Targeted Case Management Building Scaffolds of Support

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Targeted Case ManagementBuilding Scaffolds of
Support
Jane Barr Berry Street Victoria April 2006
Contact 51 34 5971 jbarr_at_berrystreet.org.au
www.berrystreet.org.au
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ABOUT BERRY STREET VICTORIA

• Established in 1877
• Extensive experience in the provision of social
  and educational support to disadvantaged children
  and young people
• Work with 5,000 children across the state each
  year, 2,000 are involved in our education and
  support programs
• In Gippsland has developed broad range of
  education and support programs which
• - supports over 200 young people per month

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Berry Street Victoria SERVICES

• Partnerships with Department of Education
• Partnership with Traralgon College
• Baw Baw Latrobe Local Learning Employment Network
• Trust Funds Foundations
• Berry Street Victoria
• DEWR TRY Youth Community Services, West
  Gippsland Health Care Group
• Kurnai, Lowanna Traralgon Colleges
• Commercial Rd Primary School,
• Lowanna College
• DHS Disability and Child Protection Services
• DHS Innovations- Anglicare, Queen Elizabeth,
  Latrobe City, CASA

• Gippsland Wilderness Program
• Go For VCAL (Community based VCAL
• Dare To Make Change Program
• Girls Stuff self-esteem program
• First Steps Program
• Job Placement Employment Training Program ( JPET)
• School ACE Program ( SCACE)
• RISE Educational Support Services
• Youth Support Counselling Program
• Family Matters Program

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WORKING WITH CHILDREN WITH COMMON NEEDS

• Characteristics of target group- barriers
• Multiple separations from parents
• Disrupted education
• Learning difficulties, low literacy/numeracy
  or language disorder
• Intellectual disabilities
• Peer and serious social issues
• Substance abuse issues
• Aggressive or chronic behaviours
• Disrupted sibling relationships
• Poor physical health in early years
• Chronic diagnosis
• Kids who experience high levels of trauma ie kids
  in care or victims of physical abuse, emotional,
  sexual abuse
• Non-involvement in the community and school leads
  to serious social consequences as such as
  alienation, loneliness, low self-esteem, boredom,
  intolerance of others, underemployment ,
  unemployment, criminal behaviour and homelessness

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CASE MANAGEMENT in a community development
Framework

• Case Management in a community development
  framework considers
• Pathways considers the life stages, transitions
  and milestone that young people move through
• Place the role of communities and place in
  shaping the immediate environment for health and
  well-being
• Interventions service intervention as part of a
  broader system approach

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Building Networks

• Interagency collaboration and partnerships with
  schools and the wider community is essential if
  interventions are to bring about desired change.
• It takes a village to education a
  child

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Community Capacity Building Approach

• Case Management Tripartite Integrated Approach
• Considers all aspects of a young persons life
  and is highly individualised with a strong focus
  on engagement
• Alters existing structures practice within
  schools tailored programs, and curriculum
  developments within schools
• Systemic -Advocates in the community for the
  educational/vocational needs of young people
  develops programs/strategies to meet need

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Building Networks

• Critical to the success of Case Management is the
  inclusion of networks and resources
• Building school links and understanding with
  local employment agencies, with community health
  centres, TAFE colleges, or with other agencies
  will extend schools capacity to tailor
  appropriate support to meet student needs
  Memorandums of Understanding MOU are useful for
  formalising links
• Making students more personally aware of the
  range of local community health and employment
  services will build their personal networks and
  extend their choices of support and intervention.

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Underpinning Philosophy of Building Healthy
Relationships

• Each young person is known and valued and cared
  for..
• Staff are valued and included, and thus have a
  stake in the outcome
• Operational values are inclusive, open, fair and
  welcoming
• Trust, valued relationships and strengthening
  knowledge is the cornerstone of our approach
• Targeted to meet hierarchy of needs but has long
  term benefits
• Re-affirms a sense of hope and belonging about
  our place in the world
• Builds a sense of future

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Strengthening Learning Relationships

• Learning is tailored
• Engagement is heightened if student has choices
• Direct assistance, on one-to-one basis is a vital
  component of successful engagement and
  interconnectedness
• When young people are in turmoil, they need
  authentic and ongoing support to stay engaged in
  learning
• Young people will come to know and respect their
  school if they feel they have the sense of
  belonging
• Teaching program provides opportunity for new
  learnings to be explored in a co-operative, open
  and respectful climate.

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Leadership Capacity

• Community Development in a Case Management
  Framework
• Requires leadership - team of leaders/advisors/
  or key workers who
• Co-ordinate the approach of others be it
  agencies, departments, school personnel using a
  team approach
• Co-ordinates the services to an
• Individual's) to ensure there is inclusion

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Elements to effective case management

• Key elements of Case Management include
• Assessment of Needs (Individual/ community) which
  covers all dimensions of young persons life
• Strengthening of the relationships at all levels
• Young persons family
• School/ educational setting
• Important connections to wider community and
  agencies Reduces fragmentation through increased
  communication
• Matching support/ networks and programs to meet
  needs
• Ongoing problem solving Resourcing to addresses
  complex needs of individual or/ team
• Regular reviews processes with individuals and
  team with good communication across all levels
  to ensure inclusiveness
• Flexibility to change plan when needed
• Review and monitoring

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Elements to effective case management

• Predictability establish clear and explicit
  understanding of expectations, boundaries
  consequences
• Understanding of young persons developmental
  level
• Encouragement of everyday social
  reinforcement/practice new behaviour (role
  modelling)
• Build on strengths
• Build on interests/ aspirations
• Encouraging self expression labelling feelings
• Identifying problem areas develop
  strategies/goals to make personal changes.

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Bringing about awareness-Indicators of need for
targeted approach

• Indicators across these sectors would be of
  concern to key worker, and therefore should
  always involved welfare assistance/team as part
  of planning and support
• Changes in Behaviour
• Social withdrawal
• School Refusal
• Aggression
• Extreme Risk Taking
• Self-destructive behaviour
• Anti-social behaviour
• Abuse
• Somatic
• Fatigue
• Headaches
• Abdominal Pains
• Sleep disturbances/reversed sleep wake-cycle
  (reported)
• Appetite changes
• Psychological
• Sadness/absence of enjoyment
• Poor self-esteem

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Professional Development

• Professional Development
• Understanding knowledge of other services
• Ongoing support and materials development
• Understanding confidentiality requirements
• Current knowledge of the education and training
  systems
• How to establish agreed upon objectives with
  participants pathway planning
• More complex training ie managing aggressive
  behaviours, navigating and developing
  understanding of child protection and mental
  health systems etc.
• Materials to assist in the starting up process
  this may include proforma, sample plans and
  confidentiality requirements
• Career tools
• Basic counselling skills and
• Knowledge of other services, particular programs
  and providers to be able to refer young person to
  when appropriate

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Service Provision Flowchart

• Establishing case management
• Peers
• Family
• School personnel
• Community / Agencies
• Self

Assessment Phase Individual Transition Service
Plan Incorporating
Education/training
Counselling Mediation Personal support Linked
to school based support
Basic Life skills Preparatory life skills
Financial Assistance Income
Family relationships
Assistance, Support Guidance Phase
Link Assessment Phase Case Management Including
access to personal support needs
Preparatory or prevocational training
School/subjects
Employment
Ongoing Monitoring
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