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Social Intake Form (SIF)

Social Intake Form (SIF). Getting the Most from the SIF. Valerie R. Cherry, PhD. Lead Mental Health Specialist Humanitas, Inc. Policy and Requirement Handbook (PRH).

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Social Intake Form (SIF)

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  1. Social Intake Form(SIF) Getting the Most from the SIF

  2. Valerie R. Cherry, PhD.Lead Mental Health SpecialistHumanitas, Inc.

  3. Policy and Requirement Handbook (PRH) • PRH Chapter 2.4, R2 (a) – requires that counselors perform an intake assessment, including student history, in the first 48 hours of a student’s enrollment. A copy of this assessment is submitted to the Health and Wellness Center for review, and included in the Student Health Record (SHR).

  4. Why do an assessment? • Early identification, prevention and referral • Screen for MH/AOD, reduce crises, increase retention

  5. History • 2002 – Enhanced SIF (Added more MH/AOD questions) (Phoenix JCC) • 2005 – added to CIS/PCDP – Some fields of the form will be pre-filled with student information gathered through OASIS. The remainder may be filled in by hand. • 2012 – Revised SIF

  6. Why SIF Revisions? “The information on the SIF is not specific and in detail to get a good understanding if a student needs to be seen now.” “Just because depression is marked on the SIF doesn’t mean it is a present issue and needs to come to the CMHC.” “Make it capture more info that could benefit the student.” “Not helpful in knowing the “whole” student–too general.” “This is our only real opportunity to get a thorough psycho-social on each student; it should cover more areas-especially for mental health.”

  7. Why SIF Revisions? “What if there are no mental health problems noted –why do I still have to review and sign the SIF?” “Why doesn’t TEAP have a place to sign for review of SIF?” “Hope eventually to have this in CIS so we can get some baseline mental health/AOD data on the population we serve.”

  8. Revision Summary • Expanded “Emotional Wellness” section • (Long Beach Job Corps Center-Dr. Joe Grillo) • More descriptors versus labels • Better screening • NOW and EVER sections • NEW: homicidal thought, self-injury, sleep problems, eating issues, sexual/sexuality issues and bullying. • Replaced AOD with the CRAFFT • Separate webinar for TEAP Specialists

  9. Revision Summary • Protective factors • Readiness for change • Added TEAP signature block • CMHC sign, if applicable • Expanded items for intervention plans – physician, academic, HEALs, TUPP, recreation • SHORTENED–NOW ONLY 4 PAGES

  10. FAQs • Does the CMHC have to review every SIF? • NO, but must review any SIF with positive information checked in the wellness support or emotional wellness section or if student/counselor requests. • Who should coordinate the referrals generated from the SIF? • The counseling manager

  11. FAQs • How should the counselors use the SIF? • It should be used in an interview fashion and the counselor should assist the student with the first page demographics prior to the rest of the interview. Not “an inquisition.” • Who should complete the intervention section? • Team Approach • We say the SIF is confidential but is it really? • What if the student reveals a past abuse situation?

  12. Confidentiality and SIF • Exhibit 1-3: Authorization for Use and Disclosure of Your Health Information • “By signing this document, you authorize us to share your personal health information with others in a number of circumstances.” • Exhibit 1-4: Informed Consent to Receive Mental Health and Wellness Treatment • “The Job Corps center operates under a team approach and I understand all treatment is confidential, as limited in special circumstances.”

  13. SIF Confidentiality LanguageWellness Support Section • “Job Corps wants to support you with your career goals. Often, personal issues can interfere with your career goals. Job Corps offers a full program of support. Information in these next sections will be confidential and shared only with staff/agencies with a need to know as required by Job Corps and State laws.”

  14. Sample Extra Confidentiality Language • “If I hear or see something that gives cause for concern as we go through the questions, I have a responsibility to make sure you get to talk with someone who can help. For example, if I think you may harm yourself or someone else or if you have been abused or have abused someone else, I will need to talk with my supervisor.”

  15. Confidentiality Scenarios • 19-year-old student tells you that she was abused by father until she was 14. Do you report this? • 19-year-old student tells you that she was abused by father until 14 and she has a 13-year-old sister at home. Do you report this? • 16-year-old student says that he was raped by an uncle 2 years ago. Do you report this? • 22-year-old non-res student has black eye and bruises on her forearm and reports that her live-in boyfriend sometimes hits her. Do you report this? • KNOW YOUR STATE REPORTING REQUIREMENTS! Consult with your Counseling Manager and CMHC

  16. Developing Rapport

  17. What Is Rapport? • Simply creating an environment where you and the student can relate to one another. • The ability to enter someone else's world, to make them feel that you understand them.

  18. Rapport Stumbling Blocks • Literacy and language • Culture related values • Geographic related values • Stereotypes • Lack of trust • Talk about students with others • Embarrass students • Engage in a power struggle • Take it personally • Assume the student knows the correct way to behave • Not being organized for the session TURN INTO STEPPING STONES

  19. Seven Rapport Stepping Stones STONE 1

  20. Self-Awareness: Things to remember… • Our own values

  21. Stepping Stone STONE 2

  22. Create a Favorable Environment • Be prepared • Establish privacy • Introduce self and provide a brief orienting statement

  23. Stepping Stone STONE 3

  24. “Size-Up” the Student’s: • Emotional Status • Cultural influences – Simply ask students about their culture as a way to become informed • Reading and comprehension • Be aware of student discomfort – certain students will feel really uncomfortable with counselor proximity or excessive eye contact.

  25. Stepping Stone STONE 4

  26. Use Positive Non-Verbal Behaviors • Forward lean • Silence—listen • Good eye contact • Warm expression • Open posture (uncross arms) • Limit self-adaptors (touching self)

  27. Stepping Stone STONE 5

  28. Build a Two-Way Communication Partnership • Adult-Adult: Empowers Choices • Information • Insight • Empathy • Confidence • Parent-Child: Gives Advice • Child-Child: Makes Demands

  29. An Adult Approach…. • “I’m here to help you get the most benefit from the Job Corps experience and for us to understand your needs.”

  30. Stepping Stone STONE 6

  31. There is No Substitute for Genuine Caring!! • Show real EMPATHY. • Empathy is about understanding other people by seeing things from their perspective, and recognizing their emotions. Once you achieve this, it's easier to get "on their level.” • Create CREDIBILITY • Go slow through the SIF • Use the student’s name more than once • Establish appropriate “distance” and boundaries” • Probe for understanding/verify understanding • NOW versus EVER sections

  32. Find Common Ground • Think of how comfortable you might feel if, while living thousands of miles from where you grew up, you met someone from your hometown or someone who has been to your hometown. That sense of connectedness creates an instant rapport between two people! • Interest in someone's life • Hobbies Tip: • It's important to be sincere here; don't make up an interest in something just to create rapport. Not only can this seem desperate; it can dent your credibility!

  33. Stepping Stone STONE 7 Neuro-Linguistic Programming (NLP)

  34. “Mirroring” – NLP Technique • Mirroring is when you adjust your own body language and spoken language so that you "reflect" that of the person you're talking to. • Carefully watch the person's body language, including gestures and posture. • Mirror the other person's language. Use key words or phrases that he or she used. • Mirror the other person's speech patterns, such as vocal tone and volume. For instance, if he or she speaks softly and slowly, then lower the volume and tempo of your voice.

  35. Seven Rapport Stepping Stones • STONE 1 – Self-awareness • STONE 2 – Create a favorable environment • STONE 3 – Size up student • STONE 4 – Use positive non-verbal behaviors • STONE 5 – Build a two-way adult communication • STONE 6 – Be empathic and credible • Find a common ground • STONE 7 – Mirroring

  36. It’s Not Just About Information… • The lower the student satisfaction with the interaction, the greater the likelihood of them withholding information. • There is no substitute for a warm and caring relationship.

  37. What would you do? • Student reports a lot of positives on the Emotional Wellness section but says does not want help with any of the behaviors at this time. • Student refuses to answer questions. He says, “This is my business and I should not have to tell you this stuff.” • Student says, “I will only answer these questions if you promise not to tell anyone.”

  38. Resources • Child Welfare Information Gateway - State Statutes Search • Neuro-Linguistic Programming (NLP)

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