Summer Institute
HEAD START
SUMMER INSTITUTE
FAMILY DEVELOPMENT
and
CASE MANAGEMENT
BASIC SKILLS SESSION 2
on
June 26 – June 29, 2007
Presented By
The Center for Community Futures
On the Campus of
The University of California, Berkeley
Dear Participants, June, 2007
Welcome to the Summer Institutes on Family Development and Case Management for local Head Start programs. We help local Head Start programs build their capacity and improve their quality. We do this by making the latest in social work theory and the most current methods of practice available for review and use by – you!
Head Start family workers, managers and policy makers from all parts of the United States are attending the six sessions of the Summer Institutes. The presentations are informative and thought provoking, and please take advantage of the opportunity to learn from your fellow participants.
We are pleased to offer this Institute as part of the Certificate on Family Development program, which is based on IM-01-08. The certificate is a 12-credit program through the California State University at Hayward (CSUH). IM-01-08 and the complete description of the Certificate program are in the material in front of Tab 1 in the three-ring binder.
This binder has a variety of resource materials. Some are used in the workshops, and others are for possible use back home. I want to thank the following people for their help in creating the Summer Institutes:
· Anne-Therese Ageson, MSW, LCSW, our founding faculty coordinator -- from the U.C. Berkeley School of Social Welfare (now retired).
· Allen Stansbury, who helped create and manage the Institutes. (Al is now on a 3-year nation-building assignment in Romania for the U.S. Agency for International Development.)
· Catharine Ralph, MSW, LCSW, our curriculum consultant from U.C. Berkeley, School of Social Welfare.
· Reymundo Anthony, MSW, the faculty coordinator for the Management Institutes.
· Jenell Thompson, MSW, M. Ed., the faculty coordinator for the Staff and Practitioner Institutes and the Basic Skills for Entry Level Workers.
· Teresa Wickstrom, Senior Associate at the Center for Community Futures. She is our expert on Head Start performance standards and systems.
· Our other faculty members. (We have almost 40 this summer.)
· California State University East Bay, California (CSUEB) for issuing college credits for the Summer Institutes, and for issuing the new Certificate in Family Development based on IM-01-08.
Please share your thoughts and observations about the Summer Institutes by completing the evaluation form. We welcome your comments to help us make improvements to future programs.
Enjoy,
James I. Masters
Knowledge Worker
2007 HEAD START SUMMER INSTITUTE
BASIC SKILLS 2 Based on IM-01-08
June 26 - 29, 2007
U.C. Berkeley Campus, at Unit 1, 2650 Durant Avenue (corner of College Ave)
Program at a Glance Final as of June 18, 2007
Time / MondayCheck in
June 25 / Day 1
Tuesday,
June 26 / Day 2
Wednesday
June 27 / Day 3
Thursday
June 28 / Day 4
Friday
June 29
8:00- 10:15 a.m. /
Opening Session:
Program Description and Overview
Jim Masters, MS(till 9:45) / Class 2. Family Literacy Services
Jenell Thompson, MSW /
Class 4. Crisis Intervention
Rebecca WixonMSW /
Class 5. Collaboration and Community Partnerships
Reymundo Anthony, MSW10:15-Noon /
Class 1. Family Worker role in Child Develop-ment, Health, Mental Health, Disabilities.
Toni Brown McCree, JDand Berkeley Head Start staff / Class 2, continued / Class 4, continued / Class 5, continued
Noon-1:00 p.m. / Lunch Break / Lunch Break / Lunch Break / Lunch Break
1:00- 2:15 p.m. / Institute Registration 3:00– 7:00 p.m. / Class 1, continued / Class 3. Working With Parent Groups
Pamm Shaw, MA
Berkeley Head Start / Class 4, continued
/
Class 6. Self Development and Professionalism
1:00–3:30 p.m.Shawneece Stevenson, MSW
2:30-5:00 p.m. / Class 1, continued /
Class 3, continued
/Class 4, continued
/Wrap up
3:30–4:00 p.m.Jim Masters
5:00-6:00 p.m. Reception / 4:00-9:30 p.m. Guided tour of San Francisco
** 3 Credits available from California State University East Bay. Course # HD 7402
Either letter grade or credit. Check our website www.cencomfut.com for further details.
/ CASE MANAGEMENT AND FAMILY DEVELOPMENTSUMMER INSTITUES 2007
Basic Skills Session # 2 for Head Start – June 26-June 29, 2007
PROGRAM SCHEDULE
Check-In
Monday, June 25, 2007
1:00-11:00pm
3:00-7:00 / Room Check-in
Summer Institute Registration
University of California Unit 1
Time & Location DAY 1 TUESDAY, JUNE 26, 2007
8:00 -9:45 am
Assembly Room /
OPENING SESSION
Program Description and Overview
Jim Masters
10:15am-12:00pm
Classroom B /
Workshop 1. Child Development, Disabilities, Mental Health, Health,
Toni Brown McCree, JD and staff from Berkeley Head StartPerformance Indicator From IM-01-08:
G5.3 Apply knowledge of health, mental health, disabilities, and child development in order to ensure holistic service delivery
Homework:
1) Describe a family situation in which you applied your knowledge of health to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
2) Describe a family situation in which you applied your knowledge of mental health to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
3) Describe a family situation in which you applied your knowledge of disabilities to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
4) Describe a family situation in which you applied your knowledge of child
development to ensure holistic service delivery. List 3 specific pieces of information you used to help the family.
Noon-1:00pm / 1 Hour Lunch Break
1:00-4:30pm
4:30
5:00 – 6:00 / Workshop 1, continued
Orientation to College Credit and Certificate Program. Assembly Room
Reception. Assembly Room
8:00 am-
10:15 am
Classroom B / Workshop 2. Family Literacy Services
Jenell Thompson, MSW
Performance Indicators From IM-01-08:
G4.2 Provide training for parents in how to be the primary teacher for their children and full partners in the education of their children;
G4.3 Assist parents as adult learners to recognize and address their own literacy goals; and
G4.4 Link and support parents in engaging in literacy training that contributes to self-sufficiency.
Homework:
5) Describe 3 ways in which you provided training for parents in how to be the primary teacher for their children and full partners in the education of their children.
6) Describe 3 ways in which you assisted parents as adult learners to recognize and address their own literacy goals.
7) Describe 3 ways you have supported parents in engaging in literacy training.
10:15 / 15 Minute Morning Break
10:30 am - Noon
Class Room B / Workshop 2, continued
Noon-1:00 pm / 1 Hour Lunch Break
1:00 pm-
2:15 pm
Classroom B / Workshop 3. Working with Parent Groups
Pamm Shaw; MA
Performance Indicator From IM-01-08:
G3.2Work with parent groups on group formation, group processing, and leadership.
Homework:
8) Describe a parent group at your site.
· Explain how the group was formed, how participants were recruited and how long they’ve been meeting. Next, describe group dynamics or interactions among the participants and facilitator(s).
· Tell something about parent leadership emergence and development.
· Describe your role or participation in this group.
2:15-2:30 pm / 15 Minute Afternoon Break
2:30-4:00 pm
Classroom B /
Workshop 3, continued
Evening4:00-9:30 pm /
Guided Tour of San Francisco
Buses will depart on Hearst Street, in front of the Foothill Complex(Dinner is on your own) Tour Guide: Reymundo Anthony, MSW
DAY 3 THURSDAY, JUNE 28, 2007
8:00 -
10:15am
Classroom B /
Workshop 4. Crisis Intervention
Rebecca Wixon, MSW
Performance Indicators From IM-01-08:G7.1 Listen to families and assess the crisis situation;
G7.2 Take active steps to ensure the safety of all involved;
G7.3 Decide when to intervene and when to refer a family;
G7.4 Identify (with the family) options, resources, and consequences to address the crisis; and
G7.5 Support families in making decisions and taking active steps to resolve current crises and be prepared to address future crises.
Homework:
9) Describe your work with a family in crisis. Include descriptions of the following:
· Your assessment of the situation;
· The steps you took to ensure the safety of all involved;
· The factors you considered when deciding to intervene or to refer to others;
· The options and resources available to address the crisis, and the consequences of their use.
· 3 ways in which you supported the family in making decisions and taking active steps to resolve the current crisis and to be prepared to address future rises.
10:15-10:30 /
Break
10:30-12:00pm /Workshop 4, continued
12:00-1:00pm / 1 Hour Lunch Break1:00-4:30 pm
Classroom B / Workshop 4, continued
DAY 4 FRIDAY, June 29, 2007
8:00-10:15am
Classroom B / Workshop 5. Collaboration and Community Partnerships Reymundo Anthony, MSW
Performance Indicators From IM-01-08:
G1.5 Implement strategies including home visits to learn about families and the changing community.
G2.5 Advocate for the family and support them in advocating for themselves;
G5.2 Participate in and facilitate case conferences to promote service integration;
G6.1 Research and keep up-to-date on program and community resources
G6.2 Analyze match of community resources to family needs and identify unmet family needs.
G6.3 Refer families to community resources and follow-up on the effectiveness of referrals; and
G6.4 Promote community partnerships that will improve supports to families.
Homework:
10) Describe 3 strategies which identify needs and potential community resources that you used to learn about a family during a home visit.
11) Describe 3 ways you advocated for a family - and 3 ways you supported them to advocate for themselves within their community.
12) Describe from beginning to end a case conference/meeting you facilitated with members of the community and the family to promote service integration.
10:15-10:30 /
Morning Break
10:30 / Workshop 5, continued12:00-1:00pm / 1 Hour Lunch Break
1:00-3:30pm
Classroom B / Workshop 6. Self Development and Professionalism
Shawneece Stevenson, MSW
Performance Indicators From IM-01-08:
G9.2 Effectively utilize supervisory professional development and technical assistance resources to improve competence;
G9.4 Make decisions and act based on family support principles, theories, practices, and code of ethics;
G9.5 Articulate an awareness of self, values, and ethics as they impact on work with families; and
G9.6 Maintain professional boundaries and confidentiality.
Homework:
13) Describe 3 ways in which you have utilized supervision to develop professionally.
14) Describe 3 ways in which you have utilized technical assistance resources (direct consultation) to improve your competence.
15) Describe 3 decisions you have made based on your knowledge of family support principles, theories, practices, and/or the code of ethics. The decisions you describe should have contributed to your professional development.
16) Define the term “professional boundaries.” Describe family situation in which your professional boundaries were challenged. Describe your decision-making process and action(s) and justify your action(s).
17) Describe your agencies policy regarding confidentiality. List at least five exceptions to the rule of confidentiality.
3:30 pm /
Wrap-up: Program Recap, Review, Evaluation
Jim MastersCertificates of Completion
Adjournment
For HDEV 7403, the second Fieldwork and Homework course, in addition to answering the ‘homework questions’ listed in each section, the rest of the homework is described next.
After the second Institute, the participant will also prepare an Autobiography of no more than 750 words. It will articulate an awareness of self and ethics as they impact on work with families, and identify and reflect on personal values, experiences, and biases that facilitate and/or present barriers in working with persons different from herself/himself.
After the second Institute, the participant will also prepare a Resource File that will be used by the participant during her/his career in family development. It provides information candidates find valuable in their work and contains reference material that will be used daily. The creation of the file provides candidates with an important experience in locating resources and articulating their own view of their work in Head Start.
Material can be arranged in any one of many creative ways (e.g. bound in a notebook, or put in folders in a file box, or entered as a database in a computer). It should be professional looking, manageable in size and legible. It should be easy to add, delete or update information. It should be portable; i.e., it can be carried to-and-from a work site, to a home visit or to a meeting.
The Resource File may include, for example:
Directories used for referral and placement.
Memoranda of Understanding with other agencies
Descriptions of other agencies services and eligibility requirements.
Blank application forms, data entry-tools.
Lists of web-sites, e-mail addresses and phone numbers.
The participant will submit the Table of Contents of their Resource File, not the entire file.
Summer Institute 2007 Presenters for Basic Skills 2
9
Reymundo Anthony, MSW
Jim Masters, M.S.
Center for Community Futures
Box 5307
Berkeley, CA 94705
(510) 339-3801
FAX (510) 339-3803
Toni Brown McCree
Pamm Shaw, MA
Executive Director
Berkeley Albany YMCA Head Start
Shawneece Stevenson, MSW
Jenell Thompson, MSW
Rebecca Wixon, MSW
The Presenters for Basic Skills 2 in 2007
Reymundo Anthony, MSW
Reymundo Anthony, MSW has twenty years experience in the delivery of health and human services including program development, implementation, administration, and planning. He was formerly employed with the US Health Care Finance Administration (HCFA) where he worked with Medicaid Home and Community-based Services waivers and Mental Health managed care. Now he is with NASA Ames Research in Menlo Park.
Reymundo began his federal career as a Presidential Management Intern in the US Department of Health and Human Services, Office of the Secretary. Afterwards he worked with the US Public Health Service, the Administration of Children and Families at H&HS, and later with the US Environmental Protection Agency (EPA). Before his federal service, Mr. Anthony worked within City and County Government and nonprofit community-based organizations.