Targeted Case Management Building Scaffolds of Support

1. Targeted Case Management�Building Scaffolds of Support

2. ABOUT BERRY STREET VICTORIA Established in 1877 Extensive experience in the provision of social and educational support to disadvantaged children and young people Work with 5,000 children across the state each year, 2,000 are involved in our education and support programs In Gippsland has developed broad range of education and support programs which: - supports over 200 young people per month

3. Berry Street Victoria SERVICES Gippsland Wilderness Program Go For VCAL (Community based VCAL Dare To Make Change Program Girl�s Stuff � self-esteem program First Steps Program Job Placement Employment Training Program ( JPET) School ACE Program ( SCACE) RISE Educational Support Services Youth Support Counselling Program Family Matters Program Partnerships with Department of Education Partnership with Traralgon College Baw Baw Latrobe Local Learning Employment Network Trust Funds & Foundations Berry Street Victoria DEWR � TRY Youth & Community Services, West Gippsland Health Care Group Kurnai, Lowanna & Traralgon Colleges Commercial Rd Primary School, Lowanna College DHS Disability and Child Protection Services DHS Innovations- Anglicare, Queen Elizabeth, Latrobe City, CASA

4. WORKING WITH CHILDREN WITH COMMON NEEDS Characteristics of target group- barriers: Multiple separations from parents Disrupted education Learning difficulties, low literacy/numeracy or language disorder Intellectual disabilities Peer and serious social issues Substance abuse issues Aggressive or chronic behaviours Disrupted sibling relationships Poor physical health in early years Chronic diagnosis Kids who experience high levels of trauma ie kids in care or victims of physical abuse, emotional, sexual abuse Non-involvement in the community and school leads to serious social consequences as such as alienation, loneliness, low self-esteem, boredom, intolerance of others, underemployment , unemployment, criminal behaviour and homelessness

5. CASE MANAGEMENT in a community development Framework Case Management in a community development framework considers: Pathways � considers the life stages, transitions and milestone that young people move through Place � the role of communities and place in shaping the immediate environment for health and well-being Interventions �service intervention as part of a broader system approach

6. Building Networks Interagency collaboration and partnerships with schools and the wider community is essential if interventions are to bring about desired change. �It takes a village to education a child�

7. Community Capacity Building Approach Case Management Tripartite Integrated Approach Considers all aspects of a young person�s life and is highly individualised with a strong focus on engagement Alters existing structures & practice within schools� tailored programs, and curriculum developments within schools Systemic -Advocates in the community for the educational/vocational needs of young people & develops programs/strategies to meet need

8. Building Networks Critical to the success of Case Management is the inclusion of networks and resources Building school links and understanding with local employment agencies, with community health centres, TAFE colleges, or with other agencies will extend school�s capacity to tailor appropriate support to meet student needs : Memorandums of Understanding MOU are useful for formalising links Making students more personally aware of the range of local community health and employment services will build their personal networks and extend their choices of support and intervention.

9. Underpinning Philosophy of Building Healthy Relationships Each young person is known and valued and cared for.. Staff are valued and included, and thus have a stake in the outcome Operational values are inclusive, open, fair and welcoming Trust, valued relationships and strengthening knowledge is the cornerstone of our approach Targeted to meet hierarchy of needs but has long term benefits Re-affirms a sense of hope and belonging about our place in the world Builds a sense of future�

10. Strengthening Learning Relationships Learning is tailored Engagement is heightened if student has choices Direct assistance, on one-to-one basis is a vital component of successful engagement and interconnectedness When young people are in turmoil, they need authentic and ongoing support to stay engaged in learning Young people will come to know and respect their school if they feel they have the sense of belonging Teaching program provides opportunity for new learnings to be explored in a co-operative, open and respectful climate.

11. Leadership Capacity Community Development in a Case Management Framework Requires leadership - team of leaders/advisors/ or key workers who: Co-ordinate the approach of others be it: agencies, departments, school personnel using a team approach Co-ordinates the services to an: Individual's) to ensure there is inclusion

12. Elements to effective case management Key elements of Case Management include: Assessment of Needs (Individual/ community) which covers all dimensions of young person�s life Strengthening of the relationships at all levels: Young person�s family School/ educational setting Important connections to wider community and agencies Reduces fragmentation through increased communication Matching support/ networks and programs to meet needs Ongoing problem solving & Resourcing to addresses complex needs of individual or/ team Regular reviews processes with individuals and team with good communication across all levels to ensure inclusiveness Flexibility to change plan when needed Review and monitoring

13. Elements to effective case management Predictability � establish clear and explicit understanding of expectations, boundaries & consequences Understanding of young person�s developmental level Encouragement of everyday social reinforcement/practice new behaviour (role modelling) Build on strengths Build on interests/ aspirations Encouraging self expression � labelling feelings Identifying problem areas � develop strategies/goals to make personal changes.

14. Bringing about awareness-Indicators of need for targeted approach Indicators across these sectors would be of concern to key worker, and therefore should always involved welfare assistance/team as part of planning and support Changes in Behaviour: Social withdrawal School Refusal Aggression Extreme Risk Taking Self-destructive behaviour Anti-social behaviour Abuse Somatic Fatigue Headaches Abdominal Pains Sleep disturbances/reversed sleep wake-cycle (reported) Appetite changes Psychological Sadness/absence of enjoyment Poor self-esteem Restlessly bored Deterioration in school work Suicidal pre-occupation Poor concentration Concerns raised by peers

15. Professional Development Professional Development Understanding knowledge of other services Ongoing support and materials development Understanding confidentiality requirements Current knowledge of the education and training systems How to establish agreed upon objectives with participants � pathway planning More complex training ie managing aggressive behaviours, navigating and developing understanding of child protection and mental health systems etc. Materials to assist in the starting up process � this may include proforma, sample plans and confidentiality requirements Career tools Basic counselling skills and; Knowledge of other services, particular programs and providers to be able to refer young person to when appropriate

16. Service Provision Flowchart