Pathways Transition Training CollaborativeUTU

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Bridging the Gap: What Service Providers Need

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to Know, Believe, and Do

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Webinar presented by Eileen Brennan, Joan Distler, Pauline Jivanjee, LaVerne Miller,  Marlene Penn, Martin 

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November 16, 2010

Rafferty, Eliz Roser, and Don Schweitzer

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Research & Training Center for Pathways to Positive Futures, Portland State University, Portland, OregonRESEARC

Webinar Description:FU

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This webinar will address the core knowledge skills and attitudes that service

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conditions. A young adult, family member, service providers and advocates will share 

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ptheir experiences as we discuss how to best develop and implement transition‐focused 

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Presenter: Pauline Jivanjee, Pathways RTC

Introduction:FU

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S Don SchweitzerPacific University School of Social Work

Pauline JivanjeePathways RTC, Portland State University

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Eliz RoserPathways RTC Portland

Social WorkOregon

Marlene PennF il T h i l A i t

State UniversityOregon

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WAYS T Pathways RTC, Portland 

State UniversityOregon

M ti R ff t

Family Technical Assistance ConsultantNew Jersey

L V Mill

NG CEN

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Youth M.O.V.E. OregonOregon

LaVerne MillerPolicy Research Inc.New York

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Joan DistlerRise, Inc.Minnesota 

Eileen BrennanPathways RTC, Portland State University

RESEAR Oregon

Communities of PracticeFU

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S • Communities of practice are groups of people who care

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 F groups of people who care deeply about a common concern and interact 

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regularly to expand their knowledge and improve practice

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practice 

• Have been used to improve 

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disabilities.

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Presenter: Pauline Jivanjee, Oregon

PTTC Builds Curricular Offerings with its Community of Practice

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includes:

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settings (mental health, vocational rehabilitation, juvenile justice, child 

lf i l d i )

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• Researchers and educators from a range of disciplines (developmental psychology, 

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psychiatry, public health, and social work) 

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Presenter: Pauline Jivanjee, Oregon

Process of Developing Interdisciplinary Direct Service Competencies

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definition of competencies which 

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pincludes knowledge, skills, attitudes, and values • Based on other model sets of

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competencies was developed.• PTTC members and other stakeholders reviewed and amended the list which is serving as a guide for

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curriculum development

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Presenter: Pauline Jivanjee, Oregon

1: Partnering with Youth & Young AdultsFU

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Definition: Engages youth and young adults as full

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evaluation.

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Presenter: Martin Rafferty, Oregon

2: Supporting Recovery & EmpowermentFU

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 F providing accurate information about youth and young adults with mental illness, identifying and challenging situations that are stigmatizing

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WAYS T situations that are stigmatizing, 

advocating for policies and procedures that respect individual rights and di it d ki ith th d

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young adults to challenge oppressive power structures and overcome legal 

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Presenter: Martin Rafferty, Oregon

3: Planning Partnerships with Providers of Other Services

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i d

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agencies and systems to develop and implement individualized transition

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individualized transition plans for young people.

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Presenter: Don Schweitzer, Oregon

4: Providing Individualized, Developmentally Appropriate Services

Definition: Assists and facilitates theFUTU

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facilitates the development and implementation of an ff i i l h

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effective service plan that reflects the preferences, needs, interests, andO

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needs, interests, and desired outcomes of the young person 

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participating in the planning and services.

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Presenter: Don Schweitzer, OregonRESEAR

5: Addressing transition domain-specific needs

Definition: Collaborates with young people to meet theirFU

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young people to meet their needs for education, employment, peer support,TO

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employment, peer support, parenting support, safe and stable housing, income 

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maintenance, participation in community life, and adult well‐b i i th t t f l tN

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being in the context of relevant policies and programs.

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Presenter: Joan Distler, MinnesotaRESEAR

6: Using Evidence-Supported Practice and Individualizing Interventions

Definition: Locates, appraises adapts andFU

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appraises, adapts, and applies established and evolving knowledge about 

l h l h d

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mental health and a range of effective practices and programs.O

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programs.

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Presenter: Joan Distler, Minnesota

7: Collaborating to Bridge Systems

Definition: Reaches within and acrossFU

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within and across services and systems to build constructive 

ki l i hi

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working relationships focused on assisting young people to achieveO

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young people to achieve their goals when confronted with f t d tN

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fragmented systems.

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Presenter: Marlene Penn, New JerseyRESEAR

8: Promoting Support from Family, Peers, and Mentors

Definition: Builds on the capacity of family membersFU

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capacity of family members, peers, and mentors to provide support in ways preferred by the 

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young person.

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Presenter: Marlene Penn, New Jersey

9: Meeting the Needs of Diverse Young People

Definition: Communicates effectively with and is responsiveFU

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effectively with and is responsive to the preferences of diverse young people and families.

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Presenter: LaVerne Miller, New YorkRESEAR

10: Evaluating and Improving Services

Definition: Systematically evaluates the services thatFUTU

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evaluates the services that he or she offers; uses feedback from young 

l d h i f il

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people and their family members, when relevant; participates in programO

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participates in program evaluations and research to improve services.

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Presenter: Eileen Brennan, OregonRESEAR

Question and Answer SessionFU

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Q & A

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Q & A

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Presenter: Eileen Brennan, OregonRESEAR

Additional questions

If you have additional questions or feedback please contact usFU

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feedback, please contact us

Eileen Brennan, Co‐Principal Investigator brennane@pdx.edu

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Pauline Jivanjee, Co‐Principal Investigator  jivanjee@pdx.edu

Eliz Roser, Graduate Research Assistant eroser@pdx.edu

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Our project websitehttp://www.pathwaysrtc.pdx.edu/proj‐trainingcollaborative.shtml

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p // p y p /p j g

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Presenter: Eileen Brennan, OregonRESEAR

Acknowledgments/FundersAcknowledgments/Funders

The development of the contents of this presentation were supported by funding from theN ti l I tit t f Di bilit d R h bilit ti R h U it d St t D t t fNational Institute of Disability and Rehabilitation Research, United States Department ofEducation, and the Center for Mental Health Services Substance Abuse and Mental HealthServices Administration, United States Department of Health and Human Services (NIDRRgrant H133B090019). The content does not represent the views or policies of the fundingagencies. In addition, you should not assume endorsement by the Federal Government.g y y