Sarah Black Advocacy Plan Outline 1. Briefly, describe the individual or group that is/are the focus of your advocacy and the

Size: px
Start display at page:

Download "Sarah Black Advocacy Plan Outline 1. Briefly, describe the individual or group that is/are the focus of your advocacy and the"

Transcription

1 1. Briefly, describe the individual or group that is/are the focus of your advocacy and the plan you have developed for the advocacy effort. At my site placement, I have a significant population of low-functioning autistic students who are kept in contained classrooms with extremely limited interaction with other students in mainstream classrooms. Some of the students in the school make disparaging and inappropriate comments about the autistic students. From my time spent at my site placement, I believe these comments have arisen because the low-functioning autistic students are in a way excluded from their peers. As I began to notice the frequency of these incidents, I felt obligated to discover a way to have these students collaborate and understand each other s worldviews. Although I do believe some of the seclusion is necessary for their academic success, these autistic students would also benefit from interacting with other students. In order to substantiate this advocacy plan with more data, teachers and administration would have to report incidences to the counseling department. In my advocacy plan, my overall idea was to pair each autistic student with a student from a regular education classroom (with parental consent) to work collaboratively on various projects (i.e. reading, art, music) to promote a positive relationship and improve overall school climate. After additional screening, the student volunteers would preferably be third to fifth grade students and recommended by their teacher. Additionally, each student would complete an application to explain why he/she would be an exemplary candidate for the program. Once the group was selected, I would coordinate times with the involved teachers to decide when the students could meet with their Fish Buddy so the autistic students can become acclimated to the change in their schedules. Also, each pair of students would need an adult supervisor in case they needed to intervene and to monitor students work. As the program began, the students

2 would collaborate together to complete activities such as reading a book, completing an art project, playing outside, etc. with their Fish Buddy. In order to promote this program my administration and staff, I would discuss how fostering these relationships between these groups of students would improve the overall school climate. Also, to gain more support for the program, I will ask the teachers to provide times that would not be disruptive to their schedules. 2. What issue or issues (moral and/or legal) underpin your advocacy plan? Primarily, my focus is eradicating the stigma some of the students have placed on the low-functioning autistic students. Since some of my students tease and become scared of the low-functioning autistic students, I want to incorporate this program into my classroom guidance curriculum pertaining to accepting differences. As the program began, I would have to consult with the IDEA s procedural safeguards to ensure the safety of well being of the students. 3. What data do you have that supports the need for the advocacy identified in your plan? Thus far I have only monitored teacher and student accounts of incidences. However, I would ask the teachers to collect data and/or report when incidents occur at my school. To ensure it is not inconvenient for teachers, they would be provided with a Google document to input the incident reports. If this data collection is ineffective, I would create a survey to assess the number of incidences the teachers have observed and recommend students for the program. 4. What do you hope to accomplish as a result of your advocacy efforts? What are your objectives? As a result of my advocacy efforts, I hope to create a happier, safer school climate for the students at my school. I categorically believe the regular education students would be more accepting of the low-functioning autistic students if they understand and could empathize with their daily struggles. In regards to my objectives, I would like to reduce the number of reports of

3 teasing (pertaining to autistic students) and increase the students overall acceptance of others differences. 5. What are the barriers that must be overcome if advocacy is to be successful? In order for this program to be successful, the potential barriers I would have to overcome would be lack of parental and staff support, lack of student interest, and lack of data. It would be difficult to implement the program and schedule meeting times if the staff and other stakeholders are resistant to the program. In addition to this, my program would not function without students volunteering to participate and partner with a Fish Buddy. As for data collection, the teachers might have inconsistent data collection, thus inhibiting the purpose and drive behind the program. 6. Are potential collaborators in the advocacy process included in your plan? Yes; teachers, parents, and administration. 7. What risks are associated with the advocacy effort to you personally and the counseling program? What are the potential rewards? The risks associated with the advocacy to me personally and the counseling program could be the staff becoming frustrated with the interruption in their schedules and the request to collect data. Also, if the program does not end well, the students parents could potentially complain about my program to the administration. However, the potential rewards would be stakeholders support for my counseling program in the future and an overall improved school climate amongst the students and staff. 8. In order to be successful, advocates must have certain dispositions. These are: a. the belief that advocacy is a part of their jobs 9 b. a commitment to their code of ethics 10

4 c. the belief that the purpose of education and school counselors specifically is to empower students and their family 9 d. the belief that caring should underpin educational and counseling practice 7 e. a passionate approach to helping. 10 Using a 1-10 scale with 1 being low and 10 being high, please rate your dispositions. Will any of your dispositions have to be strengthened for your advocacy plan to be successful? I will have to strengthen my belief that caring should underpin educational and counseling practices. In order to do so, I categorically believe I will have to integrate more systemic change aspects to my comprehensive school counseling program/ 9. Advocacy efforts often require specific skills such as a. assertive communication 8 b. systematic problem solving 8 c. small problem-solving group leadership 9 d. conflict resolution 10 e. forming advocacy teams 9 f. data and information collection 7 g. collaborative leadership skills 10 Using a 1-10 scale, with 1 being low and 10 being high, please rate your skills in these areas. What specific skills will be needed in the advocacy process that you have outlined? Overall, I think each of the aforementioned skills is essential and critical to the success of advocacy efforts. By integrating these skills into the process of creating, implementing, and assessing an advocacy program, the likelihood of creating a successful program would significantly increase.

5 10. What evaluation method(s) could be used to determine the effectiveness of your advocacy effort? At the conclusion of the program, I would create a staff survey to assess how the school climate had improved and the number of incidences of students teasing the autistic students (including comment section to discuss the program s strengths and areas of improvement). Additionally, I would interview the student volunteers in the program to evaluate if their perceptions of low-functioning autistic students and their acceptance of other s differences had improved.

Core Competencies for Peer Workers in Behavioral Health Services

Core Competencies for Peer Workers in Behavioral Health Services BRINGING RECOVERY SUPPORTS TO SCALE Technical Assistance Center Strategy (BRSS TACS) Core Competencies for Peer Workers in Behavioral Health Services OVERVIEW In 2015, SAMHSA led an effort to identify

More information

DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI Clinical Mental Health Counseling Intern Evaluation

DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI Clinical Mental Health Counseling Intern Evaluation DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI 54901 Clinical Mental Health Counseling Intern Evaluation Intern Date Site Supervisor School Directions For each item,

More information

A Resilience Program Model

A Resilience Program Model A Resilience Program Model 9 The data from this research suggest that the participants were resilient individuals. Protective factors in their lives helped them become resilient, and these factors facilitated

More information

Colorado Mental Wellness Network s Peer Support Specialist Training Overview

Colorado Mental Wellness Network s Peer Support Specialist Training Overview Colorado Mental Wellness Network s Peer Support Specialist Training Overview Real Skills~ Real Support~ Real Hope Training Experience The Colorado Mental Wellness Network (The Network), formerly known

More information

A guide to peer support programs on post-secondary campuses

A guide to peer support programs on post-secondary campuses A guide to peer support programs on post-secondary campuses Ideas and considerations Contents Introduction... 1 What is peer support?... 2 History of peer support in Canada... 2 Peer support in BC... 3

More information

Intensive Training. Early Childhood Intensive Training K-12 Intensive Training Building Your Future Intensive Training

Intensive Training. Early Childhood Intensive Training K-12 Intensive Training Building Your Future Intensive Training Intensive Training The Statewide Autism Resources and Training Project (START) Intensive Training focuses on evidencebased practices to increase knowledge and skills that enhance the educational programming

More information

Cambridge Public Schools SEL Benchmarks K-12

Cambridge Public Schools SEL Benchmarks K-12 Cambridge Public Schools SEL Benchmarks K-12 OVERVIEW SEL Competencies Goal I: Develop selfawareness Goal II: Develop and Goal III: Develop social Goal IV: Demonstrate Goal V: Demonstrate skills to demonstrate

More information

Focus of Today s Presentation. Partners in Healing Model. Partners in Healing: Background. Data Collection Tools. Research Design

Focus of Today s Presentation. Partners in Healing Model. Partners in Healing: Background. Data Collection Tools. Research Design Exploring the Impact of Delivering Mental Health Services in NYC After-School Programs Gerald Landsberg, DSW, MPA Stephanie-Smith Waterman, MSW, MS Ana Maria Pinter, M.A. Focus of Today s Presentation

More information

Core Element #1: HIB Programs, Approaches or Other Initiatives (N.J.S.A. 18A:37-17a) Does Not Meet the Requirements. Partially Meets the Requirements

Core Element #1: HIB Programs, Approaches or Other Initiatives (N.J.S.A. 18A:37-17a) Does Not Meet the Requirements. Partially Meets the Requirements Appendix A New Jersey Department of Education School Self-Assessment for Determining Grades under the Anti-Bullying Bill of Rights Act July 1, 2016 - June 30, 2017 Core Element #1: HIB Programs, Approaches

More information

BC Confederation of Parent Advisory Councils

BC Confederation of Parent Advisory Councils BC Confederation of Parent Advisory Councils Tab 20 Page 1 Tab 20 ~ BC Confederation of Parent Advisory Councils In this Tab 20, you will find Purposes of BCCPAC Page 2 About BCCPAC Page 3 Membership Page

More information

Yale University President s Public Service Fellowship

Yale University President s Public Service Fellowship Yale University President s Public Service Fellowship Proposal for Fellowship Placement Summer 2019 Organization: Y2Y New Haven, a program of Y2Y Network Full street address of organization: Y2Y New Haven

More information

Good Participatory Practice guidelines

Good Participatory Practice guidelines Good Participatory Practice guidelines Prevention Research Advocacy Mentoring and Education Program (PRAMEP) 2 August 2008 Discussion: Is it important to have community representatives participate in the

More information

HIV in the UK: Changes and Challenges; Actions and Answers The People Living With HIV Stigma Survey UK 2015 Scotland STIGMA SURVEY UK 2015

HIV in the UK: Changes and Challenges; Actions and Answers The People Living With HIV Stigma Survey UK 2015 Scotland STIGMA SURVEY UK 2015 HIV in the UK: Changes and Challenges; Actions and Answers The People Living With HIV Stigma Survey UK 2015 Scotland STIGMA SURVEY UK 2015 SCOTLAND The landscape for people living with HIV in the United

More information

Mental Health Peer Run Programs

Mental Health Peer Run Programs Mental Health Peer Run Programs History of Peer Services Peer services would not exist today without the efforts of Judi Chamberlain, who in 1971 began working for the rights of mental health consumers,

More information

Towson University Center for Adults with Autism Towson, MD Adventure Pursuits for Adults with Autism

Towson University Center for Adults with Autism Towson, MD  Adventure Pursuits for Adults with Autism Towson University Center for Adults with Autism Towson, MD www.towson.edu/chp/caasd Adventure Pursuits for Adults with Autism Project Coordinator: Lisa Crabtree, PhD, OTR/L, Towson University Center for

More information

Honorable Mary Jane Knisely Presiding Judge, Yellowstone County Veterans Treatment Court

Honorable Mary Jane Knisely Presiding Judge, Yellowstone County Veterans Treatment Court Mentor Manual Honorable Mary Jane Knisely Presiding Judge, Yellowstone County Veterans Treatment Court Michelle Shaw, Veteran Mentor Coordinator Jeri Anderson, Veterans Justice Outreach Specialist Yellowstone

More information

SCHOOL PSYCHOLOGIST EVALUATION RUBRIC

SCHOOL PSYCHOLOGIST EVALUATION RUBRIC Name: School Year: DOMAIN 1: PLANNING AND PREPARATION Component 1a Demonstrating knowledge and skill in using assessment tools for systems, groups, and individuals to evaluate educational problems (enhancing

More information

Core Competencies for Peer Workers in Behavioral Health Services

Core Competencies for Peer Workers in Behavioral Health Services Core Competencies for Peer Workers in Behavioral Health Services Category I: Engages peers in collaborative and caring relationships This category of competencies emphasized peer workers' ability to initiate

More information

PEER SUPPORT SERVICES PROVIDING UTILIZING A RECOVERY ORIENTED SYSTEM OF CARE (ROSC)

PEER SUPPORT SERVICES PROVIDING UTILIZING A RECOVERY ORIENTED SYSTEM OF CARE (ROSC) PEER SUPPORT SERVICES PROVIDING UTILIZING A RECOVERY ORIENTED SYSTEM OF CARE (ROSC) Pamela Butler COORDINATOR OF RECOVERY SUPPORT SERVICES ALABAMA DEPARTMENT OF MENTAL HEALTH SUBSTANCE ABUSE SERVICE 334-353-4362

More information

The Interrelationship of the Three Levels of Practice An examination of Micro, Mezzo, and Macro Social Work

The Interrelationship of the Three Levels of Practice An examination of Micro, Mezzo, and Macro Social Work EXAMINATION OF MICRO, MEZZO, MACRO LEVELS OF PRACTICE The Interrelationship of the Three Levels of Practice An examination of Micro, Mezzo, and Macro Social Work Lori Vanderwill Wayne State University

More information

boys with Attention Deficit Hyperactivity Disorder (ADHD) while focusing on two main

boys with Attention Deficit Hyperactivity Disorder (ADHD) while focusing on two main Kathryn Smith EDUC 201: Educational Psychology Research Review March 2, 2009 Watkins, D. E., & Wentzel, K. R. (2008). Training boys with ADHD to work collaboratively: Social and learning outcomes. Contemporary

More information

CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities REACH Center CPS Duties

CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities REACH Center CPS Duties CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities REACH Center CPS Duties All CVAB program staff will be able to meet the qualifications, competencies and responsibilities of

More information

Instructional Strategies! &! Classroom Management! The student-centered classroom & Choice Theory!

Instructional Strategies! &! Classroom Management! The student-centered classroom & Choice Theory! Instructional Strategies! &! Classroom Management! The student-centered classroom & Choice Theory! Student-Centered Instruction! Cooperative Learning! Knowledge is personal, social, and cultural, and meaning

More information

Social Emotional Learning Competencies

Social Emotional Learning Competencies Social Emotional Learning Competencies Competency Definition Example Skills Connection to Academics Self-Awareness Recognition of one s thoughts and how these thoughts influence behavior, an accurate understanding

More information

Darran Martin. Moving forward. First Homeless Rugby session in Regents Park, Autumn 2013.

Darran Martin. Moving forward. First Homeless Rugby session in Regents Park, Autumn 2013. Contents Moving forward... 3 How it began... 4 Our Mission... 5 Our Vision... 5 Our Values... 5 Where we have come from... 6 The challenge ahead... 7 Tackling the future... 8 Building on our foundations...

More information

Listening Tour: What is Many Minds? 4/12/17. Early Findings and Emerging Strategies to Improve Youth Mental Health

Listening Tour: What is Many Minds? 4/12/17. Early Findings and Emerging Strategies to Improve Youth Mental Health Listening Tour: Early Findings and Emerging Strategies to Improve Youth Mental Health King County Re-engagement Provider Network April 14, 2017 Meeting 1 What is Many Minds? We are a non-profit collaborative

More information

Neurons to Neighborhoods: A Public School Classroom Model for Children with Autism Spectrum Disorders (ASD)

Neurons to Neighborhoods: A Public School Classroom Model for Children with Autism Spectrum Disorders (ASD) Neurons to Neighborhoods: A Public School Classroom Model for Children with Autism Spectrum Disorders (ASD) Youth Development Clinic of Newark, Inc. 500 Broad St. Newark NJ 07102 With support from a grant

More information

Educating Moral People: A Caring Alternative to Character Education Book Analysis

Educating Moral People: A Caring Alternative to Character Education Book Analysis Educating Moral People: A Caring Alternative to Character Education Book Analysis Jen Dykxhoorn PHLD 605 Dr. Sinclair March 29, 2012 1 Provide a critical analysis of Educating Moral People: A Caring Alternative

More information

SRSLY Strategic Plan I. Introduction Community Needs Assessment & Strategic Planning

SRSLY Strategic Plan I. Introduction Community Needs Assessment & Strategic Planning SRSLY Strategic Plan 2017-2020 Comprehensive community coalitions respond to community conditions by developing and implementing multi-faceted plans to lead to measurable, population-level reductions in

More information

Perspectives on Autism and Sexuality. University of British Columbia. Research Article Summaries. Tina Gunn

Perspectives on Autism and Sexuality. University of British Columbia. Research Article Summaries. Tina Gunn Perspectives on Autism and Sexuality University of British Columbia Research Article Summaries Tina Gunn PERSPECTIVES ON AUTISM AND SEXUALITY 2 Reason For Choosing Topic I became interested in autism and

More information

TITLE: Competency framework for school psychologists SCIS NO: ISBN: Department of Education, Western Australia, 2015

TITLE: Competency framework for school psychologists SCIS NO: ISBN: Department of Education, Western Australia, 2015 TITLE: Competency framework for school psychologists SCIS NO: 1491517 ISBN: 978-0-7307-4566-2 Department of Education, Western Australia, 2015 Reproduction of this work in whole or part for educational

More information

Engage for Change local a conversation in Spartanburg, SC. September 6, 2018

Engage for Change local a conversation in Spartanburg, SC. September 6, 2018 Engage for Change local a conversation in Spartanburg, SC September 6, 2018 Engage for Change Spartanburg 2 Overview of the National Deaf Center The National Deaf Center on Postsecondary Outcomes (NDC)

More information

IEP MEETING CHECKLIST FOR PARENTS OF CHILDREN WITH DEAF-BLINDNESS

IEP MEETING CHECKLIST FOR PARENTS OF CHILDREN WITH DEAF-BLINDNESS Statewide Parent Advocacy Network 35 Halsey Street Newark, NJ 07102 (973) 642-8100 www.spannj.org IEP MEETING CHECKLIST FOR PARENTS OF CHILDREN WITH DEAF-BLINDNESS Developed by the Statewide Parent Advocacy

More information

My name is Todd Elliott and I graduated from the University of Toronto, Factor- Inwentash Faculty of Social Work, in 1999.

My name is Todd Elliott and I graduated from the University of Toronto, Factor- Inwentash Faculty of Social Work, in 1999. Profiles in Social Work Episode 32 Todd Elliott Intro - Hi, I m Charmaine Williams, Associate Professor and Associate Dean, Academic, for the University of Toronto, Factor-Inwentash Faculty of Social Work.

More information

CERTIFIED FAMILY RECOVERY SPECIALIST CONTENT OUTLINE

CERTIFIED FAMILY RECOVERY SPECIALIST CONTENT OUTLINE CERTIFIED FAMILY RECOVERY SPECIALIST CONTENT OUTLINE November 2017 PCB CERTIFIED FAMILY RECOVERY SPECIALIST NOVEMBER 2017 1 EXECUTIVE SUMMARY In November 2017, the Pennsylvania Certification Board (PCB)

More information

Other Participants: Ivanetta Ikeda, Gerardo Di Pietro, Jenny Gough, Sandra Germinaro

Other Participants: Ivanetta Ikeda, Gerardo Di Pietro, Jenny Gough, Sandra Germinaro Spring 2016 Berkeley City College-American Sign Language Project title: FIG: ASL 464 Work Experience Course Team Leader: Sandra Germinaro Other Participants: Ivanetta Ikeda, Gerardo Di Pietro, Jenny Gough,

More information

Intensive Training. Early Childhood Intensive Training K-12 Intensive Training Building Your Future Intensive Training

Intensive Training. Early Childhood Intensive Training K-12 Intensive Training Building Your Future Intensive Training Intensive Training The Statewide Autism Resources and Training Project (START) Intensive Training focuses on evidencebased practices to increase knowledge and skills that enhance the educational programming

More information

EDUCATING THE EDUCATORS

EDUCATING THE EDUCATORS EDUCATING THE EDUCATORS A Professional Development Program of NAMI Massachusetts Newburyport School District May 7, 2015 Copyrighted and Developed by NAMI NJ GREAT Teachers are the Product of Nurture and

More information

Example School Epilepsy Policies

Example School Epilepsy Policies Example School Epilepsy Policies This document contains three approaches that schools can take towards ensuring the needs of any pupil with epilepsy are met within the policy framework of the school. This

More information

Organization: NAMI Minnesota Request ID: Program Title: Reducing Smoking Among People with Mental Illnesses

Organization: NAMI Minnesota Request ID: Program Title: Reducing Smoking Among People with Mental Illnesses Organization: NAMI Minnesota Request ID: 16872475 Program Title: Reducing Smoking Among People with Mental Illnesses 1. Overall Goal & Objectives The overall goal of this project is to reduce the rate

More information

Running Head: TARVYDAS INTEGRATIVE MODEL 1. Using the Tarvydas Integrative Model for Ethical Decision-Making

Running Head: TARVYDAS INTEGRATIVE MODEL 1. Using the Tarvydas Integrative Model for Ethical Decision-Making Running Head: TARVYDAS INTEGRATIVE MODEL 1 Using the Tarvydas Integrative Model for Ethical Decision-Making TARVYDAS INTEGRATIVE MODEL 2 ABSTRACT This paper examines an ethical dilemma present during a

More information

SpEd 623 Zirpoli (5 th ed.) Quiz 2 Ch. 8 13

SpEd 623 Zirpoli (5 th ed.) Quiz 2 Ch. 8 13 Chapter 8 SpEd 623 Zirpoli (5 th ed.) Quiz 2 Ch. 8 13 59 The purpose of behavioral assessment is to: a. Identify problem areas b. Develop interventions c. To complete a file d. Both a. and b. 60 Which

More information

Leadership in Action. Strategies for Distress Prevention and Management

Leadership in Action. Strategies for Distress Prevention and Management Leadership in Action Strategies for Distress Prevention and Management I. The Nature of Distress Sources of Distress Stressful events can motivate and challenge an individual. However, they can also have

More information

Student Empowerment and Accessibility Program at Haddon University

Student Empowerment and Accessibility Program at Haddon University Student Empowerment and Accessibility Program at Haddon University Kaitlyn Gore, Zoya Quraishi, and Aubrey Winn Florida State University Each year about 16,000 students with Autism Spectrum Disorder (ASD)

More information

ADDITIONAL CASEWORK STRATEGIES

ADDITIONAL CASEWORK STRATEGIES ADDITIONAL CASEWORK STRATEGIES A. STRATEGIES TO EXPLORE MOTIVATION THE MIRACLE QUESTION The Miracle Question can be used to elicit clients goals and needs for his/her family. Asking this question begins

More information

Classroom as Community: Transfer Only Courses in the General Education Curriculum. Presentation Outline

Classroom as Community: Transfer Only Courses in the General Education Curriculum. Presentation Outline Classroom as Community: Transfer Only Courses in the General Education Curriculum Deirdre Heistad, Ph.D., Director, Undergraduate Studies Kristin Moser, Ph.D., Director, Institutional Research & Effectiveness

More information

The Success Ambassador Peer Mentor Program Boot Camp: Best Practices for Full Program Implementation

The Success Ambassador Peer Mentor Program Boot Camp: Best Practices for Full Program Implementation Georgia Southern University Digital Commons@Georgia Southern Georgia Association for Positive Behavior Support Conference The Success Ambassador Peer Mentor Program Boot Camp: Best Practices for Full Program

More information

1. Placement of students in the appropriate program is not based on

1. Placement of students in the appropriate program is not based on 179 CON C L U S ION S An analysis of the research on communication methods used in educating the deaf showed that: 1. Placement of students in the appropriate program is not based on professional diagnosis

More information

Autism Spectrum Disorders Teacher License (proposed): Minnesota model for teacher preparation

Autism Spectrum Disorders Teacher License (proposed): Minnesota model for teacher preparation Autism Spectrum Disorders Teacher License (proposed): Minnesota model for teacher preparation Presenters: Phil Sievers, Specialist for ASD Special Education Policy Division Minnesota Department of Education

More information

KNOWLEDGE, STIGMA, ADVOCACY & CARING

KNOWLEDGE, STIGMA, ADVOCACY & CARING KNOWLEDGE, STIGMA, ADVOCACY & CARING STUDENT LEARNING IN THE WILLARD SUITCASE EXHIBIT Joyce Ott DNP, RN Madelyn Gibson- Antonich BSN, MPM Educational Objectives 1) Describe the academic partnership between

More information

A Call to Action. Paths to Recovery. Faces & Voices of Recovery. Governance Structure. Recovery Community. Many Voices, A Common Message

A Call to Action. Paths to Recovery. Faces & Voices of Recovery. Governance Structure. Recovery Community. Many Voices, A Common Message Building Recoveryfriendly Communities Pat Taylor, Faces & Voices of Recovery MARRCH 2009 Annual conference October 21, 2009 Vision Communities of will continue to spring up all over our country helping

More information

AGRICULTURE SECTOR GENDER HIV AND AIDS STRATEGY

AGRICULTURE SECTOR GENDER HIV AND AIDS STRATEGY MALAWI GOVERNMENT AGRICULTURE SECTOR GENDER HIV AND AIDS STRATEGY ABRIDGED VERSION Ministry of Agriculture, Irrigation and Water Development Designedand printed by Agricultural Communication Branch Department

More information

Peer Mentor Position Description

Peer Mentor Position Description Peer Mentor Position Description General Statement of Duties Peer Mentors (PMs) are live-in, part-time, student staff members within the Residential First- Year Experience residence halls. Peer Mentors

More information

CO-ENROLLMENT AS A PLACEMENT OPTION FOR DEAF AND HARD OF HEARING STUDENTS: BENEFITS, CHALLENGES AND CAVEATS

CO-ENROLLMENT AS A PLACEMENT OPTION FOR DEAF AND HARD OF HEARING STUDENTS: BENEFITS, CHALLENGES AND CAVEATS CO-ENROLLMENT AS A PLACEMENT OPTION FOR DEAF AND HARD OF HEARING STUDENTS: BENEFITS, CHALLENGES AND CAVEATS KELLY KATHLEEN METZ, SONYA C. SPOLSKY, UNIVERSITY OF ARIZONA Dr. Metz s current affiliation is

More information

CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities Adult Mobile Crisis Intervention Peer Team

CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities Adult Mobile Crisis Intervention Peer Team CVAB Peer Specialist Position Qualifications, Competencies, Responsibilities Adult Mobile Crisis Intervention Peer Team All CVAB program staff will be able to meet the qualifications, competencies and

More information

Arts Administrators and Healthcare Providers

Arts Administrators and Healthcare Providers Arts Administrators and Healthcare Providers Table of Contents Part One: Creating Music and Programs 2 Preparing to Start a Program 2 Finding Funding 2 Selecting Partner Arts Organizations or Healthcare

More information

SCHOOL PEER GROUPS. INSTRUCTIONS for GROUP LEADER. 1. Contact all Catapulters at your school and tell them about the program

SCHOOL PEER GROUPS. INSTRUCTIONS for GROUP LEADER. 1. Contact all Catapulters at your school and tell them about the program SCHOOL PEER GROUPS INSTRUCTIONS for GROUP LEADER 1. Contact all Catapulters at your school and tell them about the program 2. Book a meeting place (see further instructions below) 3. Confirm attendance

More information

Continuous Quality Improvement of Family-to-Family Peer Support: Using the Family Journey Assessment

Continuous Quality Improvement of Family-to-Family Peer Support: Using the Family Journey Assessment Continuous Quality Improvement of Family-to-Family Peer Support: Using the Family Journey Assessment The Family Journey Assessment was developed through a collaboration among current and former staff of

More information

Safety & Accountability Audit

Safety & Accountability Audit Mending the Sacred Hoop & Program for Aid to Victims of Sexual Assault Safety & Accountability Audit of the response to Native women who report sexual assault in Duluth, Minnesota 2006-2008 Executive Summary

More information

Spring Fever: Attendance & Behavior

Spring Fever: Attendance & Behavior Spring Fever: Attendance & Behavior Ways to interact & support (Especially with students you don't know) Don't engage in a power struggle Fly-by Empower students to make a choice Give options Hey guys

More information

Ripley Data Presentation

Ripley Data Presentation Ripley Data Presentation DFC Grant Planning Allison Howland, Nicole Zautra and Meagan Benetti January 21, 2016 Goals of Data Collection Want to gear Objectives and Activities described in the DFC application

More information

Executive Director Position Announcement August, 2018

Executive Director Position Announcement August, 2018 Executive Director Position Announcement August, 2018 Overview This is an excellent opportunity for a seasoned nonprofit leader with a proven ability to positively engage people to lead an organization

More information

Promoting Recovery and Person- Centered Care

Promoting Recovery and Person- Centered Care Promoting Recovery and Person- Centered Care June 27, 2017 Presented by Melissa Reagan, MSW, LSW, Quality Performance Specialist Agenda Briefly review Member Satisfaction Survey Results related to this

More information

YC2 Is Effective in the Following Areas:

YC2 Is Effective in the Following Areas: 0 Youth Community Coalition Assessment The Youth Community Coalition (YC), in conjunction with the Institute of Public Policy at the, conducted a web-based survey of Coalition members to assess the benefits

More information

School Psychologist Evaluation Rubric

School Psychologist Evaluation Rubric School Psychologist Evaluation Rubric Domain 1: Planning and Preparation 1a: Demonstrates knowledge and skill in using psychological instruments to evaluate students Unsatisfactory Psychologist demonstrates

More information

(Note: Clicking on the following links causes a new window to be opened. To return to this window, close the newly opened one).

(Note: Clicking on the following links causes a new window to be opened. To return to this window, close the newly opened one). B. Quick Find Contents 2. Peer Relationships and Peer Counseling This Center Response is from our website at http://smhp.psych.ucla.edu To access the online version, visit our website, click "Search &

More information

ADDRESSING HEALTH CARE AND OTHER RESOURCE BARRIERS AMONG SOMALI FAMILIES OF CHILDREN WITH AUTISM DAKOTA COUNTY PUBLIC HEALTH

ADDRESSING HEALTH CARE AND OTHER RESOURCE BARRIERS AMONG SOMALI FAMILIES OF CHILDREN WITH AUTISM DAKOTA COUNTY PUBLIC HEALTH ADDRESSING HEALTH CARE AND OTHER RESOURCE BARRIERS AMONG SOMALI FAMILIES OF CHILDREN WITH AUTISM DAKOTA COUNTY PUBLIC HEALTH January 2019 Addressing Health Care and Other Resource Barriers Among Somali

More information

TYPES OF FAMILY PEER SUPPORT SERVICES. Outreach and Information FAMILY PEER SUPPORT SERVICES DEFINITION

TYPES OF FAMILY PEER SUPPORT SERVICES. Outreach and Information FAMILY PEER SUPPORT SERVICES DEFINITION FAMILY PEER SUPPORT SERVICES DEFINITION Family Peer Support Services (FPSS) are an array of formal and informal services and supports provided to families raising a child up to age 26 who is experiencing

More information

What does Emotional Intelligence Mean to you?

What does Emotional Intelligence Mean to you? What does Emotional Intelligence Mean to you? Send a text to the number 22333 with the message linessazunig967 to join the poll Once you receive confirmation you have joined, text in your answer Page 0

More information

Kansas Social, Emotional, and Character Development Model Standards Adopted April 2012 Aligned to Kansas College and Career Readiness Standards

Kansas Social, Emotional, and Character Development Model Standards Adopted April 2012 Aligned to Kansas College and Career Readiness Standards Kansas Social, Emotional, and Character Development Model Adopted April 2012 Aligned to Kansas College and Career Readiness Social Emotional and Character Development Model CCR ELA Mathematical Practices

More information

Welcome. Eligibility. Welcome to the first year of the Recovery College York. We are a multisite educational facility for recovery.

Welcome. Eligibility. Welcome to the first year of the Recovery College York. We are a multisite educational facility for recovery. Welcome Welcome to the first year of the Recovery College York. We are a multisite educational facility for recovery. The Recovery College York is a collaborative educational learning environment for people

More information

Apostolic Faith Mission of South-Africa Pastors Continuous Development.

Apostolic Faith Mission of South-Africa Pastors Continuous Development. Apostolic Faith Mission of South-Africa Pastors Continuous Development. 1. DEFINITION: Pastors Continuous Development (PCD) is defined as the continuous development of the skills, abilities and character

More information

FAMILY ENGAGEMENT EXPLORING COMMON UNDERSTANDING AND METHODS TO ASSESS FAMILY ENGAGEMENT

FAMILY ENGAGEMENT EXPLORING COMMON UNDERSTANDING AND METHODS TO ASSESS FAMILY ENGAGEMENT 1 FAMILY ENGAGEMENT EXPLORING COMMON UNDERSTANDING AND METHODS TO ASSESS FAMILY ENGAGEMENT WHAT DOES IT MEAN? HOW DO WE KNOW IF WE ARE DOING IT? Ohio s SOAR Alternative Response Project QIC-DR CONFERENCE:

More information

Describe your idea with one concise sentence:

Describe your idea with one concise sentence: Describe your idea with one concise sentence: Empower and equip regular classroom teacher in regular schools to re-enforce and support the enrollment of learners and learning of with hearing impairments.

More information

LIFE Framework in Edmonton Catholic Schools Lived Inclusion for Everyone

LIFE Framework in Edmonton Catholic Schools Lived Inclusion for Everyone LIFE Framework in Edmonton Catholic Schools Lived Inclusion for Everyone A. Background Catholic Schools share a foundational belief that all children are loved by God, are individually unique and that

More information

Adult Volunteers: Bullying and Harassment within School Communities

Adult Volunteers: Bullying and Harassment within School Communities A summary Adult Volunteers: Bullying and Harassment within School Communities Finding unity amongst the education community in addressing adult bullying and harassment. Manitoba Association of Parent Councils

More information

Recovery Focus and Introduction to Motivational Interviewing. March 7, 2018 Lisa Kugler, Psy.D.

Recovery Focus and Introduction to Motivational Interviewing. March 7, 2018 Lisa Kugler, Psy.D. Recovery Focus and Introduction to Motivational Interviewing March 7, 2018 Lisa Kugler, Psy.D. Goals of Today s Presentation To increase understanding around recovery To increase understanding of how to

More information

YOUTH EMPOWERMENT SUMMIT-YES CREATING FUTURE LEADERS!

YOUTH EMPOWERMENT SUMMIT-YES CREATING FUTURE LEADERS! YOUTH EMPOWERMENT SUMMIT-YES CREATING FUTURE LEADERS! WHAT WE DO We Provide Learning Opportunities that Develop Both Academic and Nonacademic Competencies New insights built on a strong legacy The YES

More information

Section #3: Process of Change

Section #3: Process of Change Section #3: Process of Change This module will: Describe a model of change that supported the development and implementation of a palliative care program in long term care. Describe strategies that assisted

More information

Bystander Intervention: Theory and Research and Intervention Skills

Bystander Intervention: Theory and Research and Intervention Skills Bystander Intervention: Theory and Research and Intervention Skills University of Minnesota Wednesday March 7, 2018 Alan Berkowitz, Ph.D. 1 Agenda Overview of active and passive bystander behavior Bystander

More information

FPA Sri Lanka Policy: Men and Sexual and Reproductive Health

FPA Sri Lanka Policy: Men and Sexual and Reproductive Health FPA Sri Lanka Policy: Men and Sexual and Reproductive Health Introduction 1. FPA Sri Lanka is committed to working with men and boys as clients, partners and agents of change in our efforts to meet the

More information

Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER

Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Running Head: VISUAL SCHEDULES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER Visual Schedules for Students with Autism Spectrum Disorder Taylor Herback 200309600 University of Regina VISUAL SCHEDULES FOR

More information

Wellbeing Policy. David Harkins, Sheena Arthur & Karen Sweeney Date July Version Number 2. Approved by Board Jan 2016

Wellbeing Policy. David Harkins, Sheena Arthur & Karen Sweeney Date July Version Number 2. Approved by Board Jan 2016 Wellbeing Policy Director Responsible Director of Autism Services Author/s David Harkins, Sheena Arthur & Karen Sweeney Date July 2015 Version Number 2 Approved by Board Jan 2016 Review Date July 2018

More information

Key 4: Interventions for Peer Specialists

Key 4: Interventions for Peer Specialists Magellan Complete Care Recovery Support Series Key 4: Interventions for Peer Specialists Interventions are strategies that help bring about change in individuals. Peer Specialists have a responsibility

More information

BUILDING A COMPREHENSIVE PREVENTION PROGRAM. (and surpass Clery compliance responsibilities along the way)

BUILDING A COMPREHENSIVE PREVENTION PROGRAM. (and surpass Clery compliance responsibilities along the way) BUILDING A COMPREHENSIVE PREVENTION PROGRAM (and surpass Clery compliance responsibilities along the way) WHAT WE LL DISCUSS TODAY Getting on the same prevention page The Prevention Matrix As A Roadmap

More information

Tuberous Sclerosis Australia Strategic Plan

Tuberous Sclerosis Australia Strategic Plan Tuberous Sclerosis Australia Strategic Plan Last updated 27 November 2017 1. Our vision for the lives of people affected by tuberous sclerosis (TSC) 1. The impact of a diagnosis of TSC Tuberous Sclerosis

More information

Strategic Plan

Strategic Plan 2017-18 Strategic Plan 1 Strategic Planning Process The Summit County Opiate Task Force has made great strides in addressing the opiate crisis in the last few years. More than 100 Summit County citizens

More information

Certificate in Peer Support (Mental Health) (Level 4)

Certificate in Peer Support (Mental Health) (Level 4) Mind and Body Learning and Development Certificate in Peer Support (Mental Health) (Level 4) Further Information Postal Address: PO Box 26 396 Epsom Auckland, 1344 Phone: (09) 630 5909 ext. 803 Email:

More information

Learning Basic Skills in Sign Language II

Learning Basic Skills in Sign Language II COURSE SYLLABUS Learning Basic Skills in Sign Language II Summer 2007 Course Number: Credits: Prerequisite: Instructor: Location: Dates: EDUC 495-6, 716, (0327CU) One (1) Undergraduate credit Graduated

More information

The Dale Association s Peer Specialist Program

The Dale Association s Peer Specialist Program The Dale Association s Peer Specialist Program What kind of services does the program offer? Job description: provide and oversee supportive services through consultations and linkages to persons diagnosed

More information

The following case example illustrates the practical applicability of the DEP Model for

The following case example illustrates the practical applicability of the DEP Model for 1 Case Example within a Developmental/Ecological Problem-solving Model (DEP) of Supervision The following case example illustrates the practical applicability of the DEP Model for guiding the supervisory

More information

Using Evidence to Support Recovery through Comprehensive Community Services (CCS) Presentation Objectives. What is CCS? 10/17/2018

Using Evidence to Support Recovery through Comprehensive Community Services (CCS) Presentation Objectives. What is CCS? 10/17/2018 Using Evidence to Support Recovery through Comprehensive Community Services (CCS) Chris Keenan and Tim Connor October 17, 2018 Presentation Objectives Understand the needs of CCS participants related to

More information

North Carolina Peer Support Specialist Training Program Application

North Carolina Peer Support Specialist Training Program Application Vaya Health North Carolina Peer Support Specialist Training Program Application What does the training require? Vaya Health s North Carolina Peer Support Specialist Training is a 40-hour program that takes

More information

The Power of Feedback

The Power of Feedback The Power of Feedback 35 Principles for Turning Feedback from Others into Personal and Professional Change By Joseph R. Folkman The Big Idea The process of review and feedback is common in most organizations.

More information

GEO Service Provider Advisory Council ( Advisory Council )

GEO Service Provider Advisory Council ( Advisory Council ) GEO Service Provider Advisory Council ( Advisory Council ) Purpose Serve as an advisory body to GEO regarding service provider needs, marketplace developments, etc. Serve as a conduit for fresh ideas and

More information

1/16/18. Fostering Cultural Dexterity School Psychology Conference January 19, What is Cultural Dexterity in 2018? Workshop

1/16/18. Fostering Cultural Dexterity School Psychology Conference January 19, What is Cultural Dexterity in 2018? Workshop Fostering Cultural Dexterity School Psychology Conference January 19, 2018 Dr. Rose Borunda Professor M.S. in Counselor Education and Doctorate in Educational Leadership What is Cultural Dexterity in 2018?

More information

Taking Charge of Your Health. Lesson One: Building Health Skills

Taking Charge of Your Health. Lesson One: Building Health Skills Taking Charge of Your Health Lesson One: Building Health Skills Health Skills Health Skills- Specific tools and strategies to maintain, protect, and improve all aspects of your health. Also called life

More information

Certified Recovery Peer Specialist Paraprofessional Training

Certified Recovery Peer Specialist Paraprofessional Training Certified Recovery Peer Specialist Paraprofessional Training 2017 Course Evaluation Summary Funded by HRSA # 16-193 Behavioral Health Workforce Education and Training for Paraprofessionals Evaluation Executive

More information

36 Elgin Street 2nd Floor Sudbury, Ontario P3C 5B4

36 Elgin Street 2nd Floor Sudbury, Ontario P3C 5B4 36 Elgin Street 2nd Floor Sudbury, Ontario P3C 5B4 EMPLOYMENT PACKAGE: The following employment package contains information to apply for the position of Outreach Peer Supporter, Casual, Temporary. The

More information