HELPING YOUTH IN CARE GRADUATE FROM HIGH SCHOOL WITH RESOURCES FOR FOSTER PARENTS AND KINSHIP CAREGIVERS: A GRANT PROPOSAL
|
|
- Morris Hodges
- 7 years ago
- Views:
Transcription
1 HELPING YOUTH IN CARE GRADUATE FROM HIGH SCHOOL WITH RESOURCES FOR FOSTER PARENTS AND KINSHIP CAREGIVERS: A GRANT PROPOSAL FRANCISCO ISIDORO CALIFORNIA STATE UNIVERSITY, LONG BEACH MAY 2016
2 Introduction In 2013, there were 402,378 children in foster care with almost one-half with foster parents and the other with relatives. Of the 402,378, over 26% of children who are in foster care have lived with multiple families (U.S. Department of Health and Human Services, [USDHHS] 2014). Children who are in foster care or with relatives can sometimes experience further hardship and trauma because of multiple placements and this can affect every aspect of their lives, including their chances of graduating high school (Haugland, Dovran, Arefjord, & Winje, 2012). There are numerous educational challenges for youth in foster care, risk factors for youth in foster care who do not graduate from high school, such as, lower educational experiences (Sheppard, 2012), placement instability (Cox, 2013), unattended mental health problems (Krinsky, 2010), special education (Hudson, 2013), grade retention (Scherr, 2007), bullying (Esbensen & Carson, 2009), and untrained school staff (Gallegos & White, 2013). With the considerable documentation of poor education outcomes, the child welfare field has endeavored to find interventions to increase the likelihood youth in foster care will graduate high school. These include, reducing placement trauma (Mitchell, Kuczynski, Tubbs, & Ross, 2010), having safe places to go after school (Krinsky, 2010), role models and mentors (Leone & Weinberg, 2010), and a support system (Hudson, 2013). Purpose The purpose of this project was to create a grant proposal to fund the development of resource materials that could be used by foster parents, kinship caregivers, and child welfare workers to help the youth in their care graduate from high school and increase opportunities for higher education or vocational training.
3 Social Work Relevance This program is relevant to social work because it helps youth in foster care, foster parents, and kinship caregivers understand the importance of graduating high school and possibly seek higher education. This program is consistent with the NASW Code of Ethics (2008) because it underlines the importance of dignity and worth of the person. It seeks to enhance chances of successfully graduating high school and reduce their chances of ending up in the criminal justice system, gangs, with addictions and possibly other maladaptive activities and behaviors. This program aims to be culturally competent because it seeks to serve as many youth as possible regardless of their age, gender, ethnicity, sexual orientation, socio-economic status and different cultures. Youth in care, especially sexual and ethnic minority youth are particularly vulnerable.
4 Cross-Cultural Relevance Children of all different backgrounds and ethnicities come to the attention of the child welfare system (USDHHS, 2014). In California, African American children were more prevalent than White or Hispanic children for being removed and placed in foster care (USDHHS, 2014). This project will be implemented in Los Angeles County specifically in the, which has a population of diverse ethnic backgrounds. This project Identifies resources that can help families outside the workshop experience, such as individual and family therapy, support groups, places where young people can find support with other youth in care who may desire to graduate from high school. This project aims to improve the likelihood of children of color to gradate high school
5 Methods Target Population: The target population for this project are the foster parents, kinship caregivers, and child welfare workers who are responsible for meeting the developmental needs of the children and youth in their care, especially academic achievement. The secondary target group would be the young people themselves. The project s goal is to help foster parents, kinship caregivers, and child welfare workers develop or enhance their strengths, skills, and supports so the youth in their care or caseloads can graduate from high school or obtain a GED, and transition into their communities as productive young adults. Strategies Used to Find Funding Source: Several methods were used to locate a funder for the development of necessary resource materials. Foundation, state and federal grants were investigated by utilizing the Internets and databases. Also, this grant writer s thesis advisor provided him with information about organization and programs that supported and funded the development of potential resource materials.
6 Methods Funding Source Stuart Foundation: This foundation was chosen based on its interest an commitment to helping vulnerable youth in the child welfare system. Sources Used for Needs Assessment: The grant writer did extensive research using scholarly journals, books, and reports and searched for the most current data on children entering into the foster care system. The literature focused specifically on effects on children in multiple placements and the long-term effects children experiences after being removed from their homes. Projected Budget: Salaries and Benefits Direct Program Costs In-Kind Expenses Total Amount Requested: $213,670
7 Grant Proposal Program Summary and Description The goals of this proposed program are: to help foster parents, kinship caregivers, and child welfare workers develop or enhance their strengths, skills, and supports so the youth in their care or caseloads can graduate from high school or obtain a GED, and transition into their communities as productive young adults. Population Served The target population for this project are the foster parents, kinship caregivers, and child welfare workers who are responsible for meeting the developmental needs of the children and youth in their care, especially academic achievement. The secondary target group would be the young people themselves. Sustainability The Program Director will seek potential funding sources throughout the year.
8 Grant Proposal Program Objectives Document the emotional, social, and cognitive stages of adolescent development, which is complicated by the circumstances that caused separation from their parents and placement with relatives or foster parents. Explore ways to help youth in their care overcome the obstacles to completing high school, especially when trauma is involved. Demonstrate how higher education can be beneficial for better jobs and style of living. Identify risk factors associated with dropping out of high school. Demonstrate how foster parents and kinship caregivers can be advocates in empowering the children in their care to successfully complete high school and promote higher education. Identify resources that can help families outside the workshop experience, such as individual and family therapy, support groups, places where young people can find support with other youth in care who may desire to graduate from high school. Program Evaluation A Project Evaluator, with a PhD/DSW degree and child welfare research experience, will be hired to supervise all facets of the evaluation process. The purpose of the evaluation would be to measure the effectiveness of the guidebooks. There are four options for evaluation, based on the Kirkpatrick approach: Level 1, Participant Satisfaction; Level 2, Pre-post Test; Level 3, Impact; and Level 4, Outcomes (Rajeev, Madan, & Jayarajan, 2009). It is recommended that Level 1 evaluation be used. Level 1 is efficient, and can be used immediately to obtain Likert scale information regarding how much participants valued what they learned. It would be the responsibility of the Project Evaluator, in collaboration with other members of the team, to create the research design, methods, instruments, data collection, and analysis approach. A Level 3 evaluation would be ideal to assess impact of the Guide, but would require extending the project time frame beyond 12 months so participants could be contacted six months later, for example, to assess the impact of what they had learned. A Level 4 evaluation would require project expansion beyond a year or more to assess if youth in care of the participants actually had graduated from high school.
9 Lessons Learned/Implications for Social Work Lessons Learned: Grant Writing process Learned about the importance of flexibility when it came to feedback and being open to suggestions in making adjustments to the initial proposed center. An intense examination of the target population helped the grant writer learn about the gaps and services that currently exist and are offered to this population. Implications for Social Work Practice: Social workers should advocate for better services and programs for the most vulnerable individuals. When social workers have the abilities to write grants they are ensuring that funds are allocated to many agencies in the community in order to remain open. Social workers should have the abilities to write grants because they can contribute to further research on social conditions and issues affecting vulnerable populations.
10 References Cox, T. (2013). Improving educational outcomes for children and youths in foster care. Children & Schools, 35(1), Esbensen, F., & Carson, D. (2009). Consequences of being bullied: Results from a longitudinal assessment of bullying victimization in a multisite sample of American students. Youth & Society, 41(2), Gallegos, A., & White, C. (2013). Preventing the school-justice connection for youth in foster care. Family Court Review, 51(3), Haugland, B., Dovran, A., Arefjord, K., & Winje, D. (2012). Traumatic events and posttraumatic reactions among children and adolescents in out-of-home placement: A 25-year systematic literature review. Journal of Child & Adolescent Trauma, 5(1), Hudson, A. (2013). Career mentoring needs of youths in foster care: Voices for change. Journal of Child and Adolescent Psychiatric Nursing, 26(2), Krisnky, A. (2010). Distributing the pathway from foster care to the justice system-a former prosecutor s perspective on reform. Family Court Review, 48(2), doi: /j x Leone, P., & Weinberg, L. (2010). Addressing the unmet educational needs of children and youth in the juvenile justice and child welfare systems. Washington, DC: Georgetown University Center for Juvenile Justice Reform. Mitchell, M., Kuczynski, L., Tubbs, C., & Ross, C. (2010). We care about care: Advice by children in care for children in care, foster parents and child welfare workers about the transition into foster care. Child & Family Social Work, 15(2), doi: /j x National Association of Social Workers. (2008). Code of ethics. Retrieved from socialworkers.org/pubs/code/code.asp. Rajeev, P., Madan, M. S., & Jayarajan, K. (2009). Revisiting Kirkpatrick s model an evaluation of an academic training course. Current Science, 96(2), Scherr, T. (2007). Educational experiences of children in foster care. School Psychology International, 28(4), Sheppard, W. N. (2012). An ecological approach to understanding physical child abuse and the impact on academics: Differences between behaviors in physically abused and non-abused children regarding parental disciplinary practices, family interaction and family events and their effects on social interaction and school success. (Unpublished doctoral dissertation). Ohio State University, Columbus U.S. Department of Health and Human Services. (2014). Adoption and foster care analysis and reporting system (AFCARS) report: Preliminary FY 2013 estimates as of July Retrieved from
Striving to thrive: A grant proposal for mental health services for children ages zero to five
Striving to thrive: A grant proposal for mental health services for children ages zero to five JENNA OYITE CALIFORNIA STATE UNIVERSITY, LONG BEACH MAY 2014 Introduction According to the U.S. Census, in
More informationThe Many Facets of Social Work
The Many Facets of Social Work The scope of social work practice is remarkably wide. Social workers practice not only in the traditional social service agency, but also in elementary schools; in the military;
More informationTHE CHILD ADVOCATES OFFICE/
THE CHILD ADVOCATES OFFICE/ CASA OF LOS ANGELES AGENCY REPORT CASA OF LOS ANGELES CASA of Los Angeles (CASA/LA) is a special volunteer program of the Superior Court. CASA stands for Court Appointed Special
More informationSOUTH LOS ANGELES YOUTH OFFENDER RE-ENTRY PROGRAM A GRANT PROPOSAL
SOUTH LOS ANGELES YOUTH OFFENDER RE-ENTRY PROGRAM A GRANT PROPOSAL www.campaignforyouthjustice.org Guadalupe Torres California State University, Long Beach May 2015 INTRODUCTION Arrest Rates In the City
More informationWarm Line in Orange County
Warm Line in Orange County A g r a n t p r o p o s a l. Cristina Sanchez California State University, Long Beach May 2014 introduction Approximately 1 out of 88 children have been identified as having
More informationHunter College School of Social Work. Child Welfare Competency Course Matrix
EPAS Competency: 2.1.1 Identify as a professional social worker and conduct oneself accordingly. Child welfare competency: Student will act within the professional child welfare worker role at all times,
More informationCalifornia Independent Living Program Transformation Breakthrough Series Collaborative
CA ILP Transformation BSC Project Overview California Independent Living Program Transformation Breakthrough Series Collaborative Project Overview The Challenge The transition to adulthood and economic
More informationA MIDDLE SCHOOL FAMILY INVOLVEMENT PROGRAM TO FOSTER THE ACADEMIC SUCCESS AND COLLEGE ATTAINMENT FOR LATINO STUDENTS: A GRANT PROPOSAL
A MIDDLE SCHOOL FAMILY INVOLVEMENT PROGRAM TO FOSTER THE ACADEMIC SUCCESS AND COLLEGE ATTAINMENT FOR LATINO STUDENTS: A GRANT PROPOSAL By: Briana Guzman, MSW California State University, Long Beach May
More informationCinthia Gonzalez Calvillo. California State University Long Beach May 2014
Peer lead Pre Treatment Programming for Consumers with Mental Health Illness and Criminal Justice Involvement Cinthia Gonzalez Calvillo California State University Long Beach May 2014 Introduction Concern
More informationStandards for the School Social Worker [23.140]
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
More informationMaster of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
More informationCURRENT POSITION OPENINGS 1/09/2015
CURRENT POSITION OPENINGS 1/09/2015 POSITION: Recruitment Specialist Neighborhood Center QUALIFICATIONS: Bachelor s Degree from an accredited university in the human services field. Familiar with and experienced
More informationSCHOOL SOCIAL WORKER EVALUATION SAMPLE EVIDENCES
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
More informationEffective after October 1, 2013
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
More informationN A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S. S t a n d a r d s f o r S o c i a l W o r k P r a c t i c e i n.
N A T I O N A L A S S O C I A T I O N O F S O C I A L W O R K E R S N A S W S t a n d a r d s f o r S o c i a l W o r k P r a c t i c e i n Child Welfare N A S W S t a n d a r d s f o r S o c i a l W
More informationAmend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows:
Initial Proposal Annotated Text June 16, 2016 Page 1 Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Ed 507.14 SCHOOL SOCIAL WORKER (a) For an individual to
More informationAn Educational Training Program for Parents about the Effects of Social Media on Children and Adolescents A Grant Proposal
An Educational Training Program for Parents about the Effects of Social Media on Children and Adolescents A Grant Proposal V A N E S S A M A D R I G A L C A L I F O R N I A S T A T E U N I V E R S I T
More informationM.A. in School Counseling / 2015 2016
M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are
More informationDARRON D. GARNER, PHD; LCSW
DARRON D. GARNER, PHD; LCSW E-mail: ddgarner@pvamu.edu SUMMARY OF EXPERIENCE Nine years of experience an independent social work practitioner in Houston Texas. Combined eight years of demonstrated student
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More informationReynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide
More informationDARRON D. GARNER, PHD; LCSW Phone: 936-261 1670 E-mail: ddgarner@pvamu.edu
DARRON D. GARNER, PHD; LCSW Phone: 936-261 1670 E-mail: ddgarner@pvamu.edu SUMMARY OF EXPERIENCE Ten years of experience as the sole independent practitioner of a behavioral health practice in Houston
More informationHow To Help At Risk People
CAPC, the Child Abuse Prevention Council of San Joaquin County, has a number of new programs beginning in the new fiscal year. Below you will find a brief description of each program and the positions
More information1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
More informationSOCIAL WORKER I SOCIAL WORKER II
MERIT SYSTEM SERVICES Date Established: 01/22/76 Date Revised: 07/01/03 11/07/07 01/17/14 SOCIAL WORKER I SOCIAL WORKER II CLASSIFICATION DEFINITION Performs basic social services casework; identifies
More informationChildren, youth and families with co-occurring mental health and substance abuse issues are welcomed in every contact, and in every setting.
Practice Guidelines for the Identification and Treatment of Co-occurring Mental Health and Substance Abuse Issues In Children, Youth and Families June, 2008 This document is adapted from The Vermont Practice
More informationSTANDARDS FOR GUIDANCE COUNSELING PROGRAMS
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are
More informationChildren, Youth & Families
JULY 2010 Roxana Torrico, MSW Senior Practice Associate rtorrico@naswdc.org Children, Youth & Families YOUTH AGING OUT OF FOSTER CARE: SUPPORTING THEIR TRANSITION INTO ADULTHOOD Young people today face
More informationSenior CAMHS Educational Psychologist (Child and Adolescent Mental Health Service)
Job Title: Job Grade: Directorate: Job Reference Number: Senior CAMHS Educational Psychologist (Child and Adolescent Mental Health Service) Soulbury Salary Range (B) Points 1 4 plus up to 3 SPA Schools,
More informationChildren's Research Triangle (CRT) RPG 5-Year Grant (2007-2012); $1,000,000 annually
Name of Lead Agency Location Title of Project Program Option Geographic Area and Congressional District Served Brief Program Description Children's Research Triangle (CRT) Chicago, IL Family and Child
More informationFoster Care Updated: December 2015
Updated: In 2012, 397,000 children were in foster care, a 30 percent decline from the 1999 peak of 567,000, and a number lower than any seen in any of the past 25 years. In 2014, the number had increased
More informationTreatment Foster Care Program
Treatment Foster Care Program Prospective Foster Parent Information Packet Thank you for making the decision to learn more about becoming a foster family! The process of fostering can be an emotional and
More informationNew Psychotherapy Codes. for Clinical Social Workers
I S S U E Fall N O V E M B E R 2 0 1 2 PracticePerspectives The National Association of Social Workers 750 First Street NE Suite 700 Mirean Coleman, MSW, LICSW, CT Senior Practice Associate Mcoleman@naswdc.org
More informationHow To Get A Teaching License In Wisconsin
Wisconsin Requirements for School Social Workers In order to work in Wisconsin public schools as a school social worker, it is necessary for the individual to be certified as a school social worker by
More informationIn addition to Section 80064 the following shall apply. (Continued)
Small Family Home Regulation Amend Section 83064 to read: Post Hearing: Amend Section 83064(e)(1) to read: Post 15-day Renotice: Amend Section 83064(e) to read: 83064 LICENSEE DUTIES AND RESPONSIBILITIES
More informationFRAMEWORK FOR PRACTICE CASEWORKER COMPETENCE. in a specific environmental setting, and at a particular developmental stage. 2
be safely reunited with his or her family, CPS must implement the alternative permanency plan. FRAMEWORK FOR PRACTICE This section explains how practitioners apply the philosophical tenets described above
More informationCounselor Education Program Mission and Objectives
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
More informationMultidimensional Treatment Foster Care Program (formerly "Treatment Foster Care Program")
BEST PRACTICE Multidimensional Treatment Foster Care Program (formerly "Treatment Foster Care Program") Quick Links To Attributes Of This Practice Characteristics Population Rated Effective By Evaluating
More informationSPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
More informationStandards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
More informationAgency of Human Services
Agency of Human Services Practice Guidelines for the Identification and Treatment of Co-occurring Mental Health and Substance Abuse Issues In Children, Youth and Families The Vermont Practice Guidelines
More informationREHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION
REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION The Master of Science degree prepares rehabilitation counselors for a wide variety of positions in public and private agencies, and private
More informationContent Outlines and KSAs Social Work Licensing Examinations
Content Outlines and KSAs Social Work Licensing Examinations What are KSAs? A KSA is a Knowledge, Skills, and Abilities statement. These statements describe the discrete knowledge components that may be
More informationWhite Paper. School Psychologists: Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services
White Paper School Psychologists: Qualified Health Professionals Providing Child and Adolescent Mental and Behavioral Health Services School psychologists are uniquely trained to deliver high quality mental
More informationSOCIAL WORK RESEARCH ON INTERVENTIONS FOR ADOLESCENT SUBSTANCE MISUSE: A SYSTEMATIC REVIEW OF THE LITERATURE
SOCIAL WORK RESEARCH ON INTERVENTIONS FOR ADOLESCENT SUBSTANCE MISUSE: A SYSTEMATIC REVIEW OF THE LITERATURE By: Christine Kim Cal State University, Long Beach May 2014 INTRODUCTION Substance use among
More informationCASEWORKER SPECIALIZED COMPETENCIES Table of Contents
CASEWORKER SPECIALIZED COMPETENCIES Table of Contents TOPIC 201: ADOPTION AND FOSTER CARE Page 4 201-01: Ability to recruit resource families (foster, adoption, and respite) for children served by the
More informationOregon Department of Human Services. Seniors and People with Disabilities Children, Adults and Families
Oregon Department of Human Seniors and People with Disabilities Children, Adults and Families Oregon Department of Human The Challenge Ahead Over the past several years the Oregon Department of Human has
More informationU.S. Senate. Dear Ms. Shipp, Ms. Berntsen, Ms. DeCesaro, and Ms. Miller:
Becky Shipp Health Policy Advisor Committee on Finance U.S. Senate Washington, D.C. 20510 Anne DeCesaro Staff Director Human Resources Subcommittee Committee on Ways and Means U.S. House of Representatives
More informationPromising Practices in Substance Abuse Treatment for Justice-Involved Youth with FASD
Promising Practices in Substance Abuse Treatment for Justice-Involved Youth with FASD Executive Summary Kaitlyn McLachlan, Katherine Wyper, & Allison Pooley Fetal alcohol spectrum disorder (FASD) is an
More informationState of Washington Sexual Abuse/Assault Services Standards
Washington State Department of Commerce Office of Crime Victims Advocacy State of Washington Sexual Abuse/Assault Services Standards FOR Core Services for Community Sexual Assault Programs Only Information,
More informationKinship Care and Family Connections
New Jersey Department of Children and Families & The NJ Task Force on Child Abuse & Neglect 2015 Biennial Conference: Kinship Care and Family Connections CALL FOR PRESENTATIONS GENERAL INFORMATION The
More informationDepartment of Psychology
Colorado State University 1 Department of Psychology Office in Behavioral Sciences Building, Room 201 (970) 491-3799 colostate.edu/depts/psychology (http://www.colostate.edu/depts/ Psychology) Professor
More informationGuidelines for Non-Discriminatory Practice
1 Guidelines for Non-Discriminatory Practice A publication of the Canadian Psychological Association Approved by CPA, 1996 (updated 2001) Preamble These guidelines were developed to encourage non-discriminatory
More informationTarrant County Job Description
I would like to ask your assistance in recruiting applicants for a Family Engagement Support Specialist to work with a project funded by the Models for Change project (John D. and Catherine T. MacArthur
More informationEXECUTIVE DIRECTOR Job Description. About CASA. Position Summary
About CASA CASA is a Community Benefit Organization, tax-exempt 501(c) 3 corporation established to advocate for abused and neglected children in the Juvenile Court process. CASA provides abused and neglected
More informationMaster of Social Work. graduate school in child development
Master of Social Work graduate school in child development You can be a different kind of child and family social worker one equipped with an interdisciplinary and deep understanding of social work and
More informationThe Effect of Family Background on the Risk of Homelessness in a Cohort of Danish Adolescents
The Effect of Family Background on the Risk of Homelessness in a Cohort of Danish Adolescents Lars Benjaminsen The Danish National Center for Social Research Problem What is the family background of young
More informationContra Costa County System of Care Planning and Policy Council Memorandum of Understanding
Contra Costa County System of Care Planning and Policy Council Memorandum of Understanding This Memorandum of Understanding is created for the purpose of forming a multiagency collaborative called the
More informationOption 2: School Social Workers Evaluation Report (5 point rating scale with scoring guide)
Option 2: School Social Workers Evaluation Report (5 point rating scale with scoring guide) SSW: Supervisor: School(s)/Area/Districts: Date: / / Criteria 1. The SSW demonstrates commitment to the values
More informationCare Programme Approach (CPA)
Care Programme Approach (CPA) The Care Programme Approach (CPA) is used to plan many people s mental health care. This factsheet explains what it is, when you should get and when it might stop. The Care
More informationHuman Services Technician
Human Services Technician Program Proposal Presented to the South Dakota State Board of Education March 2013 Mitchell Technical Institute 1800 E. Spruce St. Mitchell, SD 57301 Mitchell Technical Institute
More informationAdolescent Services Strategic Plan:
Adolescent Services Strategic Plan: Striving for Success in Transitions to Adulthood 2011 2014 Prepared by Kerrie Ocasio, MSW, Ph.D. Candidate Institute for Families at the Rutgers School of Social Work
More informationTo help improve the educational experience and general wellbeing of those students who are unable to profit from the existing school program.
LOCATOR: 3.01 TITLE: School Psychologist QUALIFICATIONS: 1. Valid Connecticut certification with endorsement as psychologist. 2. Such alternatives to the above qualifications as the Board may find appropriate
More informationPRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
More informationSOCIAL WORKER TRAINEE
Department for Children and Families Job Descriptions SOCIAL WKER TRAINEE Job Code: 502600 Pay Plan: Classified Pay Grade: 21 Occupational Category: Human Services Effective Date: 11/22/2009 Class Definition:
More informationSafe Schools/Healthy Students (SS/HS) Washington Complex Award 2.21 million per year for four years
Safe Schools/Healthy Students (SS/HS) Washington Complex Award 2.21 million per year for four years The SS/HS Initiative A unique collaboration among the U.S. Departments of Education, Health and Human
More informationResearch and Program Brief
National Center for Mental Health and Juvenile Justice NCMHJJ June 2006 Research and Program Brief Research and Program Briefs are periodic publications aimed at improving policy and practice for youth
More informationJuvenile and Domestic Relations District Court
LOB #190: LONG-TERM RESIDENTIAL CARE Purpose The Long-Term Residential Care (LTRC) Line of Business incorporates three programs: Boys Probation House (BPH) Foundations Transitional Living Program (TLP)
More informationContents. Introduction. Guiding Principles. Shifting Trends. Goals of the Standards. Definitions. Standards. Standard 1.
Contents Introduction Guiding Principles Shifting Trends Goals of the Standards Definitions Standards Standard 1. Ethics and Values Standard 2. Qualifications Standard 3. Assessment Standard 4. Intervention
More informationCollege of Education. Rehabilitation Counseling
* 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working
More informationThe Wraparound Process: An Overview of Implementation Essentials
This document was peer reviewed through the NWI. Supporting Wraparound Implementation: Chapter 5a.2 The Wraparound Process: An Overview of Implementation Essentials Eric Bruns, Co-Director, National Wraparound
More informationMARALEE WALSH, Ph.D., M.S.W., L.C.S.W. 386-445-0791(H) Email: Mwalsh9025@aol.com
MARALEE WALSH, Ph.D., M.S.W., L.C.S.W. 386-445-0791(H) Email: Mwalsh9025@aol.com PROFESSIONAL EXPERIENCE 2008-Present Clinical Instructor University of Central Florida Teach assigned Master Level Social
More information2001-2002 Antioch University Los Angeles, CA M.A. Clinical Psychology. 1989-1993 Pace University New York, NY B.A. Theatrical Arts
Jeanette S. Yoffe M.A., MFT #42758 EDUCATION Phone: 310-351-8113 Email: info@celiacenter.org Web: www.celiacenter.org 2001-2002 Antioch University Los Angeles, CA M.A. Clinical Psychology 1989-1993 Pace
More informationTestifying in Court about Trauma: How to Prepare
Testifying in Court about Trauma: How to Prepare It is critical that therapists willingly go to court to try to impart their knowledge to the judge. The judge will only make a good decision if he or she
More informationLRC: Collection of Professional Journals and Newsletters
LRC: Collection of Professional Journals and Newsletters Journals are listed by current name. For list of former journals and their current name, view the table after this list. Abnormal Psychology (CTS)
More informationCertified Criminal Justice Professional (CCJP) Appendix B
Certified Criminal Justice Professional (CCJP) Appendix B Appendix B Certified Criminal Justice Professional (CCJP) Performance Domains and Job Tasks Domain I: Dynamics of Addiction and Criminal Behavior
More informationDue to the collaborative nature of our session, please find your designated section: Elementary, Middle or High School
WELCOME BUILDING A FOUNDATION: FIRST STEPS IN CREATING AN ASCA CERTIFIED COMPREHENSIVE SCHOOL COUNSELING PROGRAM Due to the collaborative nature of our session, please find your designated section: Elementary,
More informationDanielle C. Audet, Psy.D.
Danielle Audet, Psy.D. Page 1 of 7 Danielle C. Audet, Psy.D. Massachusetts General Hospital Law and Psychiatry Service Juvenile Court Consultation Program One Bowdoin Square, 15 New Chardon Street Boston,
More information. Maryland Department of Human Resources FY2015 Title IV-E Training Updates (January-June 2015)
. Maryland Department of Human Resources FY2015 Title IV-E Training Updates (January-June 2015) In-service Instruction Courses 1 Advanced CPS Risk Assessment Interviewing This workshop offers intense practice
More informationHow To Learn To Be A Counselor
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of the roles and functions of professional
More informationSocial Work. Social Work 1
Social Work The social work profession is dedicated to improving the quality of life for individuals, groups, and communities. It addresses a variety of human needs in the context of complex personal and
More informationWritten statement of the American Psychological Association. Hearing before the United States Senate Committee on the Judiciary
Written statement of the American Psychological Association Hearing before the United States Senate Committee on the Judiciary Breaking the Cycle: Mental Health and the Justice System February 10, 2016
More informationPROVIDING COGNITIVE BEHAVIORAL THERAPY FOR VETERANS: A GRANT PROPOSAL ROGELIO BECERRA CALIFORNIA STATE UNIVERSITY, LONG BEACH MAY 2014
PROVIDING COGNITIVE BEHAVIORAL THERAPY FOR VETERANS: A GRANT PROPOSAL ROGELIO BECERRA CALIFORNIA STATE UNIVERSITY, LONG BEACH MAY 2014 Introduction The Institute of Medicine (IOM) released a report, entitled
More informationCounselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
More informationDEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY
VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective
More informationJudson ISD: Guidance and Counseling
Judson ISD: Guidance and Counseling Annual Report 2013-2014 I am pleased to provide the annual report for 2013-2014. The Judson ISD Comprehensive and Developmental Guidance and Counseling Program is delivered
More informationJUSTICE INVOLVED YOUTH-IN-TRANSITION. April Graham CSW DJJS Salt Lake Case Management aprilgraham@utah.gov- 801-265-7576 October 2014
JUSTICE INVOLVED YOUTH-IN-TRANSITION April Graham CSW DJJS Salt Lake Case Management aprilgraham@utah.gov- 801-265-7576 October 2014 FOCUS OF PRESENTATION 1. WHAT ARE THE BARRIERS THAT YOUTH HAVE IN TRANSITIONING
More informationUNDER DEVELOPMENT CLASS TITLE: Social Work Support Technician (currently Youth Residential Worker 1)
OCCUPATIONAL GROUP: Social Services CLASS FAMILY: Social Work CLASS FAMILY DESCRIPTION: This family of positions includes those whose purpose is to provide social services to various populations, including
More informationDCYF. Summit on Improving Outcomes: Procuring DCYF Services for Children and Families
DCYF Healthy Children and Youth Strong Families Diverse Caring Communities Summit on Improving Outcomes: Procuring DCYF Services for Children and Families November 17-18, 2015 Summit on Improving Outcomes
More informationHow To Help Someone Who Is Depressed
ACADEMIC HISTORY: JEROLD M. GRODIN, Ph.D. 526 Maple Avenue Saratoga Springs, New York 12866 Tel.: (518) 587-4161 Fax: (518) 587-5134 1985-1988 Postdoctoral Program in Psychotherapy 1983 Ph.D. Counseling
More informationCACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the
CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary
More informationFOSTER CARE POLICIES AND PROCEDURES
FOSTER CARE POLICIES AND PROCEDURES REASON FOR INVESTIGATION Concerned about the impact of the foster-care system on children, the Grand Jury decided to investigate the practices and procedures of foster
More informationPreventing Sex Trafficking and Strengthening Families Act of 2014
Preventing Sex Trafficking and Strengthening Families Act of 2014 Preventing Sex Trafficking and Strengthening Families Act of 2014 (H.R. 2980) Summary of Child Welfare Provisions Title I Protecting Children
More informationCourse offerings and Descriptions CED Counseling and Educational Development Courses
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the
More informationWorkshops on Borderline Personality Disorder for Mental Health Clinicians
Workshops on Borderline Personality Disorder for Mental Health Clinicians Christina Mendoza California State University, Long Beach May 2014 Introduction Prevalence Borderline personality disorder (BPD)
More informationDenver Department of Human Services (DDHS)
Name of Lead Agency Location Title of Project Program Option Geographic Area and Congressional District Served Brief Program Description Target Population Participants Served Denver Department of Human
More informationJOB POSTING (INTERNAL/EXTERNAL) COUNSELLOR FULL-TIME, PERMANENT POSITION
JOB POSTING (INTERNAL/EXTERNAL) COUNSELLOR FULL-TIME, PERMANENT POSITION The Barbra Schlifer Clinic offers legal representation, professional counselling, court support, transitional and housing support
More informationSTEPHEN J. KOFFMAN, LCSW
STEPHEN J. KOFFMAN, LCSW skoffman@usc.edu PROFESSIONAL PROFILE Dedicated to establishing professional relationships, working partnerships and providing effective connections and support to strengthen communities.
More informationG. LAWRENCE FARMER, MSW, PH.D. EDUCATION Institution and Location Degree Years
G. LAWRENCE FARMER, MSW, PH.D. OFFICE ADDRESS Fordham University, the Jesuit University of New York School of Social Service 113West 60 th Street Room 719-A New York, NY 10023-7484 Phone: (212) 636-7081
More informationInformation for Applicants
Graduate Studies in Clinical Psychology at the University of Victoria Information for Applicants Program Philosophy and Mission Our CPA-accredited graduate program in clinical psychology is based on the
More information