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The Supervision Curriculum for Family and Person Centered Practice - Supervision 301: the Clinical Track

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The Supervision Curriculum for Family and Person Centered Practice - Supervision 301: the Clinical Track Table of Contents: The Supervision Curriculum for Family and Person Centered Practice - Supervision 301: The Clinical Track Learning Objectives 5 Introduction 9 Clinical Thinking in Family and Person Centered Practice 10 Therapeutic Effectiveness and Restrictiveness 10 What Do People Mean When They Talk About Mental Illness, Emotional Disturbance, Developmental Disability and Behavior Disorder? 14 Mental Illness 14 Emotional Disturbance 15 Developmental Disability 16 Behavior Disorders 16 Mental Illness: Facts and Myths 16 Working With People Who Take Medication 18 Schizophrenia 20 Bipolar Disorder 22 Tourette’s Disorder 23 Encopresis 23 Enuresis 24 Separation Anxiety Disorder 24 Reactive Attachment Disorder 24 Anxiety Disorders 25 Obsessive Compulsive Disorder 27 Post-Traumatic Stress Disorder 27 Borderline Personality Disorder 28 Attention Deficit/Hyperactivity Disorder 29 Conduct Disorder 30 Oppositional Defiant Disorder 31 Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 1 Learning Disorders 31 Major Depressive Disorder 32 Dysthymic Disorder 33 Developmental Disability 33 Pervasive Developmental Disabilities 35 Supervision and Clinical Analysis 39 A Format for Clinical Analysis 39 Allyson’s Story 47 Clinical Analysis: Thinking Through a Family’s Situation 49 Introduction to Applied Behavior Analysis 59 Defining Terms 60 Teaching Strategies to Change Behavior 62 Modeling: We Learn What We See 63 Direct Instruction: Teaching Them How 64 Consequences: The Power of Motivation 65 Rewards and Punishments: They’re Supposed to Work 66 Perception and Bias: It’s a Weird World 69 Putting It All Together 70 Collecting and Reviewing Information about Behavior 73 Assessing the Need for Medical Intervention 74 Collecting and Reviewing Initial Information About Behavior 75 Issues in Defining Target Behaviors 75 Antecedent and Setting Analysis 77 Consequence Analysis 78 Task Analysis 80 Selecting Learning Approaches 88 Direct Instruction 88 Combining Strategies for Effective Intervention 89 Assessment in Family and Person Centered Practice 92 Key Terms: A Reminder for Supervisors 93 Sample Assessment Questions for Adults in Person Centered Practice 95 Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 2 Sample Assessment Questions for Children in Family and Person Centered Practice 98 Assessment and Treatment or Service Planning: Positive & Negative Evidence 101 Assessment and Cultural Competence 103 Assessment and Bias 103 Assessment Rapport 104 Research in Family and Person Centered Practice 106 Research Activities for Supervisors 113 Treatment or Service Planning: Outcomes, Needs & Strategies 114 Life Domains, Outcomes, Needs and Strategies 117 Sample Outcome Statements 118 Outcomes and Needs 121 Strength-Based Strategies 125 Crisis Planning in Family and Person Centered Practice: An In Depth Look for Supervisors 133 Initial Crisis Planning 135 Reactive Crisis Planning 136 Proactive Crisis Planning 136 Crisis Planning: Tips for Supervisors in Family and Person Centered Practice 136 Crisis Planning in Family and Person Centered Practice: Examples for Supervisors 140 Bobby’s Story: A Crisis Planning Exercise for Supervisors and Staff 140 Stacy’s Story: A Crisis Planning Exercise for Supervisors and Staff 144 Crisis Plan Format 147 Evaluating a Crisis Plan: Issues for Supervisors 149 Family Crisis Plan for a Major Crisis like a Terrorist Attack or Weather Event 151 Safety Planning in Family and Person Centered Practice: An In Depth Look for Supervisors 158 Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 3 Assessing the Basic Safety of Consumers and Families: A Treatment Planning Priority 158 Important Safety Questions for Staff in Family and Person Centered Practice 160 Safety Planning in Family and Person Centered Practice: Questions for Supervisors to Consider 161 Safety Analysis and Planning in Family and Person Centered Practice: Examples for Supervisors 166 Toby’s Story 166 Paula’s Story 169 Safety Plan Format: A Safety Planning Exercise for Supervisors and Staff 173 Transition Planning in Family and Person Centered Practice: An In Depth Look for Supervisors 176 Transitional Crisis Plans 177 Transition Planning: Some Teaching Examples for Supervisors 178 Transition Planning in Family and Person Centered Practice: Examples for Supervisors 179 Tammy’s Story 179 Shawn’s Story 180 Transition Planning Format 182 Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 4 Learning Objectives The Supervision Curriculum for Family and Person Centered Practice – Supervision 301: The Clinical Track Clinical Thinking in Family and Person Centered Practice Readers will be able to: Define therapeutic effectiveness and state at least five factors that determine it Define restrictiveness and state at least five factors that determine it State at least five program types and the characteristics that make them therapeutically effective or restrictive What do People Mean When They Talk About Mental Illness, Emotional Disturbance, Developmental Disability and Behavior Disorders? Readers will be able to: Define mental illness Define emotional disorder Define developmental disability Define behavior disorder Identify at least three facts and three common myths about mental illness Describe the salient features of each of the following: - Schizophrenia - Bipolar Disorder - Tourette’s Disorder - Encopresis - Enuresis - Separation Anxiety Disorder - Reactive Attachment Disorder - Anxiety Disorders - Obsessive Compulsive Disorder - Posttraumatic Stress Disorder - Borderline Personality Disorder - Attention Deficit/Hyperactivity Disorder Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 5 - Conduct Disorder - Oppositional Defiant Disorder - Learning Disorders - Major Depressive Disorder - Dysthymic Disorder - Developmental Disability: Mild, Moderate, Severe and Profound - Pervasive Developmental Disabilities: Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, Pervasive Developmental Disability, Not Otherwise Specified Supervision and Clinical Analysis Readers will be able to: State at least 10 questions to resolve as part of a clinical analysis Complete a clinical analysis using one of the scenarios provided Complete a clinical analysis with an employee on an actual consumer or family situation Draft remedial plans for increased mastery in selected areas Introduction to Applied Behavior Analysis Readers will be able to: Describe Abraham Maslow’s Hierarchy of Basic Needs and what it means Accurately define at least 20 key behavioral terms Describe the three major ways to change behavior State how behavior is changed by modeling State how behavior is changed by direct instruction State how behavior is changed by motivational strategies Describe how rewards and punishments can backfire and state at least three examples Describe how perspective and bias influence the way people understand and respond to behavior Describe twelve steps to change behavior - Describe how to collect and review information about behavior - Describe how to assess the need for medical intervention in behavior intervention planning - Describe how to do a basic behavior assessment Supervision 301 © 2008 ALL RIGHTS RESERVED May not be copied, duplicated and/or transmitted electronically without written permission from E. Mary Grealish, M.Ed. 6 - Name at least five issues to consider when targeting behavior for intervention - Define a target behavior accurately and describe the impact of antecedents, setting and consequences - Define what function means in terms of behavior - Name at least five questions to ask in a functional analysis - Describe how at least one behavior is functioning and suggest at least one functional, alternative behavior - Define task analysis and describe why, when and how it is used - Complete a task analysis on a specific behavior Assessment in Family and Person Centered Practice Readers will be able to: Name at least three issues to consider in reference to assessment in Family and Person Centered Practice Define at least five key terms used in treatment and service planning in Family and Person Centered Practice State at least eight questions that are important to answer in treatment and service planning and why they are important Describe the use of positive and negative evidence in protective services and court applications of Family and Person Centered Practice Describe the impact of culture on assessment Describe the impact of bias on assessment State at least five ways to enhance assessment rapport Research in Family and Person Centered Practice Readers will be able to: Describe the purpose of research in the design of treatment and service plans Give at least four examples of specific information learned by researching consumers’ and families’ strengths, interests, etc. and how what is learned could be used in treatment or service planning Complete specific research in at least five areas and design at least one strategy that
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