What Is a System Of Care

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What Is a System Of Care?
Access to comprehensive, coordinated and
integrated services between home, school, and
community based services

• Individualized Services
• Advocacy
• Family, Youth and Professional Partnerships
• Culturally and Linguistically Competent Services

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Comprehensive Community Involvement

• Partners
• Association for Childrens Mental Health
• Community Mental Health Authority
• 30th Judicial Court-Family Division
• Ingham County Department of Human Services

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Comprehensive Community Involvement

• Partners
• Ingham Intermediate School District
• Lansing School District
• Child Family Services
• St. Vincent Catholic Charities
• Families
• Youth

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Ingham Countys System Of Care
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Year One Planning

• Hire Key Positions
• Work with Impact Partnership
• Create Shared Vision
• Develop Sustainability Plan
• Establish Evaluation Criteria
• Determine Training Needs

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Year Two-Six Supports

• Increase the capacity and quality of current
  services including
• Family Youth Involvement
• Intensive home community based services
• Child psychiatry
• Wraparound process
• Respite services

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Year Two-Six Supports

• Impact will develop new services including
• ?

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• WORKGROUPS

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Workgroup Structure

• Sustainability Workgroup
• Goal develop and implement a plan for
  sustainability
• Communications Workgroup
• Goal communicate the message of Impact to the
  system partners, children/youth and families, and
  community at large

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Workgroup Structure

• Learning Community Workgroup
• Goal develop strategies that promote continuous
  learning throughout the Ingham County System of
  Care

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Workgroup Structure

• System Assessment, Services, and Supports
• Goal assess currently available services as well
  as develop strategies to support/expand their
  capacity. Also consider what new services may be
  developed to meet

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• REFERRAL AND ENROLLMENT PROCESS

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What Is SED?

• What behaviors might you see from a child/youth
  that has SED?

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What Is SED?(Serious Emotional Disturbance)

• A diagnosable mental, emotional or behavioral
  disorder
• A significant impairment in individual, home,
  school, and/or community functioning (CAFAS)
• Has lasted for, or is expected to last for, a
  year or more
• Involvement in multiple systems
• High risk of out-of-home placement or placement
  in a residential treatment center

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What could SED look like

• This is a child that is having a bad year versus
  a bad month. They do poorly in home, school,
  and/or in the community.
• Poor peer relationships
• Struggle with managing emotions
• Threat of severe harm to self or others
• Limited school success
• Substance use or abuse

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Who Is Eligible For Impact

• Children and youth that are eligible for Impact
  Services and supports must meet the criteria for
  CEI-CMHA Family Guidance Services (FGS), which
  are
• Age school aged children (5-17years)
• Serious Emotional Disturbance (SED)
• At risk of out of home placement

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Additional Eligibility Criteria

• Ingham County Resident
• Multi-system involvement (court and/or DHS), or
  at risk of multi-system involvement.

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How Do You Refer a Child To Impact

• The referring agency is to call Family Guidance
  Services (FGS) emergency services at 346-8008.
• Provide the childs name (with correct spelling)
  and date of birth, along with all pertinent
  information

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Referral Process

• Family or youth are referred through CEI-CMHA
  Central Access at 346-8318
• Family or youth can self refer
• Or they can be referred by a community agency
  (court, DHS, school, etc)

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Enrollment Process

• Central Access will schedule the family for a
  diagnostic assessment with Family Guidance
  Services (FGS)
• From the assessment the level of care and
  eligibility status will be determined
• The family will be offered the service that meets
  their level of need

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Enrollment Process

• When a family is accepted into FGS they will
  begin the therapy process and are simultaneously
  being offered the services available through
  Impact.
• The family and/or the referring party will
  present the information to the System of Care
  Team for official approval, enrollment and
  welcoming into Impact.

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Services Available Through Impact

• Home-Based Therapy (FGS)
• Wraparound Process
• Family Advocate

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Family Guidance Services

• Individual and family therapy
• Case management
• Love and Logic parent training
• Psychiatry
• Childrens emergency services
• Behavioral management
• Mentors (child and parent)

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Wraparound Process

• Strength-based, family-centered wraparound
  facilitation activities to include
• Working with family and referring agency to
  identify familys strengths, needs, and ultimate
  family goal in multiple life domains and to
  identify the Child and Family Team members
• Developing an individualized family-centered plan
  to include the familys strengths, identified
  resources, and a crisis plan.

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Family Advocate

• Provide information and community linkages
• Build bridges between family and community
  agencies by modeling effective partnership
  building skills
• Assist families in developing negotiation and
  conflict resolution skills to successfully
  navigate community organizations
• Support families in reconnecting in a positive
  manner with their child(ren)

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Core Values
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CORE VALUES

• Family-Driven Care
• Youth-Guided Care
• Accessible and High Quality Services
• Culturally and Linguistically Competent Services
• Individualized Care
• Coordinated Care
• Collaborative Care

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In your Group

• Talk about how your agency is currently using
  these values in working with youth and families.
• Write at least one example of how your agency
  shows this core value on your paper.

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FamilyDriven Care

• Families want the best for their children and
  have a primary decision-making role in the care
  and development of their own children.

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FamilyDriven Care

• This includes
• Developing Child and Family Teams
• Setting goals with their team
• Family choosing supports, services and providers
• Partnering in funding decisions
• Designing and implementing programs
• Monitoring outcomes

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YouthGuided Care

• Youth are supported in becoming advocates for
  themselves and have a voice that is heard.
  Youths perspective is solicited, valued, and
  incorporated into their care

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YouthGuided Care

• This includes
• Youth actively participate in meetings
• Youth are empowered, educated, and given a
  decision making role in their own care
• Training and support is provided to the youth
• Youth can speak on their experiences
• Adults value what youth have to say
• Youth are compensated for their work

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Accessible And High Quality Services

• There is equitable and easy access to high
  quality services and supports

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Accessible And High Quality Services

• This includes
• Services are accessible and available
• Services are transparent families understand
  how to initiate them and are comfortable in
  seeking them
• Services are continually evaluated to determine
  their effectiveness
• Services are committed to continuous quality
  improvement processes

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Culturally And Linguistically Competent Services

• According to Georgetown University and CASSP
  Technical Assistance Center
• Cultural and linguistic competence is a set of
  compatible behaviors, attitudes, and policies
  that come together in a system, agency, or among
  professionals that enables effective work in
  cross-cultural situations

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• CULTURE
• Culture refers to integrated patterns of human
  behavior that include the language, thoughts,
  communications, actions, customs, beliefs,
  values, and institutions of racial, ethnic,
  religious, or social groups.

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• COMPETENCE
• Competence implies having the capacity to
  function effectively as an individual and an
  organization within the context of the cultural
  beliefs, behaviors, and needs presented by
  consumers and their communities.

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Culturally And Linguistically Competent Service

• This includes
• Learning and respecting the family culture
• Being aware of the impact of several cultural
  processes in and on the family (i.e. youth,
  poverty, ethnic, deaf, mental illness, etc)
• Be cognizant of language used
• no acronyms or field related words
• simplified/easily understood

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Individualized Care

• Services and supports are driven by and
  responsive to the strengths and needs of each
  child and family

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Individualized Care

• This includes
• Recognition of the familys and youths strengths
• A description of need, concerns and unique
  circumstances of each particular family
• Community resources to be engaged, including
  non-mental health services
• Creative problem-solving by the team
• Strategies to address cultural and linguistic
  needs

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Coordinated Care

• Goals, roles, and responsibilities of each
  partner, provider, and organization are clearly
  defined, information is exchanged, and services
  and activities are enhanced for effectiveness.
  Services and activities are coordinated in a
  manner that reduces unnecessary duplication.
  All are working from the same plan and in the
  same direction.

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Coordinated Care

• This includes
• Assisting all partners in understanding
  organizational mandates and roles
• Sharing all relevant information
• Agreement on important words
• Using consensus to gain a level of commitment
  from all parties to work from the same plan

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Collaborative Care

• Partner agencies, providers, and organizations
  provide a seamless system of services and
  supports for children and families by
• Exchanging information
• Jointly altering activities
• Sharing resources
• Enhancing the capacity of each other for mutual
  benefit and to achieve a common purpose
• Values, goals, and resources are shared.

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Collaborative Care

• This includes
• Working with Child and Family Team to develop and
  implement individualized family-centered plan
• Parents and youth are partners in the process at
  all levels
• Use of Communication Guidelines
• Sharing resources and responsibilities from one
  family plan

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FRUIT SALAD

• Find 5 people of different fruit types and form a
  team.
• Talk about why would we form teams when working
  with a youth and family.
• Who should be members of that team and why.
• Document this on your paper.

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• Child and Family Teams

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Why Teams?

• Traditional single intervention is not as
  effective or doesnt meet needs when child/family
  are being served by multiple systems
• Working in a vacuum of your agency, school, etc.
  provides fragmented help and less opportunities
  to achieve good outcomes and more chances
  families will be blamed
• Blending of expertise and information creates a
  clearer idea of what might work

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Why Teams?

• The use of an organized wraparound approach
  provides role clarification and increases the
  helping process
• Shared mission and outcomes increases result
  oriented approaches
• Better use of assets, strengths and resources of
  all agencies and family members.

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WHO MIGHT TEAM MEMBERS BE?
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Who Are The Child And Families Supports?

• When something good happens in your life who do
  you call?
• Who do you call if something stressful happens?
• If you checked your email, phone bills who have
  you been in contact with in the last 3-6 months?

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Who Are The Child And Families Supports?

• Who was supportive in the past?
• Who thinks your child(ren) are the best kid(s)
  ever?
• Who will impact whether or not the team meets the
  outcomes?
• Think of all areas of your life , who supports
  you in those areas? Do you need more support?
  What about other family members?

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Common Members Of Teams

• All family members (extended) the more family
  members the better the process.
• Child/youth involvement. Although this is highly
  encouraged for the process to work, parents
  should decide.
• Child welfare worker, Therapist, Probation
  Officer

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Common Members Of Teams

• School personnel Principal, teachers, social
  worker, lunch lady, secretary, janitor, etc.
• Neighbors, friends, co-workers, coaches,
  faith-based people or anyone else the
  child/youth/family identifies

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The Results Of The Team Process

• Shared information and expertise that is useful
  and communicated in a strength-based,
  needs-driven process increases successful
  outcomes of a child, youth and familys life

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The Results Of The Team Process

• The system responds to needs, utilizes their
  strengths, resources and assets while blending
  with the familys strengths to create
  opportunities that they know will produce results
  (That is the charge of the Team)

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QUESTIONS FOR THE TEAM

• What are Barriers/Challenges that have you
  experienced in working with teams?
• What are the Benefits/Opportunities that you have
  experienced in working with teams?

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• Communication Guidelines

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Communication Guidelines

• That no party will give up. The mission of
  improving and maintaining good communication is
  essential and will be approached in the spirit of
  unconditional care and regard.
• To respect all participants for their special
  expertise.

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Communication Guidelines

• To understand that parents are the ultimate
  experts on their childs behavior and life, and
  that parental ownership of plans and
  interventions come from their complete
  involvement at all levels of the System of Care
• To understand that basic access to the table
  where decisions are made is a right of all
  parties. Never about us without us!

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Communication Guidelines

• To strive to be aware of individual family
  culture and of the diversity of approaches,
  preferences, traditions, and histories that
  exist. Each participant should be aware of
  individual family culture and approach others
  cultures in a way that shows respect and
  appreciation for diversity.

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• Problem Solving Process