effective collaboration for serious violent offender reentry
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Effective Collaboration For Serious Violent Offender Reentry. David Osher, Ph.D. Center for Effective Collaboration and Practice Technical Assistance Partnership for Child & Family Mental Health American Institutes for Research www.air.org/cecp www.air.org/tapartnership - PowerPoint PPT PresentationTRANSCRIPT
Effective Collaboration For Serious Violent Offender Reentry
David Osher, Ph.D.Center for Effective Collaboration and Practice
Technical Assistance Partnership for Child & Family Mental HealthAmerican Institutes for Research
www.air.org/cecpwww.air.org/tapartnership
OJJDP Conference on Serious Violent Offender ReentryWashington, DCOctober 1, 2002
Why Collaborate? Youth Have Multiple Needs
Mental health Physical Health Substance Abuse Prevention & Treatment Education Employment Housing Recreation Spiritual Family
Why Collaborate? Stakeholders have Multiple Concerns About
Short and Long-Term Educational, Vocational, Civic, and Safety Outcomes Families Schools Taxpayers
Why Collaborate? Eliminate Fragmentation Eliminate Duplication Eliminate Distrust Use Scarce Resources Wisely Address Multiple Risk Factors Across
Multiple Domains Improve the Effectiveness of Interventions Build Capacity—No Agency Can Do It Alone Enhance Staff & Community Safety
Collaboration is Not a Good in Itself
Can Collaborate to Do Bad Things (or because the “Boss told you to”)
Can Collaborate to Do Good Things, but Do them Badly
Cultural Barriers to Collaboration
Knowledge
Professional Socialization
Language
Missions, Values, Beliefs, Rituals
Communities of Knowledge and Communities of Practice
Constituencies and their expectations
Structural Barriers to Collaboration
Mandates & Accountability
Funding Streams
Organization of Resources
Jobs
Money
Time
The burden of routine
What is on the desk when one gets back from a planning meeting
Other Barriers to Collaboration
Self-interest
Turf
Management of Change
Agency Driven approaches to planning and evaluation
Who is Collaborating (Different Dynamics) Agency Collaboration Inter Agency Collaboration Family Agency Collaboration Family Interagency Collaboration Agency Community Collaboration Faith Based and Community Collaboration Inter Agency Community Collaboration Interagency Family Community Collaboration
We can Distinguish Between Two Approaches to Service Delivery
PROVIDER DRIVEN
CHILD & FAMILYDRIVEN
SOURCE OFSOLUTIONS
professional family and their supportteam
RELATIONSHIP dependent client partner/collaborator ORIENTATION isolating and “fixing” a
problem viewed asresiding in the child orfamily
ecological approachenabling the child andfamily to do better
ASSESSMENT deficit oriented strengths based PLANNING resource based individualized for each
child and family PROGRAM SERVICEAVAILABILITY
limited by agency’s menuand professionalconvenience
comprehensive andprovided when and wherethe child and familyrequire
EXPECTIATIONS low high OUTCOMES based on symptoms based on quality of life and
desires of child and family
Provider-driven Systems•Professionals and agencies are viewed as the key force in solving problems.
•Providers “fix” their “clients” who are compliant and passive.
Family members often share this orientation because:
•they are socialized to it as a sign of respect;
•they are fulfilling the expectations of the system in order to insure they get services;
•they have been blamed, labeled dysfunctional, judged inadequate or otherwise deemed unfit to make decisions.
Family-driven Systems• Responsibility for decision making is held collectively and equally by all members of the team.
The Family is:
•deemed to have expert knowledge regarding their child; and
•expected to contribute to defining and resolving the issues.
Family-driven Practice in ACTION Example
Back End: Rhode Island Parent Support Network Led Transition
Planning at the RITS
Characteristics of Effective Community-Wide Collaborations
Shared Ownership and Accountability Consumer-Driven Consumer-centered Goals and Orientation Multi-disciplinary across multiple domains Strategic & Data Driven Individual & Collective Accountability Culturally Competent Problem-Solving Approach Clear, Consistent, & Simple Interventions & Expectations
Characteristics of Effective Collaborations Sustained Supportive Infrastructure Institutionalized through
Policy Leadership Management Protocols & Procedures, Practices Monitoring CQI Evaluation
Impact of Collaboration Agency staff have come to know their counterparts in other
agencies and are friendlier with one another; allowing them to work with one another in a more respectful way.
Agencies work together to change or adapt to a situation rather than place blame.
Shifting the focus of service delivery from the individual service provider to the system as a whole.
Impact of Collaboration Less service fragmentation. Better response to specialized through more appropriate
service options. Enhanced access to services Improved ability to consider the needs of the “whole child
and the whole family” within the context of their community.
Collaborative Outcomes: The Bottom Line KEEP IT SIMPLE KEEP IT REAL KEEP THE FOCUS ON
THE CHILD THE FAMILY COMMUNITY CAPACITY & SAFETY
LINK IT TO A THEORY OF CHANGE
Talking the Talk
Walking the Talk
Walking the Walk
Towards Effective Collaboration
Collaboration as a Developmental Process
Stage I: Individual Action
Stage II: One-on-One
Stage III: New Service Development
Stage IV: Professional Collaboration
Stage V: True Collaboration
Promising Practices in Children’s Mental Health: Volume VI
Resources www.air.org/cecp Video: Making Collaboration Work for Children,
Youth, Families, Schools, & Communities (CEC)
Video: Promising Practices for Safe and Effective Schools (OJJDP)
Promising Practices in Children’s Mental Health (CECP, 1999, 2000, 2001) 13 Volumes
Improving Prevention, Providing More Efficient Services, and Reducing Recidivism For Youth With Disabilities (CECP/EDJJ)