DOCSLIB.ORG

Supported Employment: Building Your Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Supported Employment: Building Your Program Building Supported Your Program Employment U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Mental Health Services www.samhsa.gov Building Supported Your Program Employment U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Center for Mental Health Services Acknowledgments This document was produced for the Substance Abuse and Mental Health Services Administration (SAMHSA), by the New Hampshire-Dartmouth Psychiatric Research Center under contract number 280-00-8049 with Westat under contract number 270-03-6005, with SAMHSA, U.S. Department of Health and Human Services (HHS). Neal Brown, M.P.A., and Crystal Blyler, Ph.D., served as the Government Project Officers. Disclaimer The views, opinions, and content of this publication are those of the authors and contributors and do not necessarily reflect the views, opinions, or policies of the Center for Mental Health Services (CMHS), SAMHSA, or HHS. Public Domain Notice All material appearing in this document is in the public domain and may be reproduced or copied without permission from SAMHSA. Citation of the source is appreciated. However, this publication may not be reproduced or distributed for a fee without the specific, written authorization from the Office of Communications, SAMHSA, HHS. Electronic Access and Copies of Publication This publication may be downloaded or ordered at www.samhsa.gov/shin. Or, please call SAMHSA’s Health Information Network at 1-877-SAMHSA-7 (1-877-726-4727) (English and Español). Recommended Citation Substance Abuse and Mental Health Services Administration. Supported Employment: Building Your Program. DHHS Pub. No. SMA-08-4364, Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services, 2009. Originating Office Center for Mental Health Services Substance Abuse and Mental Health Services Administration 1 Choke Cherry Road Rockville, MD 20857 DHHS Publication No. SMA-08-4364 Printed 2009 Building Your Program Building Your Program is intended to help mental health authorities, agency administrators, and Supported Employment (SE) leaders think through and develop the structure of SE programs. The first part of Supported this booklet gives you background information about the SE model. Employment This section is followed by specific information about your role in implementing and sustaining your SE program. Although you will work closely together to build SE programs, for ease, we separated tips into two sections: n Tips for Mental Health Authorities; and n Tips for Agency Administrators and SE Leaders. In preparing this information, we could think of no one better to advise you than people who have worked successfully with SE programs. Therefore, we based the information in this booklet on the experience of veteran SE leaders and administrators. For references, see the booklet The Evidence. This KIT is part of a series of Evidence-Based Practices KITs created by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, U.S. Department of Health and Human Services. This booklet is part of the Supported Employment KIT that includes a DVD, CD-ROM, and seven booklets: How to Use the Evidence-Based Practices KITs Getting Started with Evidence-Based Practices Building Your Program Training Frontline Staff Evaluating Your Program The Evidence Using Multimedia to Introduce Your EBP What’s in Building Your Program What Is Supported Employment?. 3 Supported Tips for Mental Health Authorities . .9 Employment Tips for Agency Administrators and Supported Employment Leaders. .17 Building Your Program What Is Supported Employment? People with serious mental illnesses have SE programs help consumers find jobs many strengths, talents, and abilities that that pay competitive wages in integrated are often overlooked, including the ability settings (i.e., with other people who and motivation to work. Research has don’t necessarily have disabilities) shown the following: in the community. n About 70 percent of adults with serious mental illnesses desire work (Mueser The overriding philosophy of SE is the et al., 2001; Rogers et al., 2001). belief that every person with a serious mental illness is capable of working n Consumers and families consistently competitively in the community if the identify finding and keeping jobs as a right kind of job and work environment top priority. can be found. Rather than trying to n Approximately 60 percent of consumers sculpt consumers into becoming “perfect can be successful at working when using workers” through extensive prevocational SE services (Bond et al., 2001). assessment and training, consumers are offered help finding and keeping jobs that Supported Employment (SE) is an capitalize on their personal strengths and approach to vocational rehabilitation motivation. Thus, the primary goal of SE for people with serious mental illnesses is not to change consumers, but to find that emphasizes helping them obtain a natural “fit” between consumers’ competitive work in the community strengths and experiences and jobs and providing the supports necessary in the community. to ensure their success in the workplace. Building Your Program 3 What Is Supported Employment In contrast to other approaches to vocational rehabilitation, SE de-emphasizes prevocational Practice Principles assessment and training and puts a premium on of Supported Employment rapid job search and attainment. The job search is conducted at a pace that is comfortable for n Eligibility is based on consumer choice. consumers and is not slowed down by any programming prerequisites. n SE services are integrated with comprehensive mental health treatment. Individuals with serious mental illnesses differ from n Competitive employment is the goal. one another in terms of the types of work they prefer, n Personalized benefits counseling is the nature of the support they want, and the decision important. about whether to disclose their mental illness to employers or coworkers. SE programs respect these n Job search starts soon after consumers individual preferences and tailor their vocational express interest in working. services accordingly. n Follow-along supports are continuous. n In addition to appreciating the importance of Consumer preferences are important. consumer preferences, SE programs recognize that most people with serious mental illnesses benefit or other problems, including substance abuse and from long-term support after successfully getting cognitive impairment. a job. Therefore, SE programs avoid imposing unrealistic time limitations on services, while The core philosophy of SE is that all consumers can focusing on helping consumers become as work at competitive jobs in the community without independent and self-reliant as possible. prior training, and no one should be excluded from this opportunity. As consumers succeed in working in the community, their self-perceptions often change, and they view SE does not try to bring consumers to some themselves as workers and contributors to society. preconceived standard of “work readiness” before Furthermore, as people in the community see they seek employment. Consumers are “work ready” consumers working, consumers are less stigmatized when they say they want to work. Research shows for their mental illnesses and they become more that symptoms, substance abuse, and other socially accepted. consumer factors are not strong and consistent predictors of work when consumers receive SE programs are based on a core set of practice assistance from an SE program. Therefore, no principles. These principles form the foundation justification exists for excluding consumers who of the program. are interested in working from SE programs. Principle 1: Eligibility is based Principle 2: SE services are integrated with on consumer choice comprehensive mental health treatment All consumers who want to participate in SE Closely coordinating SE services with other mental are eligible—no one is excluded. Consumers health rehabilitation and clinical treatment ensures who are interested in work are not prevented that all mental health practitioners (not just from participating in SE, regardless of their employment specialists) support consumers’ psychiatric diagnosis, symptoms, work history, vocational goals. For this reason, it is important that What Is Supported Employment 4 Building Your Program SE staff participate regularly in clinical treatment n Consumers’ self-esteem often improves. team meetings. As consumers see that they are able to work competitively, that their work is valued, and that Participating in team meetings gives you a vehicle they can contribute to society, some consumers to discuss clinical and rehabilitation issues that are experience improvements in symptoms and relevant to work, including the following: self-esteem. n Medication side effects; Historically, many vocational programs have placed n Persistent symptoms (e.g., hallucinations); consumers into noncompetitive jobs, often paying subminimum wages, with only rare progression into n Cognitive difficulties; or competitive employment. Experience shows that n Other rehabilitation needs (e.g., skills training consumers can successfully work at competitive to improve ability to socialize with co-workers jobs without previously participating in training or self-assertion skills). programs or noncompetitive job
Load more

Recommended publications
  • Manager Cascade, Edit, Or Discontinue Goal(S) in Workday
    Talent Management: Cascade, Edit, or Discontinue Goals Manager Managers have the ability to add department-based goals or • Check the Include Subordinate Organizations to cascade cascade organization goal. Managers can also edit in-progress goals throughout all supervisory organization below yours. or discontinue a goal that is no longer relevant to the employee. 6. Click OK. • Write Team Goal 7. Write the goal in the Goal field. Add a detailed, SMART • Cascade Organizational Goal description. • Edit or Discontinue a Goal 8. Click the Category box to select if this is either an Organizational or Team goal. • View Team’s Goals 9. Editable will be pre-selected. This allows the employee to edit Tasks the goal title. 10. Click Submit. Write Team Goal Cascade Organizational Goal 1. From the Workday home page, click on the Team Performance app. Goals may be cascaded from a higher level of leadership, down through each level to reach all supervisory organizations. This 2. From the Actions column, click on the Add Goal to Employees section will include the steps of the leader writing the goal and the menu item. approval step of the immediate supervisor of the employee receiving the goal. 3. Select Create New Goal. Organizational Goal Writer: 4. To add to immediate team, use the Employees field: 1. Complete steps 1-3 and skip step 4 of Add Goal to Employee. • Select My Team and select individuals or 2. In step 5, click Ctrl, the letter A and Enter to select entire • Click Ctrl, the letter A and then hit Enter to select all.
    [Show full text]
  • Chapter 6 – Group and Team Performance 90
    Chapter 6 – Group and Team Performance 90 CHAPTER 6 – Group and Team Performance OBJECTIVES The major purpose of this chapter on group process and effectiveness is to introduce the student to ways to think about interacting groups so that they will become more effective members and leaders of them. Every student has had some experience with both social and task groups that they can call on as they study this topic. Our first objective in this chapter is to focus on how central these groups are to our lives. We also attempt to impress on the students that they will likely spend large proportions of their work hours in small group settings, because modern management appears to be making increasing use of teams or other small groups to solve problems, make decisions, and execute tasks. The next objective is to help student understand the many types of groups they may be involved with and how groups vary by purpose and organization. Another objective is to introduce students to a basic model of group effectiveness that includes influences from the environment within which the group operates. Environmental influences can have a critical impact on group effectiveness and the different types of influences are considered. At this point the chapter changes its focus to give more emphasis to internal group dynamics by covering such topics as cooperation and competition. Here, one objective is to introduce students to group development and the process by which groups become (or fail to become) mature. Another objective is to introduce the role of norms in influencing group member behavior.
    [Show full text]
  • Shared Leadership Underpinning of the MLCF
    Shared Leadership Underpinning of the MLCF A key product from the Enhancing Engagement in Medical Leadership project has been the development of a Medical Leadership Competency Framework (MLCF). This document defines the skills and competences needed by doctors to engage effectively in the planning, provision and improvement of health care services. It applies to all doctors and is intended to be acquired across the medical career at each appropriate level (Undergraduate, Postgraduate and Continuing Practice). It is therefore not aimed at specific, positional leaders but is seen as a set of competences that should be fully integrated into the medical role and not a separate function. The philosophical leadership model that underpins this approach is that of shared leadership, a more modern conception of leadership that departs from traditional charismatic or hierarchical models. In working with the MLCF it is useful to understand the shared leadership approach and this paper is an attempt to provide a simple description and guide to the shared leadership model, and to answer some of the questions about shared leadership that have been asked during the development of the MLCF: • What is shared leadership? • How does shared leadership underpin the MLCF? • How does shared leadership relate to positional leadership? • Where is the evidence that shared leadership works and what can we learn from other settings? • What evidence is there from health care and how do we apply shared leadership in a clinical setting? • What do the critics of shared leadership say? What is shared leadership? Leadership in any context has historically been described in relation to the behaviour of an individual and their relationship to their followers.
    [Show full text]
  • Team Leadership Styles
    Team Leadership Styles Leadership Skills Team FME www.free-management-ebooks.com ISBN 978-1-62620-988-6 Copyright Notice © www.free-management-ebooks.com 2013. All Rights Reserved ISBN 978-1-62620-988-6 The material contained within this electronic publication is protected under International and Federal Copyright Laws and treaties, and as such any unauthorized reprint or use of this material is strictly prohibited. You may not copy, forward, or transfer this publication or any part of it, whether in elec- tronic or printed form, to another person, or entity. Reproduction or translation of any part of this work without the permission of the copy- right holder is against the law. Your downloading and use of this eBook requires, and is an indication of, your complete acceptance of these ‘Terms of Use.’ You do not have any right to resell or give away part, or the whole, of this eBook. TEAM LEADERSHIP STYLES Table of Contents Preface 2 Visit Our Website 3 Introduction 4 Team Examples 6 Development Team Example 7 Customer Support Team Example 9 Steering Team Example 10 Leadership Theories 13 Early Trait Theories 13 Leadership for Management 16 Transactional Leadership 17 Applied to the Team Examples 19 Transformational Leadership 22 Applied to the Team Examples 24 Situational Leadership® 26 Applied to the Team Examples 28 The Leadership Continuum 30 Applying this Style to the Team Examples 32 Summary 34 Other Free Resources 35 References 36 ISBN 978-1-62620-988-6 © www.free-management-ebooks.com 1 TEAM LEADERSHIP STYLES Preface This eBook has been written for managers who find themselves in a team leadership role.
    [Show full text]
  • Employing People with Disabilities: Lessons from Kessler Foundation’S Signature Employment Grants
    Employing People with Disabilities: Lessons from Kessler Foundation’s Signature Employment Grants A White Paper For Professionals in Grant making, Workforce Development, Disability Employment, and Human Resources July 2018 Table of Contents Abstract . 3 Executive Summary . 4 Introduction . 6 Overview of Signature Employment Grants program . 8 Findings . 9 Seek to change attitudes about people with disabilities . 10 Implement a person-centered approach to employment . 13 Develop technological platforms or model documentation for replication . 17 Build strong community partnerships . 20 Offer wraparound services . 23 Conclusion . 26 Glossary . 27 Table 1: Grants reviewed by program category . .. 29 Table 2: Organizational elements of success . 30 References . 31 Appendix I . 33 Appendix II . 37 Appendix III . 40 Kessler Foundation SE Program | White Paper 2 | Page Abstract Since 2004, Kessler Foundation has provided more than $41 .5 million in support initiatives that expand opportunities for people with disabilities . This White Paper assesses the diverse grants supported under the Foundation’s Signature Employment Grant (SEG) program from 2009-2015 . The SEG program funds pilot initiatives, demonstration projects, and social ventures that generate new models to address the employment gap between people with and without disabilities . Based on the independent external evaluations of more than 20 SE grants by experts at the John J . Heldrich Center for Workforce Development at Rutgers University, five strategic elements were identified as common to successful projects . The paper details illustrative examples of the contributions of these elements to the success of selected SE grantees, namely, 1) A focus on changing attitudes about people with disabilities and their ability to work, 2) A person-centered approach to employment, 3) Technological platforms or model documentation, 4) Strong community partnerships, and 5) Wraparound services .
    [Show full text]
  • The Shift from Sheltered Workshops to Competitive Integrated Employment Table of Contents
    THETHE GREATGREAT DEBATEDEBATE THE SHIFT FROM SHELTERED WORKSHOPS TO COMPETITIVE INTEGRATED EMPLOYMENT TABLE OF CONTENTS 1 HISTORY .......................................................................................... 1 2 ARGUMENTS SUPPORTING SHELTERED WORKSHOPS ........... 3 3 A PARENT’S PERSPECTIVE ............................................................ 9 4 WHY IS THE MOVE IMPORTANT? ............................................... 11 5 TIMELINE ....................................................................................... 12 6 COMMON ACROYNMS ............................................................... 14 7 COMMON TERMS DEFINED ........................................................ 15 8 RESOURCES .................................................................................. 18 9 REFERENCES ................................................................................ 20 THIS PUBLICATION WAS DEVELOPED BY THE IOWA DEPARTMENT OF HUMAN RIGHTS WITH INPUT FROM MANY PARTNERS INCLUDING: Photo from: dhhs.alaska.gov erhaps now more than ever there is opportunity and pressure to ensure that all individuals with disabilities have equal access to COMPETITIVE INTEGRATED EMPLOYMENT (CIE) opportunities Pin their communities. Understanding the history of sheltered workshops in America and the reasons people believe they are valuable and necessary is imperative to finding an effective approach that leads to competitive integrated employment for all people. This publication was created by the Iowa Department of Human Rights
    [Show full text]
  • Organizational Change and Development Chapter 12
    Organizational Change and Development Chapter 12 ORGANIZATIONAL CHANGE AND DEVELOPMENT Introduction Change is a constant, a thread woven into the fabric of our personal and professional lives. Change occurs within our world and beyond -- in national and international events, in the physical environment, in the way organizations are structured and conduct their business, in political and socioeconomic problems and solutions, and in societal norms and values. As the world becomes more complex and increasingly interrelated, changes seemingly far away affect us. Thus, change may sometimes appear to occur frequently and randomly. We are slowly becoming aware of how connected we are to one another and to our world. Organizations must also be cognizant of their holistic nature and of the ways their members affect one another. The incredible amount of change has forced individuals and organizations to see “the big picture” and to be aware of how events affect them and vice versa. Organizational development (OD) is a field of study that addresses change and how it affects organizations and the individuals within those organizations. Effective organizational development can assist organizations and individuals to cope with change. Strategies can be developed to introduce planned change, such as team-building efforts, to improve organizational functioning. While change is a “given,” there are a number of ways to deal with change -- some useful, some not. Organizational development assists organizations in coping with the turbulent environment, both internally and externally, frequently doing so by introducing planned change efforts. Organizational development is a relatively new area of interest for business and the professions. While the professional development of individuals has been accepted and fostered by a number of organizations for some time, there is still ambiguity surrounding the term organizational development.
    [Show full text]
  • Supported Employment Fidelity Review Manual
    SUPPORTED EMPLOYMENT FIDELITY REVIEW MANUAL Deborah R. Becker Sarah J. Swanson Sandra L. Reese Gary R. Bond Bethany M. McLeman Copyright © 2008, 2015 by all original copyright holders. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the written permission of the rights holder. SUPPORTED EMPLOYMENT FIDELITY REVIEW MANUAL A companion guide to the evidence-based IPS Supported Employment Fidelity Scale Deborah R. Becker Sarah J. Swanson Sandra L. Reese Gary R. Bond Bethany M. McLeman Dartmouth Psychiatric Research Center Third Edition December, 2015 TABLE OF CONTENTS PREFACE .......................................................................................................................... iv INTRODUCTION .............................................................................................................. v Chapter 1: Introduction to IPS Supported Employment Fidelity .............................. 1 IPS Supported Employment Overview ........................................................................... 1 Overview of the IPS Supported Employment Fidelity Scale .......................................... 3 Sources of Information ............................................................................................... 5 What is Rated? ............................................................................................................ 5 Unit of Analysis .........................................................................................................
    [Show full text]
  • British Association for Supported Employment |
    A Review of the Research Literature on Supported Employment: A Report for the cross-Government learning disability employment strategy team Dr. Stephen Beyer Welsh Centre for Learning Disabilities School of Medicine Cardiff University Dr. Carol Robinson Carol Robinson Consulting June 2009 1 CONTENTS Page Number INTRODUCTION 5-9 REVIEW OF THE EVIDENCE 10-64 Demonstrating that people with a learning disability can learn complex work tasks 10 Characteristics of people entering supported employment 11 The role of volunteering and work experience 12-13 An overview of the outcomes of supported employment 13-20 • The place of Supported Employment in the USA 15-16 • Job Retention 16-17 • Reasons for job loss 17 • Wage rates 18 • Social integration and interaction 19-21 Support for working 22-26 • Learning social skills 21-23 • Support in the job 23-24 • Natural support approaches 24-25 • Job coach tasks and training 25-26 Personal outcomes for employees 27-29 • Self esteem and satisfaction 26-27 • Engagement in meaningful activity 27-28 • Quality of Life 28-29 Employer attitudes to people with a learning disability 29-30 working 2 Contents Continued Page Number Cost: Benefit Analyses of Supported Employment 29-39 • Introduction 29-30 • American studies 31-36 • UK studies 36-39 The Impact of funding models 40-42 • Results based funding 40-41 • The Use of Personalised Budgets 41-42 The relationship between approaches to Supported Employment and outcomes 42-45 • The role of fidelity scales 42-43 • Customised employment 43-44 • Factors for success
    [Show full text]
  • Practical Issues in Implementing Supported Employment with Young Adults: the Perspective of Employment Specialists
    Practical Issues in Implementing Supported Employment with Young Adults: The perspective of Employment Specialists Charles W. Lidz, Ph.D. Lisa M. Smith, B.A. The contents of this presentation were developed with funding from the US Department of Education, National Institute on Disability and Rehabilitation Research, and the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (NIDRR grant H133B090018) Employment and Young Adults: Goals • Supported Employment (SE) developed to provide employment for chronically mentally ill people, often subsequent to long-term state hospital stays • typically episodic, part-time, and entry level • Many young adults with Mental Illness (MI) seek full- time, significant employment careers. Our services should encourage those goals. Questions the Study Addresses How does the employment market for young adults differ from the employment market for older people with a history of chronic mental health conditions? What are the barriers to full-time employment in career advancing jobs for young adults with serious mental health conditions (SMHCs)? How might employment programs be improved to facilitate young adult careers? IPS and Young Adult Careers The Evidence-based Practice in employment for people with MI is Individual Placement and Support (IPS). Key Features are (will discuss): 1. Open to anyone who wants to work 2. Focus on competitive employment 3. Rapid job search 4. Systematic job development 5. Client preferences guide decisions 6. Individualized long-term supports 7. Integrated with treatment 8. Benefits counseling included Methods Intensive semi-structured interviews with: •10 employers who have employed people with MI •10 employment specialists (became 12) •10 people with MI who have gained full- time employment and gave up Social Security Insurance or Social Security Disability Insurance payments o Up to one hour long o In person/telephone This report focuses on employment specialist interviews.
    [Show full text]
  • Groups & Teams
    Organizational Behavior and Organizational Change Groups & Teams Roger N. Nagel Senior Fellow & Wagner Professor Lehigh University 1 CSE & Enterprise Systems Center Lehigh University Roger N. Nagel © 2006 Topics in this Presentation Why people join groups The Five-Stage Model of Group Development Group Structure: ¾ Conformity, Status, Cohesiveness Group - Decision Making e l e v e n t h e d i t i o n ¾ Group - Decision Making Techniques » Group think, Groupshift o r g a n i z a t i o n a l b e h a v i o r ¾ Interacting Groups ¾ Nominal Group Technique ¾ Brainstorming stephen p. robbins ¾ Electronic Meeting 2 Evaluating Group Effectiveness Why Have Teams Become So Popular? “Organizational“Organizational behavior” behavior” Team Versus Group: What’s the Difference EleventhEleventh Edition Edition ¾ Comparing Work Groups and Work Teams ByBy Steve Steve Robbins Robbins Types of Teams ISBNISBN 0-13-191435-9 0-13-191435-9 A Team-Effectiveness Model ReferenceReference Book Book Beware: Teams Aren’t Always the Answer 2 CSE & Enterprise Systems Center Lehigh University Roger N. Nagel © 2006 Groups A group is defined as two or more individuals ¾ Interacting and interdependent, ¾ who have come together to achieve particular objectives. Groups can be either formal or informal. Members similar or dissimilar 3 CSE & Enterprise Systems Center Lehigh University Roger N. Nagel © 2006 Why People Join Groups • Security • Status • Self-esteem • Affiliation • Power • Goal Achievement E X H I B I T 8–1 E X H I B I T 8–1 Page 239 Page 239 4 CSE & Enterprise Systems Center Lehigh University Roger N.
    [Show full text]
  • Position-Specific Rugby Skills Handbook About This Handbook
    POSITION-SPECIFIC RUGBY SKILLS HANDBOOK ABOUT THIS HANDBOOK Thank you for downloading the Ruck Science position-specifc rugby skills handbook. This handbook is designed for amateur rugby players, coaches and parents as a guide to creating tailored training programs that meet the needs of each individual position on a rugby team. The handbook will take readers through the specifc physical and technical demands of each position as well as the training associated with building the requisite skill set. We would like to use this opportunity to thank several organizations without whom this handbook would not have been possible. Firstly, the Canadian Rugby Union who created a similar guide in 2009. This version has drawn a lot of inspiration from that original work which was itself a derivative of a manual set up by the English Rugby Union. Secondly, the writing team of Tudor Bompa & Frederick Claro whose trans-formative work Periodization in Rugby was also published in 2009. “Periodization in Rugby” is, without a doubt, the most complete analysis of periodized training for amateur rugby players and should be essential reading for all rugby coaches who are working with young players. Sincerely, Tim Howard Founder Ruck Science TABLE OF CONTENTS 2. About this handbook 4. Physical preparation for rugby 5. Warming up 5. Cooling down 6. Key rugby skills 6. Healthy eating 7. Prop 15. Hooker 21. Lock 27. Flanker 36. Number 8 42. Scrumhalf 47. Flyhalf 52. Center 56. Wing 61. Fullback Riekert Hattingh SEATTLE SEAWOLVES RUGBY SHORTS WITH POCKETS The world’s most comfortable rugby shorts, with deep, strong pockets on both sides.
    [Show full text]