Family and School Support and Treatment Team
Download
Report
Transcript Family and School Support and Treatment Team
SYSTEMIC INTERVENTIONS IN
SCHOOLS
Presentation Of A Model
Journée régionale – le 20 février 2009
Family and School Support and Treatment Team
Student Services
Lester B. Pearson School Board
Nathalie Constant
Janis Davies
Cindy Finn
Maureen Hunt
Rita McDonough
Laura Mosca
Scott Waugh
Welcome
A Model
– FSSTT – Historical/Philosophical – overview
– Questions/Discussion
How is this integrated? – Resource Team
– Questions/Discussion
FSSTT Tech Role
– Questions/Discussion
T.I.E.S. – Overview
– Questions/Discussion
Professional Development Model – Building Capacity in
School Community
– Questions/Discussion
Research Overview
– Questions/Discussion
Closure
“A Model”
FSSTT Overview
Historical
Philosophical
Beginnings
Established Fall 1995
3 year pilot
McConnell Foundation
Dr. Mounir Samy
5 schools - 4 Elementary - 1 High School
Early Intervention Research
Dr. Richard Tremblay – Université de Montréal
Expanded to 7 Elementary - 1 High School by the year
2000
Currently
15 Elementary Schools
5 High Schools
WHO IS THE FSSTT?
Actually, each professional involved in the life of a
referred student is a member of the Treatment Team
and part of the intervention plan.
The multi-disciplinary team consists of a
Coordinator/Consultant, a Child Development
Specialist, two Psycho-educators, Family Therapist,
Art Therapist, Itinerant Social Aide Technician, and
the part time services of psychiatrists and
psychologists.
The Core Team consists of a Social Aide Technician
working in each of the schools with the resource
team.
Additional Natural Extensions of the team are the
school psychologists, Student Services personnel,
resource and classroom teachers, CLSC social
workers, nurses, and outside professionals.
FSSTT
2008 – 2009
Communication Links – Organogram
ORCHARD ACADEMY
Psychologist
FSSTT Social Aide Tech
Special Needs Consultant
CLEARPOINT
EDGEWATER
COORDINATOR
GREENDALE
RIVERVIEW
SPRINGDALE
MEADOWBROOK
CO-COORDINATOR
ST. LAWRENCE ACADEMY JR.
PURCELL ACADEMY
ST. PATRICK
ST. LAWRENCE ACADEMY SR.
FSSTT Link Person
BEURLING
LCCHS
LAKESIDE ACADEMY
MULTIDISCIPLINARY TEAM
Psychiatrist
FSSTT Consultants
Psycho-Educators
Psychologists
Itinerant Social Aide Tech
Art Therapist (TIES)
Family Consultant (TIES)
FSSTT Link Person
ALLION
BISHOP WHELAN
SUNSHINE
LPHS
RIVERDALE
FSSTT Link Person
THORNDALE
FSSTT Link Person
Global Objectives
Professional Development for school
personnel in the area of socio-emotional
development of the child
To provide Therapeutic Support to
students and their families both in the
school and in the home where
appropriate
Specific Objectives
To improve the well being of the child
To increase the child’s self esteem and self
worth
To decrease the stigma and marginalization
of the child
To assist the child to understand the problem
Specific Objectives cont’d.
To assist teachers in understanding the
nature of the child’s difficulty by:
– Recognizing and accepting the relevance
of the concept of psycho-social
maladjustment
– Developing an understanding of the
systemic approach to social-emotional
maladjustment
Specific Objectives cont’d.
Becoming familiar with and recognizing
the indicators of psycho-social
maladjustment
Developing interventions and
techniques to assist teachers
Modifying environmental variables to
accommodate the needs of the child
Underlying Objectives
System Change - Ecological Approach
Moving toward creating Therapeutic
Environments in our schools
Questions/Discussion
How is this integrated?
Resource Team
FUNCTION
HUB:
Re: delivery of services to students in
need
Provide support for classroom teachers
Resource Team
PURPOSE
Review the record of teaching strategies
(RTS) already in progress
Brainstorm additional strategies with multidisciplinary group
Develop a collaborative approach to problemsolving
Facilitate communication within the school, with
parents, with other professionals involved
Carry out referral processes for consultation,
assessment, or identification of special needs
Resource Team
SCHOOL
SOCIAL
WORKER
SOCIAL
AIDE TECH
SCHOOL
PSYCHOLOGIS
TSSD
CHILD/
FAMILY
SCHOOL
RESOURCE
TEACHERS
PRINCIPAL
CLASSROOM
TEACHER
INTEGRATION
AIDE
OTHER
PROFESSIONAL
S
NURSE
CLSC
FSSTT
Process
Problem solving - use of
brainstorming; 30 minute problem
solving model (Porter)
Follow-up:
–
–
Review and assess action plans
Revise if needed
Referral process:
1. Resource Team general referral
2. FSSTT intervention specifically
RESOURCE TEAM
TEACHER
RESOURCE TEAM
Problem solving developing
a plan at school
REFERRAL TO STUDENT SERVICES
In-school psychologist development
of an intervention plan
and/or assessment referral
FSSTT
REFERRAL
SOCIAL WORK
REFERRAL
HOSPITAL
REFERRAL
OTHER
PROFESSIONALS
REFERRAL
Referral Process to the FSSTT Intervention
RESOURCE
TEAM
problem solving
developing a plan
at school
TEACHER
FSSTT
REFERR
AL
PROBLEM
SOLVING &
FURTHER
DEVELOPMENT
&
AUGMENTATION
OF PLAN AT
SCHOOL
REFERRAL TO STUDENT
SERVICES
in school psychologist
development of an intervention
plan and/or assessment referral
HOSPITAL
REFERRAL
SOCIAL WORK
REFERRAL
TYPE I
INTERVENTIO
N
Behaviour
Resource
ON-SITE
PRO-ACTIVE
TYPE III INTERVENTION
PSYCHIATRIC FAMLY
ASSESSMENT, ADDITIONAL
INFORMATION, PSYCHOSOCIAL
ASSESSMENT (FAMILY AND OR
CHILD) INTERVENTION PLAN
HOME AND SCHOOL
OTHER
PROFESSIONALS
REFERRAL
TYPE II
INTERVENTION
DIRECT
CONSULTATION
WITH TEACHERS
AND SCHOOL
PERSONNEL WITH
M.D. TEAM AND
PSYCHIATRIST
Summary of Consults
Type
II
Type
III
Type
IV
TOTAL
409
116
67
592
Questions/Discussion
FSSTT Tech Role
Role of the Social Aide Technician
Child advocacy through: games, social
skills, one on one discussions, groups,
breakfast programs, recess and lunch
support, conflict resolution, parent-child
meetings
Set limits through relationship building
Participate in the resource team
meetings
Liaison with parents
Support teachers in and out of class
IEP’s –writing, implementation and review
Provide support for integration aides,
daycare, and lunch supervisors, as well as
resources
Provide professional development to the
school
Training of stagieres
Establish/maintain links with outside
agencies
Peer support meetings (POD)
End of year report detailing their summary
of interventions
FSSTT LEGEND OF
INTERVENTIONS
1. On-going Individual Support
2. Social Skills
3. Anger Management Skills
4. Parent Meetings
5. Parent Telephone Contact
6. Home Visits
7. Transportation Runs
8. Recess Support
9. Lunch Support
10. In-Class Support
11. Crisis Intervention
12. Individualized Behavioural
Modification
13. Homework Support
14. Consultation with Staff
15. Consultation with Parents
16. Family Therapy
Questions/Discussion
T.I.E.S.
(The Intensification of Existing
Services)
T.I.E.S.
Systemic Intervention
Building capacity within the school
Purpose:
Support emotional and behavioural
needs
Professional Development for school
staff
Support families
Implementation of T.I.E.S.
Co-ordinated by school psychologist
and FSSTT consultant
Implemented in 5 LBPSB elementary
schools (Thorndale, Riverview, Purcell,
St. Lawrence Sr., Orchard)
Need to enhance services
Areas of Intervention
Academic Support (Resource Teacher)
Behaviour Resource (FSSTT Tech)
Therapeutic Intervention (Art Therapist)
Family Support (Family Consultant)
Assessments (Psychologist)
Psychiatric Consults (FSSTT Staff
Psychiatrist)
Consultations with Team (FSSTT
Consultant & Psychologist)
Procedures for Start Up
Setting the scene…
Building T.I.E.S. in every school
School buy-in
School’s selection of students
Meetings with individual parents
Type II consults for each student
T.I.E.S. team’s development of goals and
recommendations
Resource teacher’s meetings with T.I.E.S.
students to discuss goals
Weekly updates with T.I.E.S. team
Therapeutic Intervention
Delivered by Art Therapist
Role:
Works with students individually/groups
Observes classrooms
Consults with classroom teachers and
team
How Art Therapy Benefits T.I.E.S.
Students
Provides an outlet for feelings
Helps the development of personal
expression
Enhances communication skills
Addresses personal concerns at an
individual pace
Reduces stress
Helps build positive coping skills
Helps build self-concept/identify and
self-esteem
Family Support
Delivered by Family Consultant
Role:
Meets with T.I.E.S. team on weekly
basis
Is in direct contact with parents
Meets with teachers
Liaises with outside
services/agencies
Psychiatric Consults
Delivered by FSSTT Psychiatrist
Role:
Consults with classroom teachers
and team
Meets with the T.I.E.S. team
Consults with professionals
individually
Academic Support
Delivered by Resource
Teacher
Role:
Direct academic skills
instruction
Consultation with classroom
teachers and team
Relationship building with
students
Direct Academic Skills Instruction
Read level books
Personal dictionaries and word walls
High frequency words
Reading strategies
“Handwriting Without Tears’’ program
Consultation With the Classroom
Teachers and Team
Weekly meeting with the T.I.E.S.
team
Up-dates to classroom teachers
Colored cue card
Parent meetings
Relationship Building with the
Students
Set reasonable goals
Develop personal confidence
Check in/Breakfast Club
Work on organizational skills
Create a safe and special place
Student Benefits
Relationship building
Social skills
Self-esteem
Integration into the classroom
Self-awareness
Coping strategies and conflict
resolution
Family Benefits
Additional non-academic support
Home visits
Better communication
Better relationship
Liaison with community resources
Bridge building
Staff Benefits
Empowered by feedback/Type II
meetings
Professional Development
opportunities
Extensions of positive relationships
Acknowledging the work of teachers
Systems Benefits
Better communication
Better organizational skills
Better understanding of challenging
behaviours
Reframing the needs of other
students
Success Plan for Sam
Developed life skills and support
academic needs
Provided for teachers to meet with
student to develop personal relationship
Neuropsychological assessment
Mentored relationships with other adults
Family involved in therapeutic
intervention
Art Therapy-a variety of projects
Student’s plans and goals were
reviewed at weekly meetings
Safe and Special Place
General Strategies Card
Working on Organizational Skills
The Tree People
“I feel like I am falling
sometimes.”
Note: The colour chosen by
the student was a blue.
“I feel happy and on top!”
Note: The colour chosen
by the student was a
bright yellow and orange.
Questions/Discussion
Professional Development
Model:
Building Capacity in the
School Community
FSSTT Tech
On-site weekly support
Six month internships on a
multidisciplinary team at the
Montreal Children's Hospital
Peer Support
POD Meetings
On-site visitation of techs in other
FSSTT schools
Joint professional development
sessions with Planning Room
Techs
School Contributions
Workshops to school teaching
staffs
Workshops to Daycare and Lunch
Supervisor staffs
Participation in weekly Resource
meetings
Case discussion and consultation
with team psychiatrist
Tackling the Challenge …
Jean Duckett
Janna Gillis
Scott Macquisten
Mario Mazzarelli
Rita McDonough
Gerry O’Reilly
Noella Paradis
Monique Thirlwell
Family and School Support and
Treatment Team
FSSTT
Creating Positive Environments
During Lunch and Daycare
Presenters: Jean Duckett - Itinerant Behavior Resource
Rita McDonough - Co-Coordinator FSSTT
Board Contributions
Newsletter
FSSTT Educational Library
Lecture series
Contributions to Other Learning
Communities
University and CEGEP Teaching
Tackling the Challenge:
Our Graduates are Now
Your Students
June 9, 2008
Jean Duckett
Rita McDonough
Lester B. Pearson School Board
Concordia University
Seminar in Child Study
• School Systems and the Impact on
Children with Behavioral Challenges
J. Scott Waugh MA
Bridging the Gap
Between Teaching and
Learning
Concordia University
Education Conference
Friday, October 15, 2004
Rita McDonough, M.Ed.
J. Scott Waugh, M.A.
Questions/Discussion
Research
Research
Collaborative Research since 1997
School Board + University + Government
CQRS, FQRSC Funding
MEQ/MELS (Action Research)
Partners:
–
–
–
–
–
–
Dr. Nancy Heath, McGill University
Dr. Hariclia Petrakos, Concordia University
Dr. Cecile Rousseau, Montreal Children’s Hospital
Cindy Finn, LBPSB
Diane McLean-Heywood, LBPSB
Family and School Support and Treatment Team
Research Question
What effect does a systemic,
professional development oriented
(school, family, child) model have on
children, teachers, parents?
WHAT IS THE IMPACT OF THE
FSSTT?
Program of Research
Early Focus Group Study (19992000)
Survey & Large Evaluation Study
(CQRS, 2000-2002)
Follow-up Evaluation Study
(FQRSC, 2003-05)
Impact on Community School Study
(MEQ Action Research, 2003-04)
TIES Project Study (MELS Action
Research, 2007-08)
Phase 1: Early Focus Groups
Participants
Staff from 6 schools with team services
Divided into 4 groups (teachers, behavior resource,
resource teachers, principals)
Method
Focus group facilitated by university researcher
Parallel questions used for each group
Group discussions audiotaped and transcribed
Data analyzed with an open coding qualitative
approach to yield themes (Strauss & Corbin, 1990).
Emerging Themes
Team Roles
Advantages and disadvantages
Understanding of the child
Changes (adult-child relationships, peer
relationships, within the child)
Family-school collaboration
Interagency collaboration
Challenges and complexities
Future Recommendations
Phase 2: Evaluative studies
Research lagging behind practice (opinion
papers and anecdotal evidence)
Need for evaluative and comparative
research
Survey Study
Anonymous surveys of the teachers and
parents of children who were being followed
by the FSSTT in 2 schools
– (a) their satisfaction with the services of FSSTT
– (b) their perceptions of the child’s
behaviour problem (severity, frequency, duration),
social functioning, self-esteem, mood
academic achievement
Sample = 36 children (29 boys, 7 girls, M =
10.8 years, SD = 1.2) were identified by the
schools as having moderate to severe E/BD.
Parent Survey Results
76% reported positive changes in their child’s
behaviour
78% felt that the team helped them better
understand their child’s behaviour
61% reported that the team helped them
understand the complexity of the problem
86% felt the team provided them with the
support they needed
96% agreed that these children could function
in the regular classroom.
Teacher Survey Results
55% of the teachers felt that the behaviour of
the children had improved
100% of the teachers felt that:
(a) the team had helped them understand the child’s
behaviour
(b) the team helped them appreciate the complexity of
the problem
(c) the team provided them with the support they needed
to work with the children.
93% of the teachers agreed that these
children could function in the regular
classroom.
Comparison Studies
(CQRS/FQRSC)
Comparison of
FSSTT approach:
Change school environment (social &
academic) to fit needs of the child
(ECOLOGICAL)
with
Standard approach (range of services)
Change the child to fit the school
environment (MEDICAL)
Comparative Study #1(CQRS)
Compare FSSTT schools to matched nonteam control schools
What changes over time? (children,
parents, teachers)
Methodology
Participants
– Selection of 6 LBPSB schools
– Teacher nominations of children with behavior
problems
– 227/1585 students were nominated (prevalence rate of
14%)
– 139 children (gr. 1-6) were followed for 1 year
99 boys, 40 girls
3 conditions
–
–
–
–
2 Established FSSTT schools (4 yrs +) = 57 students
2 New FSSTT schools = 46 students
2 “standard” services schools = 37 students
Testing at 2 time periods (October & May)
Measures
Teacher
Teacher Rating Form
(TRF; Achenbach, 1991)
Social Skills Rating
System (SSRS; Gresham &
Elliott, 1990)
Self-Perception Profile for
Children (Teacher Form;
Harter, 1985)
Teacher semi-structured
interview
Parent
Child Behavior Checklist
(CBCL; Achenbach, 1991)
Social Skills Rating
System (SSRS; Gresham
& Elliott, 1990)
Self-Perception Profile
for Children (Parent Form;
Harter, 1985)
Parent semi-structured
interview
Child
Child Depression Inventory
(Kovacs, 1992)
Social Skills Rating System
(SSRS;Gresham & Elliott,
1990)
Self-Perception Profile for
Children (SPPC; Harter, 1985)
Wide Range Achievement
Test (WRAT-3)
Direct Observation Form
(DOF; Achenbach, 1991)
Youth Self-Report (YSR;
Achenbach, 1991)
Child Semi-structured
interview
Self-reported Changes in Depression
Marginally significant improvement between conditions (p=.08)
FSSTT: 49.3 -> 45.2; Non-FSSTT: 49.5 -> 47.5
Child self-report of problem behaviours
FSSTT: 56.0 -> 51.8
Non-FSSTT: 60.0 ->55.8 (p=.05)
Condition by YSR TOT
62
Mean YSRTOT Scores
60
58
56
Team Schools
Non-Team Schools
54
52
50
48
46
1
2
Time
Parent report of behaviour problems
FSSTT: 59.5 -> 56.0
Non-team: 65.5 -> 62.11
Condition by CBCL TOT
68
Mean CBCLTOT Scores
66
64
62
60
Team Schools
Non-Team Schools
58
56
54
52
50
1
2
Time
Teacher report of Internalizing Behaviour
FSSTT: 61.09 -> 60.08
Non-FSSTT: 60.81 -> 55.95
Co nd itio n b y T R F INT
62
M e a n TR FI N T S c or e s
61
60
59
58
Team S chools
Non-Team S chools
57
56
55
54
53
1
2
T im e
Conclusions
Behaviors change over time - Increase
in observed depression with the
decrease in personal experience of
depression
Behaviors improved over the year
70% of students had significant
academic problems
Relationships are key
Comparative Study # 2 (FQRSC)
Further evaluate FSSTT
– Compare FSSTT and non-team schools (6
schools)
– Explored BD/LD comorbidity issue
– Social support & problem solving
– Relationship with Behaviour Resource
Followed a group of students with behaviour
problems (N = 57 students: 27 FSSTT, 30
non-FSSTT)
Measured over two time periods (Fall, Winter)
Overall results
Strong Appreciation for Team Services
– Teachers feel better equipped to deal with
problems
Team plays important support role
– Lack of services leads to burn out
Parents do not fully understand what schools
are doing; feel blamed by school
Challenges working with troubled families
Phase 3: Smaller studies
Impact of FSSTT on Community School
over time
Impact of Intensifying Services in
FSSTT school (TIES project)
– Added academic resource support, art
therapy, family support
How research informs practice
Sharing of Results to Community
Discussions with FSSTT members
Dissemination/publication of results to
academic community
Why the need for research?
To better serve our students, teachers
and families
To enhance opportunities for SUCCESS
Questions/Discussion
In Relationship
Relationships
We work to create trusting, nonthreatening, Quality Relationships with:
children, parents, teachers,
professionals, para-professionals
and all outside professionals and
agencies
“Together is Better”
FSSTT
School
and Outside
Agencies
FSSTT and
Outside
Agencies
Home and
Outside
Agencies
Developing Trust
Look at:
Developing Relationships
• School needs
Developing Understanding
• Family needs
Developing Collaborative
Spirit / Partnership
• Student needs
TRANSFORMATION OF AN
ORGANIZATION AROUND THE
NEEDS OF AN INDIVIDUAL
Support Networks
Facilitate the creation of support
Networks for all because none of us can
do it “well” alone
“It Takes a Village to Raise a Child”, a
Family, a School System, a Community
of Quality
How Do We Do It??
Model a Learning Organization
There is always a better way
Think outside the box
Continuous improvement
“Be the change you
are trying to create.”
– Ghandi
The Starfish
There was a young man walking down a deserted beach just before
dawn. In the distance he saw a frail old man. As he approached the old
man, he saw him picking up stranded starfish and throwing them back
into the sea. The young man gazed in wonder as the old man again and
again threw the small starfish from the sand to the water. He asked,
“Old man, why do you spend so much energy doing what seems to be a
waste of time?”
The old man explained that the stranded starfish would die if left in the
morning sun.
“But there must be thousands of beaches and millions of starfish!”
exclaimed the young man. “How can you make a difference?”
The old man looked down at the small starfish in his hand, and as he
threw it to the safety of the sea, he said, “I make a difference to this
one.”
Anonymous
Questions/Discussion