DOCSLIB.ORG

Adult Protective Services Curriculum Training Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Adult Protective Services Curriculum Training Manual Adult Protective Services Curriculum Training Manual Part I: Foundations of Adult Protective Services Part II: Collaborating for Best Practice Part III: Intervention Strategies in APS Joan Groessl, MSW, PhD, LCSW University of Wisconsin-Green Bay Under contract through Office of Continuing Education and Community Outreach Curriculum developed with funding by the Wisconsin Department of Health Services Adult Protective Services Division October, 2018 Table of Contents Acknowledgements ..................................................................................................... 4 Curriculum Developer Information.............................................................................. 5 Brief Training Outline ..................................................................................................... 6 Day 1: Foundations of Adult Protective Services ........................................................................ 6 Training Objectives .......................................................................................................................... 6 Outline ................................................................................................................................................. 6 Day 2: Collaborating for Best Practice ........................................................................................... 7 Training Objectives .......................................................................................................................... 7 Outline ................................................................................................................................................. 7 Day 3: Intervention Strategies in APS .............................................................................................. 7 Training Objectives .......................................................................................................................... 7 Outline ................................................................................................................................................. 8 Notes to Trainer ..................................................................................................................................... 9 Training logistics ................................................................................................................................. 10 Day 1: Foundations of Adult Protective Services Curriculum Overview ................ 12 Curriculum Timing (330 minutes) ................................................................................................... 12 Learning objectives ........................................................................................................................... 12 List of handouts ................................................................................................................................... 13 Advanced Preparation .................................................................................................................... 13 Daily Timing ......................................................................................................................................... 14 Module 1 – Introduction to Training Overview ........................................................................... 15 Module 1 – Introduction to Training .............................................................................................. 16 Module 2 - Nuts and Bolts of Adult Protective Services Overview ....................................... 23 Module 2 - Nuts and Bolts of Adult Protective Services .......................................................... 24 Module 3: Statutory Guidelines Overview .................................................................................. 38 Module 3: Statutory Guidelines ...................................................................................................... 39 Module 4: Interfacing with Other Systems Overview ............................................................... 55 Module 4: Interfacing with Other Systems .................................................................................. 56 Module 5: Strategies for Ethical Practice Overview ................................................................. 60 1 Module 5: Strategies for Ethical Practice .................................................................................... 61 Module 6: Closing Overview .......................................................................................................... 73 Module 6: Closing .............................................................................................................................. 74 Day 2: Collaborating for Best Practice ...................................................................... 75 Curriculum Timing (330 minutes) ................................................................................................... 75 Learning Objectives .......................................................................................................................... 75 List of Handouts ................................................................................................................................... 76 Advanced Preparation .................................................................................................................... 76 Daily Timing ......................................................................................................................................... 78 Module 1 – Overview, Introductions and Brief Review of Prior Training ............................. 79 Module 1: Overview, Introductions, and Brief Review of the training. ............................... 80 Module 2 – Collaboration across Systems Overview .............................................................. 82 Module 2: Collaboration across Systems .................................................................................... 84 Module 3: Expanding Statutory Awareness Overview ............................................................ 95 Module 3: Expanding Statutory Awareness ............................................................................... 96 Module 4: WI System of Care for APS Overview ..................................................................... 103 Module 5: Ethical Imperatives Overview .................................................................................. 108 Module 5: Ethical Imperatives ...................................................................................................... 109 Module 6 – Wrap Up Overview .................................................................................................... 130 Module 6: Wrap Up ......................................................................................................................... 131 Day 3 Intervention Strategies in APS ....................................................................... 132 Curriculum Timing (330 minutes) ................................................................................................. 132 Learning Objectives ........................................................................................................................ 132 List of Handouts ................................................................................................................................. 133 Advanced Preparation .................................................................................................................. 134 Daily Timing ....................................................................................................................................... 135 Module 1 - Overview, Introductions, and Follow-Up Overview .......................................... 136 Module 1: Introductions, Overview and Follow-up ................................................................ 137 Module 2 - Effective Case Management Strategies Overview .......................................... 139 Module 2 - Effective Case Management Strategies ............................................................. 140 Module 3: Assessment Overview ................................................................................................ 147 Module 3 Assessment ..................................................................................................................... 148 2 Module 4 Overview: Planning ...................................................................................................... 166 Module 4: Planning ......................................................................................................................... 167 Module 5 Documentation in APS Overview ............................................................................. 183 Module 5: Documentation within APS ....................................................................................... 184 Module 6 Professional Development Planning Overview .................................................... 199 Module 6 Professional Development Planning ....................................................................... 200 References ................................................................................................................. 202 3 Acknowledgements Content recommendation for this training was created through the Adult Protective Services Workgroups convened by the Wisconsin Department of Health Services. Members participating in
Load more

Recommended publications
  • 2019 Annual Pest Abatement Report
    2019 Annual Report Desireé Keeney, Deputy Director Chris Culley, Division Coordinator 12/31/2019 Page | 2 Contents 2019 Annual Report ....................................................................................................................................................1 Mission Statement......................................................................................................................................................3 District History ............................................................................................................................................................3 Pest Control Management and Staff ..........................................................................................................................3 Training and Education ...............................................................................................................................................3 Pest Abatement 2019 Operations ..............................................................................................................................4 Pocket Gophers (Thomomys species) .....................................................................................................................5 Yellow-bellied marmots (Marmota flaviventis)......................................................................................................6 Addition of a fifth crew ...........................................................................................................................................7
    [Show full text]
  • Pilot House-2005-0037036
    FOR OHF USE IMPORTANT NOTICE LL1 THIS AGENCY IS REQUESTING DISCLOSURE OF INFORMATION THAT IS NECESSARY TO ACCOMPLISH THE STATUTORY 2005 PURPOSE AS OUTLINED IN 210 ILCS 45/3-208. DISCLOSURE STATE OF ILLINOIS OF THIS INFORMATION IS MANDATORY. FAILURE TO PROVIDE DEPARTMENT OF HEALTHCARE AND FAMILY SERVICES ANY INFORMATION ON OR BEFORE THE DUE DATE WILL FINANCIAL AND STATISTICAL REPORT FOR RESULT IN CESSATION OF PROGRAM PAYMENTS. THIS FORM LONG-TERM CARE FACILITIES HAS BEEN APPROVED BY THE FORMS MANAGEMENT CENTER. (FISCAL YEAR 2005) I. IDPH Facility ID Number: 0037036 II. CERTIFICATION BY AUTHORIZED FACILITY OFFICER Facility Name: Pilot House I have examined the contents of the accompanying report to the Address: 1111 Washington Avenue, Box 369 Cairo 62914 State of Illinois, for the period from 1/1/05 to 12/31/05 Number City Zip Code and certify to the best of my knowledge and belief that the said contents are true, accurate and complete statements in accordance with County: Alexander applicable instructions. Declaration of preparer (other than provider) is based on all information of which preparer has any knowledge. Telephone Number: 618 734-3706 Fax # 618 833-4993 Intentional misrepresentation or falsification of any information IDPA ID Number: 37-1272696001 in this cost report may be punishable by fine and/or imprisonment. Date of Initial License for Current Owners: 08/25/88 (Signed) Officer or (Date) Type of Ownership: Administrator (Type or Print Name) Richard Stroh of Provider VOLUNTARY,NON-PROFIT X PROPRIETARY GOVERNMENTAL (Title) Asst. Comptroller Charitable Corp. Individual State Trust Partnership County (Signed) IRS Exemption Code X Corporation Other (Date) "Sub-S" Corp.
    [Show full text]
  • House Training
    HOUSE TRAINING Teaching your dog or puppy to eliminate at the right time and in the right place is one of the most important first steps you can take for a long, happy life together. House training your dog or puppy requires patience, commitment, consistency and positive reinforcement. Accidents are part of the process, but the more consistent you are with house training procedures, the faster your dog or puppy will learn where and when to go. PREPARATION Having the following on hand before you begin house training will make the process go much smoother: • Crate (just large enough for your dog or puppy to lay down comfortably stretched out). o See Crate Training tip sheet for more information. • Schedule (that includes bathroom times, walks, feeding, etc...). • Designated bathroom spot outdoors. • Really yummy treats (i.e. tiny bits of chicken, steak, cheese, lunch meat, etc…). • Enzyme based cleaner specifically made for pet odors. SUPERVISION The first step to ensure house training is successful is to give her every opportunity to succeed by preventing accidents from happening in the first place. This is accomplished through supervision, and if you are unable to supervise, confinement. Supervising your dog or puppy allows you to recognize pre- elimination behaviors like sniffing, circling, pawing at the ground, squatting and restlessness, which helps prevent accidents. If you are unable to actively supervise your puppy or dog, you can confine her to her crate or tether her to you with a long leash. ROUTINE Establish a routine for your dog or puppy that includes set times for meals and bathroom breaks and also an area for elimination.
    [Show full text]
  • Housetraining, Read Our Housetraining Booklet (Available On-Line from and Download BEFORE You Get Your Puppy From
    Housesoiling is a spatial problem. Your HH© OO UU SS EE TT RR AA II NN II NN GG 2004 Ian Dunbar puppydog has been allowed to eliminate in the wrong place. Housesoiling quickly becomes a bad habit because dogs develop strong location, substrate, and olfactory preferences for their improvised indoor toilet areas. To housetrain your puppydog: first, prevent any more mistakes; and second, teach your puppydog where you would like him to eliminate. Prevent Mistakes Mistakes are a disaster since they set a bad precedent and create bad habits, which can be hard to break. Consequently, you must prevent mistakes at all cost. Whenever you are not at home, leave your dog in a long-term confinement area, such as a single room indoors with easy-to-clean floors (bathroom, kitchen, or utility room)—this will be your www.jamesandkenneth.com behavior blueprint puppydog’s playroom. Provide your dog with fresh water, a number of stuffed chewtoys for entertainment, a comfortable bed in one corner, and a doggy toilet in the corner diagonally opposite from his bed. Your dog will naturally want to eliminate as far as possible from his bed, and so will soon develop the good habit of using his toilet. And remember, good habits are just as hard to break as bad habits. For a doggy toilet, use sheets of newspaper sprinkled with soil, or a litter box filled with a roll of turf, or a concrete paving slab. Thus your dog will develop olfactory and substrate preferences for eliminating on soil, grass, or concrete. The purpose of long-term confinement is to confine your dog’s natural behaviors (including urinating and defecating) to an area that is protected (thus preventing any mistakes around the house when you are not there), and to help your dog quickly develop a strong preference for eliminating on soil, grass, or concrete.
    [Show full text]
  • Companion Animal Psychology: Don't Punish Your Dog for Peeing in the House 1/1/19, 304 Pm
    Companion Animal Psychology: Don't Punish Your Dog for Peeing in the House 1/1/19, 304 pm Companion Animal Psychology By Zazie Todd, PhD. Happy cats. Happy dogs. Thanks to science. Home All About Cats All About Dogs Animal Book Club Subscribe About Companion Animal Psychology 12 December 2018 Don't Punish Your Dog for Peeing in the House Follow Why punishment is the wrong approach for house training mistakes, and what you should do instead. Contact Zazie Todd, PhD Email companimalpsych at gmail dot com. Love Companion Animal Psychology? Support Me on Ko-fi Trending This Week Eight Tips to Help Fearful Photo: mannpuku/Shutterstock Dogs Feel Safe Suppose your dog suddenly starts to pee in the house. You clean it up the first time but it happens again…. And then again. Study outlines reasons to ban Or your new puppy keeps having accidents indoors even though you take her outside often. electronic collars for dogs In this situation, some people will yell at their dog. Some might even try physical punishment like hitting the dog or an alpha roll. And we’ve all come across the advice that you should rub their nose in it. Don't Punish Your Dog for Don’t do it. Peeing in the House Here’s why that’s the wrong approach, and what you should do instead. The Posts of the Year 2018 Punishment can make things worse First of all, let’s think about it from the dog’s perspective. Suppose they pee in the house and you yell at them.
    [Show full text]
  • Learn How to Train Your Puppy When It'll Have the Most Impact
    ULTIMATE PUPPY ultimatepuppy.com Learn how to train your puppy when it’ll have the most impact. Eleven of the Most Common Puppy Problems... And Where to Find Answers on Ultimatepuppy.com. An important reminder... Many problem behaviors we see in mature dogs develop from a lack of socialization and preventative work done early on. These problems are often not visible when your dog is still a puppy. than 16 weeks old, is time well invested that will help ensure your dog is easy to live with and well adjusted around other dogs and people. It’s easy to believe that those cute, fun puppy behaviors won’t become problematic as your dog reaches maturity. We often like to use the analogy that doing the basic socialization and preventative work at this critical age is like having your puppy vaccinated. Vaccination opportunity to get the behavior you are looking for in your dog. 1. My puppy goes wild biting me and grabbing onto my pant legs. HOW DOGS LEARN Often this type of behavior is due to too much free or unsupervised time. You need HOW DOGS LEARN to provide guidance and structure for your puppy. Direct him to something that is LIFE SKILLS appropriate to grab and chew. Or, get him to sit, a sitting puppy isn’t jumping. Teach good habits from day one. 2. a) Why does my puppy pee as soon as he comes indoors after being in the backyard? HOUSE TRAINING b) My puppy keeps having “bathroom” accidents in the house. HOW DOGS LEARN The key to successful house training is complete supervision.
    [Show full text]
  • 2019 Opening Week Schedule: Senior School
    2019 Opening Week Schedule: Senior School Tuesday, September 3rd “Welcome to New Day Students and Returning Boarders” There is no morning bus today. New day students in casual dress/Greeters in house shirts. 9:00 a.m. Headmaster Stuart Grainger meets with all new day families and gives a brief introduction to life at TCS (with head of Senior School, dean of academic & student support and academic directors) in the Dick and Jane LeVan Theatre 9:30 a.m. Breakout to houses for a short information session with housemasters 9:30 a.m. Admissions staff meets with all day student greeters (LeVan Hall) 10:30 a.m. Tour and orientation of campus with greeter to include meeting with advisor, a potential visit to the health centre, school store and/or finance office, laptop set-up and form drop-off in Cirne Commons, consult with guidance about any outstanding academic concerns 12:00 p.m. Lunch is served in Osler Hall 1:00 – 4:00 p.m. Peer support, head of house & assistant head of house training (Davies Student Centre) 4:30 p.m. Day bus leaves 7:00 p.m. Headmaster meets with all returning boarders (Memorial Chapel) 8:00 p.m. Boarding house meetings/activities 10:00 p.m. Curfew for all boarding students Wednesday, September 4th “Welcome to New Boarders and Returning Day Students” There is bus service today, arriving at TCS for 8:00 a.m. New boarders in casual dress/Greeters in house shirts. 8:30 – 10:00 a.m. Day students fitted for uniforms with Top Marks (Upper level LeVan Hall) Boarding students can visit Top Marks any time after 10:00 a.m.
    [Show full text]
  • Housetraining a Toy Breed Puppy Or
    Dog Training by PJ 5303 Louie Lane #19, Reno, Nevada 89511 www.dogtrainingybypj.com 775-828-0748 Reference Library Materials © 2008 Dog Training by PJ Tips to Housetrain Your Toy Breed Puppy or Dog What’s the best way to housetrain my toy breed puppy or dog? First – remember consistency when training your toy puppy or dog is a must. Oftentimes people claim housetraining a small dog is more difficult, but usually the reasons for not having success can be easily avoided. Since the dogs are small, often they can get away with potty “every where” because of the mere size of the dog and the relationship of the potty size. If it were a Great Dane, for example, supervision becomes a priority. As owners of the toy dog, we tend to carry them around. You need to allow your toy puppy or dog to walk. For many little dogs, housetraining problems start when they are “finally” put on the ground, then the owner leaves the house and the toy puppy is allowed to roam freely throughout the entire house. Even though you have a toy breed puppy or dog, you will still use “big dog” potty training techniques. However, you need to remember in the winter or when it is cold outdoors, the toy dog loses body heat faster. In colder weather you will need to make them more comfortable to go outdoors and remain long enough to potty; so try a jacket, sweater or coat. Now, taking the toy dog for a walk in the grass can be the equivalent of trying to housetrain them in a jungle.
    [Show full text]
  • In-House Training in Statistical Organisations Some Issues to Consider and Suggestions for Courses
    Notater Documents 31/2012 • Dag Roll-Hansen In-house training in statistical organisations Some issues to consider and suggestions for courses Documents 31/2012 Dag Roll-Hansen In-house training in statistical organisations Some issues to consider and suggestions for courses Statistisk sentralbyrå • Statistics Norway Oslo–Kongsvinger Documents In this series, documentation, method descriptions, model descriptions and standards are published. © Statistics Norway Symbols in tables Symbol When using material from this publication, Category not applicable . Statistics Norway shall be quoted as the source. Data not available .. Data not yet available … ISBN 978-82-537-8373-4 Printed version Not for publication : ISBN 978-82-537-8374-1 Electronic version Nil - ISSN 1891-5906 Less than 0.5 of unit employed 0 Less than 0.05 of unit employed 0.0 Subject: 00.90 Provisional or preliminary figure * Published April 2012 Break in the homogeneity of a vertical series — Break in the homogeneity of a horizontal series | Print: Statistics Norway Decimal punctuation mark . Documents 31/2012 In-house training in statistical organisations Preface Statistics Norway cooperate with sister organisations in transitional and developing countries. The aim of the cooperation is to create high quality statistics. Making statistics is a handcraft, based on a theoretical foundation. Statistics can be seen as a building: The way it is constructed has similarities to other buildings, yet each building is adapted to fit the environment and its purpose. When we make statistics, we learn from those who have gone before us, using their knowledge and experiences to make statistics adapted to its context and purpose.
    [Show full text]
  • Pilot Training – a Historic Perspective
    Running head: PILOT TRAINING DEVELOPMENT 1 Pilot Training Development: A Historic Perspective James R. Cannon Embry-Riddle Aeronautical University March 31, 2010 PILOT TRAINING DEVELOPMENT 2 Abstract Reaching back to the moment when man first imagined what it would be like to soar in the sky like a bird, the one salient fact of that futuristic dream was that a human being would have to somehow control the airborne event. Engineers and philosophers could ponder the mechanics of flight, but once enabled; how did one safely rise and descend, turn and bank, take off and land? The genius of the Wright brothers approach to solving the puzzle was repetitive glides. Hundreds upon thousands of glides helped Wilbur and Orville learn how to maneuver their oversized kites. Armed with that knowledge and the secret to “roll” control, they set out to make history. Early on, aviating was more “seat of the pants” than “state of the art”. With the advent of the Great War, flight training was initiated on both sides of the Siegfried line. Following the war, the glut of surplus aircraft and pilots became the ingredients for thrills and eminent disasters. Government regulation predictably followed a steady stream of accidents in order to protect public safety. As new aircraft designs unfolded, so did performance and speed. Pilots were faced with challenges that had not been imagined decades before. World War II spurned a renewed pilot training frenzy. Commercial airline growth was fostered by another post war surplus of trained pilots and equipment. Organized training centers were developed. Pilots found themselves engaged in a learning curve that seemed to have no end.
    [Show full text]
  • House-Training
    House-Training Bringing a new dog home will require some work on house-training! It is not uncommon for even well-established canines to have an accident or two when adjusting to a new home. Whether adopting a new puppy or an established, older dog, here are a few tips that should help you get started on the right paw! Keep an eye on your dog! When it comes to avoiding accidents, prevention is the best approach. Watch for signs that your dog may need to go out (circling, sniffing, or starting to squat) and be sure to get him or her outside quickly. If you catch the dog in the act, give a firm verbal correction (“no!”) to interrupt the behavior, and move your dog outside immediately. Reward your dog with treats and/or praise for using the bathroom outside. Consider crate-training or other containment during times when you cannot provide close supervision. Stick with a schedule! Dogs do well with a consistent routine and will be easier to house-break if they know when they’ll get to go outside. Take outside when s/he first gets up in the morning, after meal times, and promptly upon returning home. Feed at the same times each day. Reinforce good behavior! House-training requires practice and reinforcement! Make sure to always give your dog lots of praise and rewards any time s/he eliminates in an appropriate location. Keep a treat bag next to the door with your leash! If there’s an accident… Oops! You’ve missed the opportunity to train.
    [Show full text]
  • The Literacy Practices of Law Enforcement Leslie Eames Seawright University of Arkansas, Fayetteville
    University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2012 The Literacy Practices of Law Enforcement Leslie Eames Seawright University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Law Enforcement and Corrections Commons, Legal Ethics and Professional Responsibility Commons, and the Legal Writing and Research Commons Recommended Citation Seawright, Leslie Eames, "The Literacy Practices of Law Enforcement" (2012). Theses and Dissertations. 295. http://scholarworks.uark.edu/etd/295 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. THE LITERACY PRACTICES OF LAW ENFORCEMENT THE LITERACY PRACTICES OF LAW ENFORCEMENT A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English By Leslie Seawright University of Oklahoma Bachelor of Arts in Communication, 1999 University of Arkansas Master of Arts in English, 2008 May 2012 University of Arkansas ABSTRACT This dissertation investigates police report writing at the Jackson Police Department in Northwest Arkansas. It presents three primary research questions which are addressed through qualitative methods of interview, observation, and discourse analysis. 1) In what ways does police training address report writing? 2) What audience awareness do police officers have when writing reports? 3) How do actual report audience members read and evaluate reports? The police academy in this study fails to spend the necessary time discussing report writing. This is not rectified by the in-house training program, which pairs officers with Field Training Officers that are often reluctant or unqualified to address report writing.
    [Show full text]