACKGROUND
A. History and Accomplishments
The HDCIT/LEND program is a satellite of the University of Arkansas for Medical Science
(UAMS) LEND program. The HDCIT/LEND satellite program provides quality interdisciplinary
training experiences to LEND trainees in the state of Louisiana. The HDCIT/LEND program was
piloted in 2010-2011 by faculty from Louisiana universities along with faculty from UAMS. To give
trainees a sense of the history of interdisciplinary/LEND training at UAMS, a review of the high
points of the UAMS LEND program follows.
UAMS first received a five-year grant in Leadership Education in Neurodevelopmental and
Other Related Disabilities (LEND) from the Bureau of Maternal and Child Health (MCH) in
1994. With a new three-year award in 2011, UAMS joined 38 other universities with funding for
LEND programs. The LEND grant provides partial support for faculty members at UAMS from
15 disciplines related to developmental disabilities: Audiology, Dentistry, Developmental and
Behavioral Pediatrics, Family Advocacy, Genetics, Genetic Counseling, Health Services
Administration, Nursing, Nutrition, Occupational Therapy, Physical Therapy, Psychology, Social
Work, Special Education, and Speech Pathology. It also provides stipends for leadership training
for trainees in those, and other disciplines. The LEND grant also builds ties from the Department
of Pediatrics to other programs in UAMS (Audiology, Health Services Administration, Nursing,
Psychology, Speech Pathology) and other universities. University of Arkansas at Little Rock
(Social Work), University of Central Arkansas (Nutrition, Occupational Therapy, Physical
Therapy, and Special Education), and Arkansas State University (Nursing) are the affiliated
universities under UAMS’s MCH core training grant. LEND faculty in participating universities
and departments have opportunities to develop research, training and service projects with
faculty in the Department of Pediatrics.
The following table summarizes the number of UAMS LEND trainees to date (1994-2012). The
Table illustrates how the HDCIT/LEND program may grow over time. Participants in the shortterm option include students (undergraduate and graduate), professionals, and families. The
intermediate and long-term trainees were all graduate students or fellows.
Pediatrics
Psychology
Social Work
Speech Pathology
Audiology
Physical Therapy
Occupational Therapy
Nutrition
Family Advocacy
Genetic Counseling
Health Administration
Nursing
Consumer Science
Public Service
Early Childhood
Education
Educators
Parents
Paraprofessionals
Total
1994-2011 UAMS Trainees
Short-Term
Intermediate
(0-159 hrs.)
(160-299 hrs.)
90
1
1
19
11
42
26
8
3
38
22
23
14
33
21
2
114
1
1
58
47
47
34
466
14
197
Long-Term
(300 + hrs.)
6
20
25
40
14
16
15
14
2
2
15
16
181
Total
96
22
55
108
25
76
52
68
2
4
15
144
1
1
58
47
47
34
851
The UAMS LEND program has developed into a nationally-recognized program for its innovative
approach to developing statewide and community-based services for children with disabilities and
their families. LEND faculty members have demonstrated how to transform the university’s clinical
and teaching expertise into community-based, family- and consumer-responsive programs. LEND
faculty members collaborate regularly on training and service projects with state agencies in Public
Health, Special Education, Early Childhood, Higher Education, Rehabilitation, Independent Living,
Developmental Disabilities, Title V Children’s Services, Behavioral Health, and Children and
Family Services. The HDCIT/LEND program will seek to assist LSUHSC to make similar
transformations.
HDCIT/LEND trainee experiences are modeled after those provided by UAMS LEND. These
experiences consist of seminars or lectures on a variety of topics related to individuals with
developmental and other disabilities (IWDD) and families. These topics change year-to-year
based on trends in the field, faculty expertise, and trainee interests. In addition, the
HDCIT/LEND program arranges interdisciplinary clinical experiences, provides opportunities for
trainees to participate in interdisciplinary research, and culminates with a capstone activity that
requires trainees to apply interdisciplinary leadership skills. Trainees become leaders in
interdisciplinary practices in Louisiana, the region, and the nation in the field of developmental
disabilities.
Audiology
Biomedical Engineer
Early Childhood Special
Education
Nursing
Occupational Therapy
Parents
Physical Therapy
Psychology
Speech Pathology
Total
2010-2014 HDCIT/LEND Trainees
Short-Term
Intermediate
Long-Term
(0-159 hrs.)
(160-299 hrs.) (300 + hrs.)
5
1
2
1
4
2
5
1
5
26
Total
5
1
2
1
4
2
5
1
5
26
B. Philosophical Assumptions
Training, service, and research activities of the HDCIT/LEND program are based on state,
regional, and national priorities identified by consumers and service providers. The
HDCIT/LEND program bases its initiatives and services on the following guiding principles:
Key Elements of Family-Centered Services
 Recognizing that the family is the constant in a child’s life, while the service systems
and personnel within those systems fluctuate.
 Facilitating parent/professional collaboration at all levels of service provision:
services for an individual child; program development, implementation, and
evaluation; and policy formation.
 Honoring the racial, ethnic, cultural, and socioeconomic diversity of families.
 Recognizing family strengths and individuality and respecting different methods of
coping.
 Sharing with parents, on a continuing basis and in a supportive manner, complete and
unbiased information.
 Encouraging and facilitating family-to-family support and networking.
 Understanding and incorporating the developmental needs of infants, children, and
adolescents and their families into service delivery systems.
 Implementing comprehensive policies and programs that provide emotional and
financial support to meet the needs of families.
 Designing accessible service delivery systems that are flexible, culturally competent,
and responsive to family-identified needs.
C. Mission and Goals
The mission of the HDCIT/LEND program is to provide a variety of interdisciplinary training,
clinical, and research experiences with a culminating “capstone” leadership project that provides
trainees with a foundation that will enable them to become leaders and advocates for
interdisciplinary practice to support individuals with developmental disabilities (IWDD) and
families achieve their desired outcomes. The HDCIT/LEND program is designed to produce
future leaders, policy makers, clinicians, general service providers, researchers, and advocates for
the field of developmental disabilities. The HDCIT/LEND program assumes that trainees who
successfully complete the program will positively impact the state, region, and nation by working
to increase and support the productivity, independence, and self-determination of persons with
developmental disabilities.
D. Administrative and Organizational Structure
The HDCIT/LEND program is administered by the Louisiana University Center for Excellence in
Developmental Disabilities (UCEDD), which is the Human Development Center (HDC). HDC is
housed within the School of Allied Health Professions at the Louisiana State University Health
Sciences Center in New Orleans. The HDCIT/LEND director is Dr. Philip Wilson and Maria Blanco
is coordinator of the program. Currently, HDCIT/LEND faculty includes Dr. Meher Banajee
(Speech-Language Pathology), Maria Blanco (Early Childhood Intervention), Thuha Hoang,
(Physical Therapy), Dr. Sylvia Davis (Speech-Language Pathology), Dr. Lauren K. Giovingo and Dr.
George Hebert (School and Counseling Psychology), Kerrie Ramsdell (Occupational Therapy), Dr.
Barbara Gordon- Wendt (Audiology), and Dr. Philip Wilson (Special Education-Severe Disabilities).
In addition, Dr. Linda Flynn (Early Childhood Special Education) from the University of New
Orleans is on the HDCIT/LEND program faculty. As the HDCIT/LEND program is entering its
fifth year on a very small scale, the administrative and organizational structure continues to evolve.
HDCIT/LEND Faculty (2014-2015)
Meher Banajee, Ph.D., Speech-Language Pathology, SAHP/HDC mbanaj@lsuhsc.edu
Maria Blanco, M.Ed., Coordinator, Early Childhood Special Ed/Parent. HDC
mblanc@lsuhsc.edu
Sylvia Davis, Ph.D., Speech-Language Pathology, SAHP sdavis2@lsuhsc.edu
George Hebert, Ph.D., Psychology, HDC gheber@lsuhsc.edu
Thuha Hoang, Physical Therapy, SAHP hhoang@lsuhsc.edu
Linda Flynn-Wilson, Ph.D.-Early Childhood Special Ed.,UNO lflynnwi@uno.edu
Lauren Giovingo, Ph.D., Psychology, HDC lgiovi@lsuhsc.edu
Kerrie Ramsdell, MOT, Occupational Therapy, SAHP njohn8@lsuhsc.edu
Barbara Gordon-Wendt, Ph.D.-Audiology, SAHP bwendt@lsuhsc.edu
Philip Wilson, Ph.D., Director/Special Education, HDC pwilso2@lsuhsc.edu
II. APPLICATION/ORIENTATION AND PLANNING INFORMATION
A. Application
All students who wish to participate in the HDC Interdisciplinary Traineeship program should
contact Maria Blanco at mblanc@lsuhsc.edu or any of the participating discipline faculty members
(see HDCIT/LEND Faculty, above).
B. Program Sequence
Once accepted into the HDCIT/LEND program, trainees will be assigned to a Faculty Mentor. The
following is a schedule of steps to be taken by trainees in registering for and completing the
HDCIT/LEND program:
1. Trainees will attend the initial HDCIT/LEND program orientation (August 29, 2014 at 12:30
pm in SAHP - 6th Floor Video Conference Room on LSU HSC’s campus). At the orientation
meeting, trainees will meet one another and the faculty. An overview of the HDCIT/LEND
program will be provided and trainees will receive a fall semester seminar schedule and
materials related to clinical experience, research, and leadership (i.e., capstone) activity options.
Following the initial orientation, trainees will meet individually with their Faculty Mentor to
discuss and begin developing their Individual Learning Plan (ILP).
2. Trainees will meet weekly with their Faculty Mentor to finalize their initial ILP. Once approved
by the Faculty Mentor, the plan will be reviewed by the HDCIT/LEND faculty as a whole for
approval. All trainees must have the first semester ILP approved by their Faculty Mentor by
October 3, 2013. Trainees and their Faculty Mentor will review the second semester ILP in early
January, 2014. The ILP will be submitted no later than January 30, 2015. Trainee ILPs can be
modified at anytime with the approval of the Faculty Mentor and HDCIT/LEND coordinator.
3. Trainees will complete HDCIT/LEND program as indicated in the trainee’s ILP. All objectives
will be met by the end of the academic year. An extension of the traineeship may be approved
by mutual agreement of the trainee, Faculty Mentor, and Coordinator.
4. When all items in the trainee’s ILP have been completed and approved by the Faculty Mentor,
the appropriate documentation will be submitted to the HDCIT/LEND program Coordinator via
Moodle for review. If all required elements have been completed, the traineeship will be
considered successfully completed.
Individual Learning Plans
An Individual Learning Plan (ILP) is developed to provide: 1) a plan for didactic, research,
leadership, and clinical experiences designed to build on the knowledge and skills of each
trainee, 2) a record of the trainee’s involvement in the training program, and 3) a means for
evaluating outcomes. Each individual trainee with the guidance of their Faculty Mentor and the
Interdisciplinary Traineeship Coordinator develops the plan. The ILP outlines the level of
student involvement, competencies to be attained, time-lines, and methods for evaluation of
competency achievement. The HDCIT/LEND core competencies are listed on pages 23-31.
Trainees will attain these competencies by participating in 28 seminars provided over two
semesters, completing clinical and research activities, and a leadership or capstone project
designed to meet the specific needs of the individual trainee. The ILP represents a contract
between the student and the HDCIT/LEND program. The Faculty Mentor and HDCIT/LEND
Coordinator will monitor the mutually developed plan and sign off on completed components.
Trainees may modify their plan at any point, with the approval of their Faculty Mentor and the
HDCIT/LEND coordinator.
C. Definition of HDCIT/LEND Trainees
The HDC Interdisciplinary Traineeship defines interdisciplinary trainees as those persons
enrolled in the program who receive systematic, continuous interdisciplinary training across a
broad range of professional functions coordinated through HDCIT/LEND. Training may include
didactic, research, leadership, and interdisciplinary clinical experiences directly related to
children with neurodevelopmental and other related disabilities and their families.
Trainees are enrolled according to: (1) the number of contact hours for which training is
received; and (2) the level of competency to be demonstrated by the trainees upon completion of
the training experiences. Interdisciplinary training is available for both graduate and postgraduate students, family members and self-advocates. Currently all trainees in the program are
required to complete 300 or more hours.
D. Benefits from Interdisciplinary Training Involvement
As a HDCIT/LEND trainee you will gain a number of benefits.
 You may participate in interdisciplinary didactic and clinical experiences that will enhance
your leadership potential for organizational development, interorganizational collaboration,
and policy development and implementation in health care and education.
 You will receive the opportunities and options for competency-building experiences that are
designed to strengthen your ability to provide services across an array of settings and age
spans.
 You will enhance your knowledge and skills which will increase your marketability in the
fields of health care and education.
 You will receive a certificate of completion for your level of achievement as a trainee.


You will be better prepared to effectively serve persons with developmental disabilities in
whatever career you pursue.
You will expand and refine your skills for understanding and performing clinical and
educational research.
The HDCIT/LEND program is implemented in partnership with the UAMS LEND program and several
other universities (e.g., University of Southern Mississippi, University of New Orleans). This
arrangement gives trainees in the HDCIT/LEND program the ability to learn with and from faculty and
trainees from a variety of disciplines and across programs in Arkansas, Louisiana and Mississippi.
E. Interdisciplinary Core Curriculum: Objectives and Competencies
The HDCIT/LEND program is designed to provide trainees with the knowledge and skills to assume
leadership roles in improving the health care and education of children with neurodevelopmental and
related disabilities and their families. In preparation for these leadership roles, the program is structured
around a core curriculum with four broadly intertwined areas: (1) Guiding Principles and Values, (2)
Interdisciplinary Practice, (3) System Development, and (4) Research. Within each of these areas,
Leadership Competencies are specified that are achieved by trainees within the context of didactic,
clinical and research activities, and a leadership project. In order to provide effective leadership in
health care and educational systems over the coming decades, these areas of knowledge and skills must
be addressed. The core competencies and objectives are listed on pp. 23-31.
F. Instructional Methods
To achieve the leadership competencies, specially designed seminars, clinical experiences, research
experiences, and leadership activities are provided for trainees. The focus of these experiences is to
enable trainees to successfully master Leadership Competencies in the areas of Guiding Principles and
Values, Interdisciplinary Practice, System Development, and Research. The core didactic, clinical,
research, and leadership activities have been carefully designed to ensure that the interdisciplinary
process is effectively demonstrated and practiced. In each of these activities, faculty and trainee
involvement is specified. In general, the Interdisciplinary Traineeship program will consist of the
following:




Didactic Component (Min 100 hours)
o
Interdisciplinary seminars covering a variety of topics per semester
o
1 hour prep for each seminar
Interdisciplinary Practice Component (Min 50 Hours)
o
Two mandatory Interdisciplinary Clinical experiences per semester
o
Family Mentor Experience
o
Include preparation time, travel, and debrief
Research Component (Min 50 hours)
Leadership Component (Min 50 hours)
Variation in the distribution of hours per program component is expected. The minimum number of
hours required for each component equals 250 of the 300+ hours required to complete the long-term
traineeship. Each of these activities addresses specific core competencies and provides the foundation
for a rich variety of leadership opportunities. All seminars are scheduled for Friday afternoons. Trainees
must attend all seminars. Trainees are permitted two absences of non-SFL seminars per semester (with
prior approval of the HDC LEND Coordinator) but must make up the material missed. To achieve the
full 300 hours, trainees will need to complete an additional 50 hours spread across the three non-seminar
components (i.e., interdisciplinary practice, research, and leadership). Each trainee’s ILP will provide a
justification for how the hours are distributed and documentation of the hours.
Faculty members from all disciplines have designated Friday as the primary weekly time used for
seminars, planning meetings and individual consultation with trainees.
1. Content Seminars
Seminars will be held on specified Friday afternoons from 12:30 p.m. to 4:30 p.m. for two semesters.
Seminars will be presented by faculty and trainees of the University of Arkansas for Medical Sciences,
University of Central Arkansas, Arkansas State University, Louisiana State University Health Sciences
Center, University of New Orleans, Xavier University, and University of Southern Mississippi and will
include topics that are specific to family learning issues, local and national topics, leadership activities,
research activities, and clinical experiences. All trainees are expected to attend all Friday afternoon
seminars.
2. Family Interviews (SFL)
Family Interview sessions will incorporate solution-focused learning techniques, where Teaching
Families present their real-life challenges and issues to trainees. The trainees seek to understand the
challenges, explore underlying issues, and find solutions that address the challenges on an individual,
community, or societal level. Faculty members guide trainees as they identify their individual learning
objectives and engage in self-directed learning, sharing their findings with the other trainees.
3. Trainee Research Experience
The research experience will be facilitated by the Faculty Mentor and the HDCIT/LEND coordinator.
HDCIT/LEND trainees may choose to design or conduct an original project or they may participate in
ongoing projects of mentoring faculty, if their mentoring faculty member has a project that can
incorporate an interdisciplinary component. Trainees who choose to participate in ongoing faculty
research will be paired with a faculty member or researcher and will perform designated tasks related to
the project. Trainees may be involved in a variety of aspects of the research endeavor, as negotiated
between the mentoring faculty member and the HDCIT/LEND Interdisciplinary Training Committee
faculty as a whole.
4. Clinical Interdisciplinary Experiences
Each trainee participates in interdisciplinary clinical activities to gain skills in interdisciplinary teaming
and the provision of family-centered health care and educational services to children with
neurodevelopmental and other related disabilities. Each trainee is expected to be an integral member of
interdisciplinary teams in at least two sites each semester. At sites where a HDCIT/LEND faculty
member does not serve as the clinical director, written agreements have been established to ensure that
trainees receive appropriate interdisciplinary experiences. HDCIT/LEND faculty members assigned to
that clinic are responsible for assisting the trainees in achieving the competencies outlined on the ILP.
5. Leadership Projects: Public Policy, Administration and Organizational Change
As an additional means of facilitating the development of leadership skills through active participation in
the broad public health arena, a number of experiences and activities will be available for trainees. Each
trainee selects an area of emphasis and utilizes this opportunity to contribute to the state Title V Program
or a community agency through one or more ongoing processes including advocacy, public policy
formulation, legislation, rule making, financing, community needs assessment, program planning and
evaluation, standards of care, budgeting, program administration or consultation. Financial support will
be provided for trainees to attend the Disability Policy Seminar in Washington, D.C. April 13-15
(http://www.thearc.org/dps). Trainees present the results of their projects and their individual learning to
the other trainees and faculty members at the conclusion of the spring semester.
6. Journal Club
Journal Club will meet the second Friday of each month from noon until 1pm. Trainees are
required to attend. At each meeting a person in charge (PIC- aka facilitator) will be chosen. (All
trainees must be a PIC at least one time.) The PIC will provide an article for all to read at least
one week before the next meeting. The PIC will then lead a group discussion of the article.
All articles must be approved by designated faculty and sent to the Coordinator to post on
Moodle. Any topic is acceptable. This is an opportunity for group members to present an article
that they want to read, have read and liked, have read and did not like, read and did not “get”, etc.
Trainees may consult their faculty advisor for assistance with article selection and/or discussion
format.
EXPECTATIONS OF
LONG-TERM TRAINEES
2014-15
INDIVIDUAL LEARNING PLANS
Long-term Trainees will complete an ILP by October 3, 2014 for the fall semester and by January
30, 2015 for the spring semester. These plans may be updated/modified throughout the semester
as needed.
FAMILY MENTOR EXPERIENCE
The purpose of the FME is for trainees to increase their appreciation and understanding of what it
is like to have a family member with special needs. This experience provides trainees with the
opportunity to learn directly from a family. It occurs through interactions and the building of a
relationship with a particular child with special needs and his or her family in their home and
community. The family serves as mentor to the trainee in this important process. This mentoring
relationship is distinct from a purely social or professional relationship, although it contains
elements of both.
Trainees will share in regularly scheduled experiences with their mentor family that will enhance
their sensitivity to the strengths, concerns, joys, and challenges of raising a child with special
needs. In addition, through a variety of shared experiences with the family in their community,
trainees will learn about social, environmental, medical, health and service system issues, and the
responsiveness of those systems, from the family’s perspective. Trainees will share and process
what they are learning with their colleagues and faculty in the training program through required
trainee assignments.
DIDACTIC PRESENTATIONS
Trainees will attend and participate fully in all seminars and Solution-Focused Learning (SFL)
activities. Assignments will be posted on Saturday morning for the following Friday seminar.
Seminars provide an opportunity for trainees to engage in assimilating knowledge through
problem-solving, discussion, or debates.
RESEARCH
All trainees will participate in a research project. HDCIT/LEND trainees may choose to design or
conduct an original project or they may participate in ongoing projects of HDCIT faculty.
Trainees will discuss progress and barriers to their research project with a Faculty Mentor during
monthly meetings and may request additional assistance or support from the HDCIT/LEND
coordinator or other faculty.
CLINICAL
Trainees will be a part of interdisciplinary teams for interdisciplinary experiences, clinical
assessments, and interventions. Clinical experiences will be selected in consultation with the
Faculty Mentor and will be documented in the trainee’s ILP.
LEADERSHIP
Trainees will conduct a leadership project during the course of the two semesters of the training.
Trainees will discuss progress and barriers to their leadership project with a Faculty Mentor
during weekly meetings and may request additional assistance or support from the HDCIT/LEND
coordinator or other faculty.
POLICY/ADVOCACY
Trainees will prepare for and attend the Disability Policy Summit in Washington during April.
Trainees will develop a message and plan to meet with the Louisiana delegation and educate
them about issues relevant to people with disabilities and their families.
THE TOTAL NUMBER OF HOURS FOR A LONG-TERM TRAINEE WILL BE 300
PER YEAR. (This encompasses solution-focused learning, research seminars, clinical activities,
leadership projects, reading and internet searching, preparation, meeting with other trainees or
faculty, and when required, driving time.).
Trainees are strongly encouraged to maintain a log indicating the date, purpose, and time devoted
to HDCIT/LEND activities.
Individual Learning Plan (ILP)
2014-15
Trainee
Academic Year
Discipline
LEND Faculty Mentor
Check one:
 Graduate Student
 Post-Doctoral
Student
 Community Trainee
Individual Learning Plan (ILP) Overview/Purpose
The ILP is a tool for you to tailor your HDCIT/LEND experience and to meet your goals and learning
objectives. The ILP clarifies the requirements and your commitment to the HDCIT/LEND program. It is
also a way for you to monitor your progress toward completion of the LEND training program and
provides clear expectations that can also be monitored by you. Trainees are expected to be engaged
throughout the duration of the program in some or all of the following LEND activities —
■ Weekly seminars
■ Family Mentor Experience
■ Weekly discussion groups
■ Research project participation
■Journal club
■ Leadership project
■ Interdisciplinary clinic hours
■ Advocacy experiences
MCH Competencies
Twelve MCH leadership competencies are presented here and organized into the three categories and
provide a foundation for learning in all MCH programs. HDCIT/LEND Trainees will leave the program
with broader knowledge, experience, and context for these competencies. As you develop your ILP be
sure to consider these competencies.
I. Self
II. Others
III. Wider Community
1. MCH Knowledge Base
5. Communication
11. Working with Communities
2. Self-reflection
6. Negotiation and Conflict
and Systems
3 Ethics and Professionalism
Resolution
12. Policy and Advocacy
4. Critical Thinking
7. Cultural Competency
8. Family-centered Care
9. Developing Others through
Teaching and Mentoring
10. Interdisciplinary Team
Building
HDCIT/LEND Program Competencies
In addition to the MCH competencies HDCIT/LEND has developed its own set of competencies to guide
Trainees’ learning experiences while in the program. Development of these competencies will occur
throughout the program year. As you develop your ILP be sure to consider these competencies as goal
markers in part of your learning.
■Knowledge about neurodevelopmental
disabilities
■Knowledge specific to Autism Spectrum and
related disorders
■Health disparities
■Transitions to adulthood
■Evidenced based health science and care
■Self -determination and self- advocacy
■Research
■Technology
Self-Assessment
It is important that you complete a self-assessment of your proficiency with respect to the MCH
Competencies. In completing the self-assessment you can identify areas of strength and areas in which
you need additional personal growth. With your Mentor you can then tailor your LEND experience to
enhance the skills in which you have significant interest and have identified the need for the most
growth. At the end of your LEND program year you will complete the post assessment.
The MCH competency assessment is available at: http://www.aucd.org/ecp/satool/. The pre selfassessment must be completed by august 29th and incorporated into your ILP. The post self-assessment
should be completed by April 24th. You can send your results (both pre and post) to the coordinator,
please be sure to include your name. Please keep your results for your records.
LEND Weekly Seminars
Weekly seminars are held on topics related to NDD, ASD, disability, or other MCH issues. Seminars are
led by LEND staff, core faculty, or other outside community guests. When illness or other unexpected
situations make it impossible to attend the didactic session, it is expected that you will contact your
LEND Mentor AND LEND coordinator by email. Trainees must attend 12 of 14 seminars each semester
to earn their stipend.
Upon review of the HDCIT/LEND calendar, please document with your Mentor which seminars you will
not attend. Trainees are responsible for completing assignments and reviewing seminar content.
Goals and Learning Objectives
In order to measure your progress we ask each Trainee to think about what you would like to learn
more about, participate in, or experience as related to disability during your traineeship. We will use
these objectives to assist you in creating a unique learning experience over the course of the year.
As an HDCIT/LEND Trainee I would like to accomplish the following during my LEND Traineeship:
1.
2.
3.
Clinic Hours
HDCIT/LEND Trainees are expected to complete at least four clinical or community experiences as part
of their Traineeship. Trainees may participate in observation, assessment, or care conferences. Hours
must be completed by May 1, 2015. A list of clinic availability will be available on the LEND Moodle site.
Fall Semester
ASD Diagnostic Clinic
CH NOLA NICU
Anticipated dates
Anticipated dates
Spring Semester
TBA
TBA
Anticipated dates
Anticipated dates
Family Mentor Experience
Each Trainee will work with the coordinator to be matched with a teaching family who has a child with a
disability. Trainees are matched with a Teaching Family based upon the Trainee’s learning objectives
and specific interests, and the teaching family’s desire to share “a slice of life” on their journey for a
meaningful and mutually beneficial experience. Before September 26, 2014, Trainees will complete the
Family Match Profile. Once you have been connected to a family, please document below at least two
desired learning objectives/outcomes you would like to accomplish as a result of participating in this
experience and the activities you’ll be participating in with your teaching family to achieve your desired
outcome:
Learning Objectives/Outcomes
1.
2.
Proposed Activities with Teaching Family:
Research Experience
Trainees and their LEND Mentors are responsible for designing and implementing research projects.
Each HDCIT/LEND Trainee must have their research preapproved by their LEND mentor in order for it to
count towards training hours. If your research project is not yet completely formulated, describe your
area of interest and thoughts about your research question.
Title/Description
Purpose
Methods
Is the research being done in conjunction with any other academic course?
 Y
 N
If so, please describe your other work:
Policy/Advocacy Practicum
HDCIT/LEND Trainees are required to participate in policy advocacy or policy development/analysis
work. These activities count toward your program requirements. Please describe your intended policy
advocacy/analysis experiences here.
Portfolio
Each Trainee will showcase and share their work related to NDD, Autism, and LEND competencies.
Trainees are required to upload their materials on the LEND Moodle site. Each portfolio should contain
the essential components listed below and be based on the Trainee’s interests, learning experiences,
and related LEND activities.
■Research Activities. Trainees are to document research activities related to NDD, ASD, or other forms
of disability.
■Professional Presentations. Trainees should share professional materials they have created in their
careers related to NDD, ASD, or other disabilities. Items can include but are not limited to; power point
presentations, handouts, evaluations, papers, and posters.
■Policy and Advocacy Work Samples. Trainees are asked to share items or descriptions of activities they
have done related to policy and advocacy in the disability field. Items can include but are not limited to:
letter you have written to a policy maker, prepared testimony, or personal stories.
■Reflection. Throughout the year Trainees will be given reflection questions on the Moodle site.
Trainees should write a brief entry on the discussion question posted. Your reflection can include
personal feelings or experiences on the topic, reflections, or new ideas or angles to consider. The key is
to think about and reflect on what you are learning and how it may be applied to your practice.
■Pre/Post MCH Competency Self-Assessment.
Tracking
HDCIT/LEND Trainees are required to track all of their training, service, clinical, research, and
community activities related to NDD, ASD, disability, or MCH/LEND competencies. Each Trainee should
have a training log. Further instructions about entering training activities can be found in the
HDCIT/LEND manual.
ILP Approved By:
Faculty Mentor
Date
LEND Training Coordinator
Date
Trainee
Date
******************************************************************
Hours Per Calendar Year:
2014: Hours
2015: Hours
Seminars, SFL, Policy
Description of Learning Issue
Competencies
Addressed
19
Date &
Time Spent
Research
Description of Activity
Competencies
Addressed
20
Date & Time Spent
Leadership Project
Description of Project
Competencies
Addressed
21
Date &
Time Spent
Clinical/FME Experiences
Clinic Site
Competencies
Addressed
22
Dates & Hours
DOCUMENTATION OF FULFILLMENT OF
CORE COMPETENCIES AND OBJECTIVES
Maternal and Child Health Leadership Competencies v 3.0
1 MCH Knowledge Base/Context
1.1 Trainees use data to identify issues related to the health status of a particular MCH
population group
1.2 Trainees describe health disparities within MCH populations and offer strategies to
address them
1.3 Trainees will demonstrate the use of a systems approach to explain the interactions
among individuals, groups, organizations and communities
1.4 Trainees will assess the effectiveness of an existing program for specific MCH
population groups
1.5 Trainees will know the history and current structure of the key MCH programs serving
women, families and children
1.6 Trainees will know the core values and strategic objectives that necessitate a special
focus on the MCH populations. These core values and strategic objectives include a focus
on prevention, individuals and populations, cultural competence, family-centered and
community-based systems of services, elimination of health disparities, and evidence-based
practice
1.7 Trainees will know the services available through major MCH programs and their
limitations and gaps
1.8 Trainees will know the underlying principles of public health and population data
collection and analysis and the strengths, limitations, and utility of such data
1.9 Trainees will know how programs that focus on particular populations or communities
and those that focus on delivery of individual health services work synergistically to
improve the health of the Nation
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Date
Date
Date
2 Self-reflection
2.1 Trainees will know the value of self-reflection in understanding personal beliefs, styles
of communication, and life experiences
2.2 Trainees will know the impact of beliefs and past experiences on negotiation and
leadership styles
2.3 Trainees will know the characteristics and utility of different leadership styles
2.4 Trainees will know sources of personal reward and rejuvenation and signs of stress and
fatigue
2.5 Trainees will recognize that personal attitudes, beliefs, and experiences (successes and
failures) influence one’s leadership style
2.6 Trainees will use self-reflection techniques effectively to enhance program development,
scholarship and interpersonal relationships
2.7 Trainees will identify a framework for productive feedback from peers and mentors
3 Ethics & Professionalism
3.1 Trainees will know the principles, values, and ethical behaviors such as beneficence,
non-maleficence, truthfulness, justice, and respect for autonomy that underlie professional
conduct with in the health care system
3.2 Trainees will know the ethical and legal principles of public health and clinical practice
3.3 Trainees will know his or her professional association’s code of ethics
3.4 Trainees will know institutional review board processes and criteria for ensuring ethical
study design and informed consent as they relate to human subjects research and translation
of research to practice
3.5 Trainees will identify and address ethical issues in patient care, human subjects research,
and public health theory and practice
3.6 Trainees will describe the ethical implications of health disparities within MCH pops
3.7 Trainees will interact with others and solve problems in an ethical manner
3.8 Trainees will identify ethical dilemmas and issues that affect MCH population groups
and initiate and act as catalyst for the discussion of these dilemmas and issues
3.9 Trainees will consider the culture and values of communities in the development of
polices, programs, and practices that may affect them
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Date
Date
Date
Date
Date
Date
4 Critical Thinking
3.10 Trainees will describe the ethical implications of health disparities within MCH
populations and propose strategies to address them
4.1 Trainees will know the cognitive hierarchy of critical thinking: knowledge,
comprehension, application, analysis, syntheses, and evaluation
4.2 Trainees will know basic statistics and epidemiology, qualitative and quantitative
research, systematic reviews, and meta-analyses
4.3 Trainees will know the levels of evidence used in the guidelines of the U.S. Preventive
Health Services Task Force
4.4 Trainees will use population data to assist in determining the needs of a population for
the purposes of designing programs, formulating policy, and conducting research or training
4.5 Trainees will formulate a focused and important practice, research or policy question
4.6 Trainees will apply important evidence-based practice guidelines and policies in their
field
4.7 Trainees will identify practices and policies that are not evidence-based but are of
sufficient promise that they can be used in situations where actions are needed
4.8 Trainees will translate research findings to meet the needs of different audiences
4.9 Trainees will discuss various strategies, including supportive evidence, for the
implementation of a policy
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Date
Date
Date
5. Communication
5. 1 Trainees will know principles of communication for all three communication modalities
– verbal, written, and nonverbal
5.2 Trainees will know challenges to communication, such as contextual mediators, literacy
levels, cultural meanings, professional terms, and acronyms; and approaches to overcome
those challenges
5.3 Trainees will know the MCH vocabulary (for example, acronyms and terms specific to
the MCH field) to express and understand information
5.4 Trainees will share thoughts, ideas, and feelings effectively in discussions, meetings, and
presentations with diverse individuals and groups
5.5 Trainees will write clearly and effectively to express information about issues and
services that affect MCH population groups
5.6 Trainees will understand nonverbal communication cues in self and others
5.7 Trainees will listen attentively and actively
5.8 Trainees will tailor information for the intended audience(s) (consumers, policymakers,
clinical, public, etc.) by using appropriate communication modalities (verbal, written,
nonverbal)
5.9 Trainees will demonstrate the ability to communicate clearly through effective
presentations and written scholarship about MCH populations, issues, and/or services
5.10 Trainees will articulate a shared vision for improved health status of MCH populations
5.11 Trainees will employ a repertoire of communication skills that includes disseminating
information in a crisis, explaining health risks, and relaying difficult news
5.12 Trainees will refine active listening skills to understand and evaluate the information shared
by others
5.13 Trainees will craft a convincing MCH story designed to motivate constituents and
policymakers to take action
26
Date
Date
Date
6. Negotiation and Conflict
6.1 Trainees will know characteristics of conflict and how conflict is manifested in organizational
contexts
6.2 Trainees will know sources of potential conflict in an interdisciplinary setting. These could
include the differences in terminology and cultures among disciplines and the relationships
between mentors and students
Date
Date
Date
Date
Date
Date
6.3 Trainees will know the theories pertaining to conflict management and negotiation among
groups with conflicting interests
6.4 Trainees will know the strategies and techniques useful in successful negotiation
6.5 Trainees will apply strategies and techniques of effective negotiation and evaluate the impact
of personal communication and negotiation style on outcomes
6.6 Trainees will demonstrate the ability to manage conflict in a constructive manner
7. Cultural Competency
7.1 Trainees will know the influence of personal biases and assumptions on individual and
organizational behavior
7.2 Trainees will know how cultural, ethnic, and socioeconomic factors influence the access to
health care services
7.3 Trainees will know the impact of culturally competent health care practices on individuals’
access to health services, participation in health promotion and prevention programs, adherence
to treatment plans, and overall health outcomes
7.4 Trainees will conduct personal and organizational self-assessments regarding cultural
competence
7.5 Trainees will assess strengths of individuals and communities and respond appropriately to
their needs based on sensitivity to and respect for their diverse cultural and ethnic backgrounds
and socioeconomic status
7.6 Trainees will suggest modifications of health services to meet the specific needs of a group or
family, community, and/or population
7.7 Trainees will employ strategies to assure culturally-sensitive public health and health service
delivery systems
7.8 Trainees will integrate cultural competency into programs, research, scholarship, and policies
27
8. Family Centered Care
8.1 Trainees will know the definition of family-centered care and the origin of the family-centered
care perspective.
Date
Date
Date
Date
Date
Date
8.2 Trainees will know at least one example of the principles of family-centered care in MCH
policies, programs, or clinical practice (e.g., a medical home model of primary care).
8.3 Trainees will solicit and use family input in a meaningful way in the design or delivery of clinical
services, program planning, and evaluation
8.4 Trainees will operationalize the “family-centered care” philosophical constructs (e.g., families
and professionals share decision making; professionals use a strengths-based approach when
working with families) and use these constructs to critique and strengthen practices, programs, or
policies that affect MCH population groups.
8.5 Trainees will ensure that family perspectives play a pivotal role in MCH research, clinical
practice, programs, or policy (e.g., in community needs assessments, processes to establish
priorities for new initiatives or research agendas, or the development of clinical guidelines).
8.6 Trainees will assist primary care providers, organizations, and/or health plans to develop,
implement, and/or evaluate models of family-centered care.
8.7 Trainees will incorporate family-centered and medical home models of health care delivery
into health professions and continuing education curricula and assess the effect of this training on
professional skills, health programs, or policies.
9. Developing Others Through Teaching and Mentoring
9.1 Trainees will know teaching strategies appropriate to the goals/context of the session.
9.2 Trainees will know principles of adult learning.
9.3 Trainees will know characteristics of a positive mentoring relationship, including
confidentiality, mutuality of purpose, and trust.
9.4 Trainees will know responsibilities of both parties in the mentor-protégé relationship.
9.5 Trainees will recognize and create learning opportunities for others.
9.6 Trainees will participate in a mutually beneficial mentoring relationship.
9.7 Trainees will teach audiences of different sizes, backgrounds, and settings.
9.8 Trainees will incorporate feedback from learners to evaluate teaching effectiveness.
9.9 Trainees will give and receive constructive feedback about behaviors and performance.
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10. Interdisciplinary Team Building
Date
10.1 Trainees will know team building concepts: stages of team development, practices that
enhance teamwork, managing team dynamics
10.2 Trainees will know various approaches to practice (evolution from multidisciplinary to
interdisciplinary to transdisciplinary practice)
10.3 Trainees will know the roles and competencies of individual disciplines
10.4 Trainees will identify and assemble team members appropriate to a given task (e.g., research
question, program, curriculum, clinical care issue)
10.5 Trainees will develop and articulate shared vision, roles and responsibilities
10.6 Trainees will facilitate group processes for team-based decisions (e.g., foster collaboration
and cooperation)
10.7 Trainees will value and honor diverse perspectives (e.g., discipline, ethnic, cultural, economic)
of team members
10.8 Trainees will identify forces that influence team dynamics
10.9 Trainees will enhance team functioning, redirect team dynamics, and achieve a shared vision
10.10 Trainees will share leadership based on appropriate use of team member strengths in
accomplishing activities and managing challenges for the team
10.11 Trainees will use knowledge of disciplinary competencies and roles to improve teaching,
research, advocacy, and systems of care
10.12 Trainees will use shared outcomes to promote team synergy
29
Date
Date
11. Working with Communities and Systems
11.1 Trainees will know basic features and issues of health care systems and health economics
11.2 Trainees will know relationships between the mission, vision, and goals of an organization to
its strategic planning, operations, and the community to which it belongs
11.3 Trainees will know basic business and administrative principles related to planning, funding,
budgeting, staffing, managing, evaluating, and representing health care systems and organizations
11.4 Trainees will know principles of building constituencies and collaborations in communities
and among organizations
11.5 Trainees will know principles of systems-thinking that describe the hierarchy of systems
11.6 Trainees will participate in basic strategic planning processes such as developing a mission,
vision, strategic goals, and activities
11.7 Trainees will develop agendas and lead meetings effectively
11.8 Trainees will identify community stakeholders and their extent of engagement in the
collaboration process
11.9 Trainees will interpret situations systemically; i.e., identifying both the whole situation and
the dynamic interplay among its parts
11.10 Trainees will assess the environment to determine goals and objectives for a new or
continuing program, list factors that facilitate or impede implementation, develop priorities, and
establish a timeline for implementation
11.11 Trainees will manage a project effectively and efficiently including planning, implementing,
delegating and sharing responsibility, staffing, and evaluation
11.12 Trainees will translate mission and vision statements for different audiences, understanding
their different cultures, perspectives, and use of language
11.13 Trainees will use negotiation and conflict resolution strategies with stakeholders when
appropriate
11.14 Trainees will maintain a strong stakeholder group with broad based involvement in an
environment of trust and use an open process
30
Date
Date
Date
12. Policy and Advocacy
12.1 Trainees will know public policy process at local, State, and national levels
12.2 Trainees will know current public-sector policies and private-sector initiatives that affect MCH
population groups
12.3 Trainees will know appropriate methods for informing and educating policymakers about the
needs of and impacts of current policies on MCH population groups
12.4 Trainees will frame problems based on key data, including economic, political, and social
trends that affect the MCH population
12.5 Trainees will use data, levels of evidence, and evaluative criteria in proposing policy change
12.6 Trainees will identify a wide range of stakeholders who influence changes in MCH policy
12.7 Trainees will apply appropriate evaluative criteria to the analysis of alternative policies
12.8 Trainees will analyze the potential impact of policies on diverse population groups
12.9 Trainees will understand the roles and relationships of groups involved in the public policy
development and implementation process, including the executive, legislative, and judicial
branches of government at all levels and interest groups
12.10 Trainees will formulate strategies to balance the interests of diverse stakeholders,
consistent with desired policy change
12.11 Trainees will present evidence and information to a legislative body, key decision makers,
foundations, or the general public
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Date
Date
Date