Methodology for assessment of the needs

for independent life training of people with disabilities

Institute for Community-based Social Services Foundation

Bulgaria

Steli Peteva, Ph.D.

Violina Ananieva

Methodology for assessment of the needs for independent life training of people with disabilities

A life of quality is a shared life.

Context of the methodology

1. Goals of the projectThis document was made as part of a project “Unlocking Freedom through Adult Education: The role of adult education in supporting the deinstitutionalisation of people with disabilities in the community”. The project is funded by the “Erasmus+“ program 2014-2020, CD 2: Projects for strategic partnerships". Contract No. 2015-1-IE01-KA204-008666).

The methodology was made in result of a broad desk-study of current methodologies for assessing the needs of support in the transitional period towards independent life of people with disabilities. The leading role of the methodology preparation was the role of the Institute for community-based social services Foundation, with the participation of the Stewarts Care Ltd, Centre de la Gabrielle et Ateliers du Parc de Claye – MFPass and the Service Foundation for People with an Intellectual Disability (KVPS).

The reviewed methodological materials include both methods and tools used by the partners in the project, and methods and tools used in different informational sources (books, manuals, presentations, online materials, etc.) Most documents that were used in the research are presented in the Informational table. It includes a short introduction of authors, the source of information, the contents, and the effect on policies (Appendix 1. Informational Table).

The presented documents may be used by all stakeholders in the process of deinstitutionalisation and adult training. The Informational table will be enriched and popularized as part of the project so that it can contribute to the general knowledge of the partners and their networks, engaged in the field of deinstitutionalisation and adult training (at methodical and practical level, and policy-making level).

The methodology is directly related with the goals of the project as follows:

To contribute to the lifelong learning opportunities and the social integration of people with disabilities through training of adults and community training: by assessment of the current needs of training the independent life resources of people with disabilities and their re-formulation in educational purposes and goals.

2

To unite the efforts and of educational institutions in the local community with the

purposes of establishing of curricula and the adaption thereof in support of their role in inclusion of people with disabilities: by increasing the understanding of the necessity of personality-oriented training approach for the development of individual skills, in which the person with disability is a key figure.

To send a message to the institutional culture of organization and to optimize their support for overall integration of people with disabilities in the community: by considering people with disabilities as "experts with experiences" (people with experience in the specific disability or in support of services), who can support or train other people.

2. European and national context of deinstitutionalisation and training of adults with disabilities

Deinstitutionalisation of people with disabilities is a common goal and a complex problem for the whole Europe. Countries are at a different stage of the development of the process; this includes the partners in the project. In some regions, France and Finland included, people with disabilities are not accommodated into institutions, but there is the need of further development and cooperation between activities for social inclusions and the transition towards independent life in the community. In other regions, including Bulgaria and Ireland, the process of deinstitutionalisation is just beginning and requires systematic approach.

At the same time, all countries recognize the skills for independent life as a key factor for successful deinstitutionalisation. Independent life includes knowledge and skills that a person needs to guide his/her life at home and within the community. Despite some differences in the definition of these skills among different groups, they are similar in essence, because they were defined according to the main fields of life: physical and spiritual well-being; educational and professional functioning; mobility; self-care; household; communication and interaction with others; social functioning and intimacy; emotional condition and financial status, etc. In this context, the skills for independent life include a complex of skills, which can be grouped into flexible categories. Categories of skills for independent like, used in social practice, are most often the following:

- Self-care, health, and safety: skills for hygiene and care for the body, the inhabited space, and skills for healthy lifestyle.

- Household skills: competency to run the household, such as cleaning, laundering and cooking, casual repairs, but including the general organization of work.

- Cognitive competencies: skills for understanding the things surrounding the individual (time, money, symbols, sizes, appliances, planning, foresight of consequences).

- Social skills: skills for orientation and organization of the surroundings (travels, orientation in town and neighborhood, working with money, leisure activities).

- Interaction with others: skills for adequate communication with others; skills for establishing and maintaining connections and networks; standing up for own interests while respecting the interests of others.

3

- Self-identification and self-development: combination of skills and knowledge

of personal strengths and weaknesses; ability to set goals and make choices; skills for interaction with others in a way that respects personal rights and the rights of others. The partners in the project use different tools to evaluate the needs and to plan the support of people with disabilities. However, they share the common European vision for deinstitutionalisation and support for social inclusion by developing the skills for independent life and establishing an accessible and inclusive environment.

Some of the tools are described here, while the broader spectrum of relevant documents is included in Appendix 1.

Stewarts Care (Ireland) - Supports Intensity Scale, Thompson et al, 2004- Service User Strengths and Supports Inventory (SUSSI Version S)- Assessment of Motor and Process Skills (Fisher A., Bernspång, B., 1995) - Pathways to Independence Checklists of Self-Help Personal and Social Skills, compiled by D. Jeffree and S. Cheseldine (1998)

KVPS – Service Foundation for People with an IntellectualDisability (Finland)

- This is how I do - Person-centered tool for describing support needs, KVPS- Minun suunnitelmani”, KVPS and FAIDD

- ”Toimi”, FAIDD

- ”Supports Intensity Scale”, AAIDDCentre de la Gabrielle - France 1- Food behavior and habits questionnaires based

on PNNS guidelines 2- Nutritional status based on biometrics and

nutritional records and patient medical records (Dr Yan Manh’s CdG sources)

3- Physical activities and fitness capabilities appraisal used by Dr Yan Manh at CdG

Institute for Social Services in the Community (Bulgaria)

- Adapted variant of the INVRA methodology

4

II. Goals and contents of the methodology1. Goals

This methodology presents the principles and tools for assesing the current training needs of people with disabilities, who are about to leave institutional care or resident services, or who are in a period of transition to an independent life.

The methodology describes the process of quality, informal (not standardized) assessment through the implementation of a tool for analysis and self-analysis of the skills for independent life and the needs of training and further development of those skills for individuals with disabilities.

The methodology will also help the preparation of the training planned as part of the independent life project:

- Training of educators, including educators with disabilities. In Bulgaria (November - December 2016) and in Ireland (January - February 2017)

- Training of two groups of 12 individual with disabilities in Bulgaria and Ireland (March-April 2017)

The methodology is an open document and may be integrated in other formal or informal tools for assessing the resources and functional needs for support for independent life, with which specialists and providers of social services work: IQ tests, achievement tests, tests for interests and career development, direct observation, analysis of curricula, analysis of the environment, etc.

2. Contents

The methodology provides a general theoretical network and principles for support in relation to the transition to independent life in the target group, the participants, and the process of preparation, implementation, and analysis of results of the conducted assessment. Each team may be flexible in implementing the strategy, according to the profile of people with disabilities and the profile of helpers.

2.1. Theoretical framework and principles

The methodology is based on the understanding that each person goes through periods of transition in his/her life cycle. One of the most important of these periods is the transition towards independent life. This period is of special importance for people with disabilities,

5

because it defines the needs and resources, which contribute to the development, activity, and independence of the person.

The theoretical framework of the methodology is based on positive psychology (which focuses on the strengths of the person, and on the bio-psycho-social approach (which regards personality as a combination of individually developing characteristics that interact with the social environment and its barriers and resources).

The modern approach towards disability surpasses the medical approach of focusing on the health problem and its treatment by placing the focus on the interaction between the person and the environment as an indicator of the quality of life and as a direction for the development of the public surroundings.

“A life of quality is a shared life…”

....Disabilities (as well as chronic illnesses and age) are often related to problems with participation in society. Individuals and their families are in risk of exclusion of various activities and opportunities, which are naturally accessible for others. The concept of quality of life takes access and participation of all individuals to people, places, and resources as a key indicator for assessment of the quality and satisfaction of life.

R. L. Schalo, M. An.V. Alonso, David L. Braddock Handbook on Quality of Life for Human Service Practitioners, 2002

“…Disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others“

Preamble, UN Convention on the Rights of Persons with Disabilities (UNCRPD)

"Disabilities" is an umbrella term, covering impairments, activity limitations, and participation restrictions. Impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers.

Enable website of the World Health Organization (WHO)http://www.who.int/topics/disabilities/en/

6

The principles shared in the methodology are:

- The individual with disability is the key figure in the process of research, planning, and providing support for development and quality of life. The individual is also the source of authentic information about him/her, and is an “experienced expert" on his/her current condition and the environment he/she inhabits. He/she is an expert with experience to travel, communicate, study, stand his/her ground, create friendships, overcome difficulties, and dream.

- The individual with disability develops optimally in a normal, natural environment: at home, school, workplace, in the community. Each activity, including the assessment of needs and training, are performed in the natural environment of the individual.

- Focus on the strengths, skills, and experience of the individual. Both the assessment of needs and the continuing education will be based on the strengths and achievements of participants by finding, strengthening, and transferring them towards other fields of development.

- Participation in personal network. The “Personal Network” includes not only the supporting relatives and specialists, but also friends, neighbors; people who contribute to the pleasant and complete life of a person. The personal network plays a crucial role in the quality of life of an individual. Representatives of the personal network take part in the assessment of needs and share their ideas for the skills and development of the person with disability.

- The assessment of needs of training and the training itself are a tool for self-knowledge and self-respect. The participation of individuals with disabilities in the assessment of training needs and the subsequent training in independent life is recognized as a positive, significant, and strengthening process for self-respect. The motivation, the activity, and its results are used within the context of the project in order to develop and use tools for training of adults with the purpose of deinstitutionalisation, and within the context of real support of people with disabilities by their supporters and personal network.

- The assessment of needs, the independent life training, and the other tools for research and planning of support help the person with disability answer the following questions:

o Who am I?o What are my talents and interests?o What do I want from my life; now and in the future?o What challenges of life can I handle now?

7

o What are the main barriers to what I want to achieve at school, work, and the

municipality?o What steps do I have to make in order to achieve what I want now and in the

future?These questions and their individual answers determine the goals of each

assessment, training, and support in the community.

2.2. Target Group

The target group for the assessment of needs for training is people with disabilities in the process of transitioning into independent life in the community (over 18 years). They participate actively in the process by analyzing their skills by themselves and through structured self-assessment and sharing of additional information. Thus, they not only present their strengths and areas for development, but also facilitate planning their role in the training (as trainers and trainees). They also prepare for different forms of active participation in the training (as presenters, sharers, observers, providers of ideas, explorers, etc.)

2.3. Participants

Two groups of 12 people with disabilities take part in the assessment (one group from Bulgarian and one from Ireland). Supporting specialists (social worker, psychologist, etc.) also take part in the assessment. They support individuals with disabilities in developing their skills for independent life. The selection of each supporting individual for participation in the assessment is performed with the active participation of each evaluated individual.

2.4. Preparation of the assessment

At the preliminary meeting, people with disabilities are introduced to the purposes of the project, its activities, and participants. They are also introduced to the purposes and the process of assessment of their skills for independent life and the expected results.

They know that their opinion and self-assessment are the most important for understanding what they can do very well and for what they need more practice either alone or with support, so that they can live independently and completely. They are informed that there are no right and wrong answers; each answer is important.

They fill a consent form, which includes a description of the assessment and their agreement to participate.

(Appendix 2. Consent form with the project summary in an accessible language)

8

2.5. Doing the assessment

The assessment of training needs is performed in the natural environment of the individual and disability: in the institutionalized care or community service, in their home, etc. This takes place in a calm environment, which makes it clear that the assessment is not a test but a story of the person for his/her strengths, interests, and goals.

The assessment takes approximately 40 minutes and may be interrupted so that the individual can feel well and concentrated.

The assessment is performed with the support of a representative of the project team and/or a supporting person in order to achieve calm environment, trust, free communication, and positive experience.

The assessment includes several tools, which are reviewed together with the individual with disability and the supporting specialist in the form of individual interview depending on the abilities and wished of the respondent. The purpose of different tools is to collect current, quality, and authentic information about the individual with disability, which can help his/her in the process of self-knowledge and self-respect, and in the subsequent training. It can also facilitate the work of the supporting team.

The assessment tools include:

Personal information about the individual with disability The tool is completed by the researched of the project with the help of the supporting individual and/or the respondent himself/herself (Appendix 3).

Who am I? General picture of the strengths and areas for development The tool is used by the respondent with disability. He/she tells about or draws his/her strengths and difficulties (Appendix 4)1.

Self-assessment checklist for independent living skillsThe tool is used by the individual with disability, who marks the level of development of his/her independent living skills (Appendix 5)2. The opinion of the respondent is of special important; even in cases where a supporting individual is present and has a different opinion.

1 The tool is from “This is how I do: A person-centered tool of describing support needs”, KVPS, Finland.

2 The tool is an adapted variant of the INVRA methodology, implemented in Bulgarian social practice, including in the practice of ICSS Foundation.

9

Additional tool for assessment of independent living skills

The tool may be used by the supporting individual: service specialist, relative, other important person, who has first-hand knowledge of the resources of the person with disability and supports his/her development (Appendix 6)3. The tool is more detailed in terms of categories of independent living skills in comparison with the Self-assessment Checklist.

Its purpose is to plan a subsequent balances and sustainable work with the individual with disability. Within the project research and training goals it could be used by the project partners for provision of additional information about the level of independent living skills development of the potential training participants.

2.6. Feedback and assessment results

At the end of the assessment, the respondent is encouraged to give feedback for the easy and difficult parts of the assessment.

The team representative shows a positive reaction on the activity of the individual as an explorer of his/her strengths; pays attention to the self-knowledge achieved (including difficulties), and the benefits of subsequent education.

Results from training needs assessment will be analyzed and uses on several levels:

- Formulation of independent life training purposes and the roles, in which each participant can develop his/her skills (within the project);

- Developing subjects for a manual for the independent life training (within the project);

- Integrating the results of participants in individual support planes and the in the work of supporting specialists and the personal network (within the support and services used by individuals with disabilities);

- Integrating the results in the activities for support and transition into independent life of each person with disability (within the actual steps of individuals with disabilities towards an independent life).

The assessment remains in the project file. Individual tools may be copied/pictured and used by people with disabilities and their supporters as correct image of their skills for independent life and purposes for development.

Good luck!

3 The tool is used from: “Life Skills Inventory Independent Living Skills Assessment Tool, Department of Health and Social Services”, Washington State

10

Appendix 1

Desk research information table

№ Name of document Author Source/ link Type of document

Impact on methodology and adult learning

Policy issues on DI Language

1 Age-appropriate transition assessments

Utah State Office of Education, 2014

http://transitionta.org/

content/age-appropriate-

transition-assessment-toolkit-

3rd-edition

Abstract Contains a description of the transition assessment process, as well aslinks to transition assessments and curricula to help schools prepare students for adult life.

Provides examples of formal and informal transition assessment in self-determination, independent living skills, post-secondary education/ training, employment, etc., which could be used as good practices

EN

2 AIR Self-determination scale and user guide

Mithaug, D.E. and Virginia Stolarski,, 1994

http://www.ou.edu/

zarrow/AIRUserGuide.pdf

Guide Describes self-determination and its importance, AIR self-determination scale, its competition and interpretation

Familiarizes special education and the goal for self-determination in the context of disability

EN

3 Common European guidelines on the transition from the institutional to the community-based care

European Expert Group on the Transition from Institutional to Community-based Care, 2012

www.deinstuonalisaonguide.eu

Guidelines and Toolkit

Provides practical advice about how to make a sustained transition frominstitutional care to family-based and community-based alternatives for individuals currently livingin institutions and those

The Guidelines also target poli_ cians and senior civil servants dealing with other policy areas such as health, housing, education, culture, employment and transport.They can be used at all levels, including by municipalities and regions

EN, others

living in the community, often without adequate support

responsible for local serviceprovision and management.

4 Deinstitutionalization and community living– outcomes and costs: report on European Studyrиtudy

Jim Mansell, Martin Knapp,Julie Beadle-Brown and Jeni Beecham

https://www.kent.ac.uk/tizard/research/DECL_network/

documents/DECLOC_Volume_2_Report_for_Web.

pdf

ReportVolume 2: Main Report

Analyses of data collection, social services and policies in Europe aimed at inclusion of people with disabilities, needs of change and recommendation

Analyses on service development, roles of national, regional and local government, economic implications of community-based and institutional care, recommendations on policies and practices, quality and financing of the services

EN

5 DI - the way forward Luk Zelderloo, EASPD

http://www.easpd.eu

Presentation Deinstitutionalization process and resources

Presents key concepts and objectives of deinstitutionalization

EN

6 Focus on Article 19 of the UN Conventionon the Rights of Persons with Disabilities

European Coalition for Community Living (ECCL)

www.community-living.info/.../ECCL-Focus-Report-20

FOCUS REPORT 2009

Article 19 – Living independently andbeing included in the communityRecommendations toward governments, EC and Council of Europe aimed at DI

Presents key rights of people with disabilities and recommendations aimed at DI on national and European level

EN

7 Handbook on Quality of Lifefor Human Service

Robert L. Schalo Miguel Angel Verdugo Alonso,

http://ww

w.academia.edu/

Handbook Presents the concept, research and measurement of quality of

Application on the concept of QOL on individual, organizational and societal

EN

12

Practitioners David L.

BraddockAmerican Association on Mental Retardation, 2002

1458575/Handboo

k_on_quality_of_life_for_human_service_practitioners

life (QOL) in relation with physical, behaviour, and mental health and aging.

level

8 Independent living skills – more than just cooking and cleaning

Amy Gaumer Erickson, Ph.D.University of KansasDepartment of Special EducationJune 2008

ncdcdt.org/.../Independen

t_Living_Assessments

Power point presentation

Presentation of Community-Based 18-21 Transition Programs, key definitions, internet resources

Shows the needs of interagency collaborations with the goal of creating a smooth transition from school services to services from adult agencies.

EN

9 INVRA Methodology ..... www.invra.nl ==== ND and BG

10 Report of the Ad Hoc Expert Group onthe Transition from Institutional toCommunity-based Care

….. == … … …. EN

11 Supports Intensity Scale Information

American Association on Mental

https://aaidd.org/docs/default-

source/sis-docs/

Information material

Presents overview of the goal and methods of the SIS instruments -

Give arguments for independent living skills development –

EN

13

Retardation, January 2004)

sisoverview.pdf?sfvrsn=2

Supports Needs Scale, Supplemental Protection and Advocacy Scale and Exceptional Medical and Behavioral Support Needs

changes in expectations for persons with disabilities;functional descriptions of disabilities; chronologically age appropriate activities; consumer-driven services and supports; support networks that provide individualized supports

12 Supports Intensity Scale Information

American Association on Mental Retardation, January 2004

https://aaidd.org/publications/

supports-intensity-scale

Manual and a set of pre-printed interview forms

Scientific assessment tool specifically designed to measure the level of practical supports required by people with intellectual disabilities (i.e., mental retardation) to lead normal, independent, and quality lives in society.

EN

13 Tennant Handbook Cluid Housing Association

Paper book Handbook Presentation the whole process of becoming a tenant, living in a rent house, responsibilities of a tenant and of the Housing Association, and moving out.

Documents for contract making, paying rent and services, insuring and repairing, security in home, etc.

EN

14 The Journey to The Centre for http:// Article Presents an alternative to Provides arguments for the EN

14

Citizenship - Deinstitutionalisation in Finland

Welfare Reform

Author: Simon Duffy, 2012

www.centreforwelfarereform.org/library/by-date/the-journey-to-citizenship.html

institutional care in Finland – supporting citizenship through systems for: - Individual budgeting- Flexible housing funding- Supported employment- Advocacy, information and peer support- A fair tax-benefit system

need of direct transfer from institutional provision towards citizenship support systems.

15 These neighbors have human rights, too

Jan JařabRegional Representative for Europe of the UN High Commissioner for Human Rights

Conference in Helsinki,

23.03.2011

Presentation Development of the philosophy of the rights – rights as privilege, universal rights for all, universal rights with specific attentionInstruments for rights protection – specific and non-specific, aspects of continuity and evolution, risks, etc.

EN

16 The Service User Strengths and Supports Inventory (SUSSI) *S

Adapted for Stewarts Care Ltd from the version compiled by St. Michael’s House

Stewarts Care materials

Inventory tool Practical methodological tool for assessment in 3 sectors:- needs for support in 6 domains (home living, community living,

EN

15

employment, health and safety, lifelong learning, and social activities); - 8 activities for supplemental protection and advocacy;- exceptional medical and behavioral supports needs across 15 medical conditions and 12 challenging behaviors.

17 This is how I do: A person-centered tool of describing support needs

Aarne Rajalahti– Service Foundation for People with an Intellectual Disability

KVPS material Easy-to-read tool for describing support needs

Practical assessment tool in 4 sections: Who am I, My support needs, Summary of support needs, Comments from people that are closed to me, like family and friends

Helpful in meeting with policy and decision makers

EN, Finish, soon in Swedish

18 Toolkit on the Use of European Union Funds for the Transition from Institutional to Community-based Care

European Expert Group on the Transion from Institutional to Community-based Care, November 2012

http://deinstitutionalisati

onguide.eu/wp-content/uploads/

Toolkit-on-the-Use-of-European-

Union-Funds-for-the-Transition-

from-Institutional-to-Community-

Toolkit EN,BG,

Other lang.

16

based-Care-English.pdf

19 Transition Assessment Introduction

Transition coalition (The University of KansasDepartment of Special EducationThe Beach Center on Disability), 2016

http://transitioncoalition.

org/blog/ta_welcome-2/

Information material

Presents practices in transition assessment process with various types and approaches for assessment, relate assessment to the transition process, and opportunities for applying these research-based ideas.

Includes online pre- and post-test on the topic for interested parties in order to self-assess own knowledge about transition assessment.

Could support special education and adult education decision makers

ЕN

20 TransitionAssessmentTools – Independent Living

Transition coalition, 2000

http://transitioncoalition.org/tc-materials-

display/

Practical tools for assessment

21 Transition Health Care Toolkit

Pennsylvania Department of Health, 2008

22 Transition Health Care Toolkit: Preparing for

Wisconsin Community of

http://www.waisman.wis

Booklet A resource to help youth and young adults with

Provide a general overview of the knowledge, skills and

EN

17

the life as an adult Practice on

TransitionPractice Group on Health, 2007

c.edu/wrc/pub.html

specialhealth care needs and disabilities make a successfultransition to adult living that includes their education,health and community living

actions that needto be addressed as part of the fluid process of adolescent transition for youth with special health care needs.

18

Appendix 2

Erasmus+ International Project

2015-2018

19

What is Erasmus +?

Erasmus+ gives money to organisations for training and education.

Erasmus + gets their money from the European Union.

Stewarts Care and Disability Federation Ireland are working together on a project.

20

The project will help you improve your independent living skills through training.

This training should help you to be more involved with your community.

21

Who is involved?

There are lots of different organisations involved.

Some are in Ireland and some are in different parts of Europe.

DFI work to improve the lives of people with Disabilities all over Ireland.

They will work with Stewarts Care.

National University of Ireland Maynooth.

22

Institute for Social based Community Services (ICSS) from Bulgaria.

KVPS Finland.

Centre de la Gabrielle France.

Some of these organisations provide support to people with Disabilities in Europe.

23

24

What is involved?

You will get training to improve your independent living skills.

Information of your training will be shared with the partners of the project.

25

There will be one to one meetings,

There will be group work,

and you may get a chance to travel to another country.

Would you like to be part of this project?

If you want to be part of this project we would need your consent.

26

Would you like to be part of this project?

Please tick the box.

Yes

Sign_______________________________________

Date_______________________________________

Service user feedback

Can you understand this information?

Yes

Do you feel you understand about this project?

Yes No

No

No

Appendix 3

TRAINING NEEDS ASSESSMENT FOR INDEPENDENT LIVING

I. PERSONAL INFORMATION

Name: Date of birth: Gender: Male FemaleEducational/training profile: Basic education

High education He/she is studying now

at ...............................................

Other: ..............................................................................Disability, chronic disease, other difficulties

Main disability: ........................................................................................................................................................................................Other difficulties: ...............................................................................

Is the person using any specialized service?

Yes, namely: - educational service- day care- residential care- consultative support - personal assistance- other: .........................................................................

NoWhere does the person live? In what type of living?

Place of living:........................

Independent living(own house, apartment, rent place) With parents, other relatives Residential care: ..................................................................... Other: ....................................................................................

Where does the person want to live?

Independent living(own house, apartment, rent place) With parents, other relatives Residential care: ..................................................................... Other: ....................................................................................

Has the person participated in a training?

Yes (what type and what role): .............................................

NoWho supports the person to develop his/ her skills?

Parent Other relative: .........................................................................

28

Social worker Psychologist Other: ..................................................................................

Has the person supporting network of relatives and friends? Is the network diverse?

Please, describe:

In what activities does the person participate in the community?

Please, describe:

Which supporting person is involved in the interview?

29

Appendix 4

TRAINING NEEDS ASSESSMENT FOR INDEPENDENT LIVING

II. WHO AM I?

Name: .......................................................................................................................................

Strengths and skills to develop4

Things that are working in my life? 5

For example think about your- Living- Work- Leisure time- Financial situation- Health- Relationships

These things are working!

Things that are not working in my life?

For example think about your- Living- Work- Leisure time- Financial situation- Health- Relationships

These things are not working!

4 The assessment form is from "This is how I do: A person-centered tool of describing support needs", KVPS, Finland, Rajalahti A., 20125 Pictures used: http://papunet.net/kuvatyokalu/browse

30

Appendix 5

TRAINING NEEDS ASSESSMENT FOR INDEPENDENT LIVING

III. СHECKLIST FOR SELF-ASSESSMENT OF INDEPENDENT LIVING SKILLS

Name: .......................................................................................................................................................

1. Self care and health6 I can do this with support

()

I am trainingto do this ()

I am going to do this

()

I do this very well ()

I wash my teeth every day I keep clean the nails of my hands and feetI take care for my hair, brush it, wash itI bathe regularly, I have a neat appearanceI wear clean underwear and socks, clean clothesI keep and leave clean the toilet facilitiesI eat with spoon, fork, cut with knifeI choose my clothes aloneI use protective equipment during sexual contactI am careful with alcohol and cigarettesI go to the dentist (regularly)

6 Pictures use: http://papunet.net/kuvatyokalu/browse

31

I clean my room aloneI take care for my safety, I lock the door, turn off electricity I have enough rest during the night (6-8 hours)I eat healthy food (fruits, vegetables, bread, milk, meat/ fish) and I drink water (at least 1,5 liters)I don't overdo with sweets and snacksI move, do exercises every day (at least 30 minutes)I look for a doctor if I don't feel well

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

Tick or add training role

2. Household skills I can do this with support

()

I am trainingto do this ()

I am going to do this ()

I do this very well ()

I make a coffee and/ or tea with a pot, as I like itI arrange and clean the dining table I wash the dishes / use the dishwasherI use properly and safely kitchen appliances (oven, microwave oven, cooker hood, hot plateI make small purchases to 10 EUR (candy, magazine, shampoo)I clean and tidy my things after use (clothes, instruments, etc.)I can prepare light hot breakfast (sandwich, boiled egg)

32

I prepare easy for cooking dishes (1 product with 1 cooking vessel)I prepare complex cooking dishes, with more products and more cooking vessels (potatoes, vegetables, meat, dessert), I keep hygieneI am shopping products for a dish for more people (calculate, plan)I wash clothes by hand or washing machine, the laundry is clean I iron and fold the clothes, sheets, arrange them in the wardrobeI can sew a button to the right place, stableI clean and tidy my bedroom (change the covers, hover, mop the floor)I clean and arrange more rooms (toilet, kitchen, wardrobe)I use cleaners in a safety wayI arrange important documents, I can find them easilyI save electricity and heating, use them only when necessaryI plan my household tasks for 1 week (shopping, laundry, cleaning)

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

Tick or add training role

33

3. Understanding I can do this with support

()

I am trainingto do this ()

I am going to do this ()

I do this very well ()

I budget my allowances for 1 weekI know the time on the clockI know what day of the week is todayI can tell a storyI can follow instructions - oral and/ or writtenI follow the traffic rules (cross the pedestrian cross, stop at a red light)I write my first name and family name correctly and legiblyI understand timetables of buses and trainsI plan meetings with people and keep the appointmentsI choose my clothes and shoes according my measure and tasteI budget my money to last for 1 month and pay my expenses

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

Tick or add training role

34

4. Social skills I can do this with support

()

I am trainingto do this ()

I am going to do this ()

I do this very well ()

I travel by public transport in a familiar route I ride a bike and follow the traffic rulesI spend my free time well I go out (outside the house, service) at least 2 times per month and I enjoy itI arrive at work on time (at day centre, training hall) or I am late by a purpose I use a mobile phone,call persons, write messages, charge the phone, and take into account my callsI travel by public transport in an unfamiliar route I know how to get to my doctor, dentist, hairdresser I can make an appointment with a doctor, dentist and I keep with it I search for information by phone or computer and find what I wantI use a debit card and withdraw moneyI organize my vacation (select the place and people)

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

35

Tick or add training role

5. Interpersonal skills I can do this with support

()

I am trainingto do this ()

I am going to do this ()

I do this very well ()

I introduce myself to strangers, I offer my handI start a conversation freely, look others in the eye I make phone call, introduce myself, listen and end the callI participate in recreation activities with friends, neighbours, family I treat gently people living with meI follow the norms, wait for my turn, knock on doors, thank the peopleI respect privacy, taking into account their personal space and belongingI express and explain my opinion, keep my wordI give information to the others in timeI listen quietly advice and choose how to act When it is necessary, I say "No"I am interested in the others, to their opinion I keep friendship with people I like I treat common tasks around the house (centre) with responsibility, I contribute to the implementation of the tasks

36

I show patience and tolerance to the others I show my feelings in an acceptable mannerI accept criticism, and decide how to act (without offense)I express criticism in an acceptable manner, so that the person to accept it In conflict, I stick to the truth and I am sincere

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

Tick or add training role

6. Self-determination Never Sometimes Often Always

I know what I need, what I like, and what I’m good atI set goals to get what I want or needI make plans and decide what I should do to achieve my goalsI execute my plans in time If my plan doesn’t work, I try another one to meet my goalsХаресвам ми да обсъждам плановете и целите си с други хораI like to discuss my plans and goals with other peoplePeople encourage me to achieve my goals

37

I believe I can achieve my goals

I want to act in the training as ................................... Participant () Presenter () Sharing () Trainer ()

Tick or add training role

Additional notes: ..........................................................................................................................................................................................................................

38

Appendix 6

LIFE SKILLS INVENTORY INDEPENDENT LIVING SKILLS ASSESSMENT TOOL

INSTRUCTIONS7

In order to accurately complete the IL assessment, please involve the individual person, if appropriate / relevant, the Children's Administration social worker, the foster parent or relative caregiver, and any other persons knowledgeable about the skills of the individual. Scoring should be based on the lowest level of completion.The level of attainment for each youth completing this assessment is the lowest level where they satisfactorily complete the required number of questions. Youth may be highly competent in some areas, but have limited basic knowledge in others. Having basic knowledge in each area is important for long term success, and plan development should be focused on filling gaps in youth knowledge. Completing Category OIt is important for all youth to have a basic knowledge of options for pregnancy prevention. It is not the goal for all youth to reach “Exceptional” in this category, unless the youth (either male or female) is or will shortly be in a parenting role. Abuse and neglect issues are not specifically assessed, but competence at the "Intermediate" level should help youth avoid CPS complaints. Time frames for completionAll youth should be assessed at age 15 to 16. Once you have completed the IL assessment on a youth you do not need to repeat the assessment. All further reporting will be based on the goals of the youth, and their skill level will be indicated by the progress achieved in attaining goals. If the youth remains on the same goal, the skill level doesn’t change.

COVER SHEETNAME: CAMIS PERSON ID: DATE OF BIRTH:

PERSON(S) INVOLVED IN LIFE SKILLS ASSESSMENT AND DATES OF ASSESSMENT DATE

CATEGORY DATE SKILL ATTAINEDBASIC INT. ADV. EXCEL

A Money Management and Consumer Awareness

7 The tool is used from: “Life Skills Inventory Independent Living Skills Assessment Tool, Department of Health and Social Services”, Washington State

39

B Food ManagementC Personal Appearance and HygieneD HealthE HousekeepingF HousingG TransportationH Educational PlanningI Job Seeking SkillsJ Job Maintenance SkillsK Emergency and Safety SkillsL Knowledge of Community ResourcesM Interpersonal SkillsN Legal SkillsO Pregnancy Prevention/Parenting and Child

CareCategory A: Money Management and Consumer AwarenessBasic - Must know 3 of 5 to advance to the next level of accomplishment:

Knows values of coins and currency. Can make a transaction at a local store and count change. Has an understanding of the difference between “luxuries” and “necessities” in food,

transportation, clothing, housing. Understands the difference between “sale price” and “regular price”. Can identify one way to save money on purchases.

Intermediate - Must know 4 of 6 to advance to the next level of accomplishment: Can open a checking or savings account. Can write checks/make withdrawals and make deposits. Can record banking transactions (either checking or savings). Can budget allowance to last for a week. (Shows some understanding of the concept of

saving). Understands the difference between gross wage and take home pay. Can use a calculator to add, subtract, divide and multiply.

Advanced - Must know 4 of 6 to advance to the next level of accomplishment: With assistance can make out monthly budget covering regular expenses for independent

living. Shows some “sales resistance” to “something for nothing” advertising and “low weekly

payment” credit plans. Can read monthly bank statements, compare balances, make adjustments as necessary

(deduct service charges,check fees, adjust for differences in the balance). Can comparison shop using unit pricing information. Understands the responsibility of filing tax forms. Knows the information that is required for

filing taxes and knows where to go to get assistance in filing taxes. Knows how to clip and use coupons.

Exceptional - Must know at least 3 to be rated as exceptional:

40

Budgets for unanticipated emergencies, seasonal bills, etc. Understands buying on credit, loans, interest, and late payment penalties. Understands payroll deductions, taxes, FICA, insurance. Can complete a short tax form. Can balance a checkbook. Has regular savings program.

Category B: Food ManagementBasic - Must know at least 3 of 4:

Washes hands before eating and preparing food.Can order in a cafeteria or fast food restaurant.Can describe food pyramid and foods that contribute to a healthy life style.Knows name and use of cooking utensils.

Intermediate - Must be able to do 5 of 8: Can order a meal from the menu in a restaurant Can fix a breakfast for one Can fix a lunch for one Can fix a dinner for one Can make out a grocery shopping list Can use cooking utensils effectively and safely (knives, grater, can opener, potato peeler, egg

beater, etc.) Can use kitchen appliances effectively and safely Can use acceptable table manners

Advanced - Must know 5 out of 7: Stores perishable items under refrigeration. Recognizes signs of spoilage in food. Can follow the instructions for preparing canned or frozen foods. Can plan weekly menu of nutritious meals. Can shop for a week’s menu and stay within a food budget. Can set the table properly. Can carry out a grocery-shopping trip (selecting items on the shopping list and paying the

cashier).Exceptional - Must know at least 3:

Prepares recipes from a cookbook.Can adjust recipes to feed more or less people than called for in the recipes.Understands how to use dates on food packages to prevent spoilage. (see next page)

Category B: Food Management (continued)Exceptional - Must know at least 3: (continued)

Prepares and eats a balanced diet.Understands and can use unit pricing to comparison shop.

Category C: Personal Appearance and HygieneBasic - Must be able to do 4 of 4:

Can dress self (including underwear, socks, and tied shoes) in a reasonably acceptable fashion.

Can bathe self.

41

Knows how to use soap, shampoo, deodorant, shaving cream, other common personal products appropriate to sex.

Brushes teeth regularly.Intermediate - Must be able to do 3 of 3:

Showers or bathes regularly.Keeps hair clean and neat.Dresses in reasonably clean clothing.

Advanced - Must be able to do 4 of 6:Can read clothing labels and determine which clothes are to be dry cleaned, hand washed,

and machine-washed.Can sort and machine-wash clothes at a Laundromat using appropriate temperatures,

amounts of soap, bleach, etc.Can dry clothes in a dryer using appropriate settings.Knows the cost of and can budget money for special hair and nail care (i.e., permanents,

braiding, manicures, etc.).Can iron clothes.Can sew on buttons and make minor clothing repairs.

Exceptional - Must know at least 2:Can hand wash items following the instructions on the label.Knows appropriate clothing to wear for almost all occasions.Knows approximate cost of dry cleaning and can arrange for dry cleaning.

Category D: HealthBasic - Must know 5 of 6:

Can open childproof container.Knows not to take someone else’s medication.Knows that drugs, alcohol, and tobacco may be harmful to your health.Knows parts of the body and sexual functioning.Knows how pregnancy occurs.Knows how and where to get emergency health care.

Intermediate - Must know 3 of 4:Can recognize and describe symptoms of colds, flu, and other common health problems.Knows what to do for a minor cut, a minor burn, a splinter.Understands the risks of pregnancy and sexually transmitted diseases.Understands the risks of drug and alcohol abuse.

Advanced - Must know 9 of 13:Can take own temperature using an oral thermometer.Can nurse self through cold or flu.Recognizes/makes correct use of “over the counter” drugs for pain, stomach upset, diarrhea,

fever, cold/allergy.Can call a doctor or dentist and schedule an appointment.Can read a prescription label correctly and follow the instructions.Can take medication without supervision.Knows how to dispose of drugs in a safe manner.Knows how to use what is included in a First Aid Kit.

42

Knows how to obtain a copy of personal immunization records and medical history.Knows methods of birth control and how to obtain birth control devices.Knows how to prevent the spread of sexually transmitted diseases.Has selected a doctor, dentist or clinic for regular health care.Understands the importance of medical insurance.

Exceptional - Must know at least 2:Is conscious of diet, exercise, good eating habits, and other preventative health measures.Can determine when to go to an emergency room and when to make an appointment with

the family doctor or clinic.Has obtained medical insurance.

Category E: HousekeepingBasic - Must know 3 of 4:

Can wash dishes adequately using soap and hot water.Can change a light bulb.Can make a bed.Knows how to dispose of garbage.

Intermediate - Must know 3 of 5:Can use vacuum cleaner properly and change bags.Can change bed linen.Knows how to prevent sinks and toilets from clogging.Knows how to sweep floor and stairs, wash wood and linoleum floors, wash windows, dust,

polish furniture, clean toilet, clean bathtub and sink.Knows appropriate cleaning products to use for different cleaning jobs.

Advanced - Must know 5 of 7:Knows how to stop a toilet from running.Knows how to use a plunger to unstop a toilet or sink.Can defrost the refrigerator, if necessary.Can clean a stove.Knows how to conserve energy and water.Perform routine house-cleaning to maintain the home in a reasonably clean state.Uses drawers and closets appropriately for storage.

Exceptional - Must know at least 3:Knows what repairs a landlord should perform.Can do minor household repairs.Is able to contact the landlord and request repairs.Can change a fuse or reset a circuit breaker.Can measure a window for shades or curtains.Knows how to get rid of and avoid roaches, ants, mice, etc.

Category F: HousingBasic - Must know 2 of 2:

Understands the concept of renting.Knows how to access emergency shelter.

Intermediate - Must know 3 of 4:Can read want ads for vacancies.

43

Understands basic terms (lease, sub-let, utilities, studio, efficiency, security deposit, reference, etc.).

Can calculate the costs associated with different types of housing.Can describe pros and cons of choosing a roommate.

Advanced - Must know 6 of 9:Can identify type of housing that is within budget and meets current housing needs.Can calculate “start up” costs (Utility deposits, connection fees, security deposit, first month’s

rent, purchase of furniture and all other household items).Can complete a rental application.Can ask the landlord about the available apartment to determine if it meets their needs.Knows to inspect the apartment to make sure appliances work and that the landlord has

supplied accurateinformation about the apartment and the neighborhood.

Shows some concern for the rights of other residents with regard to property and noise.Understands the consequences if the rights of other residents are not respected.Understands the implication of the security deposit.Knows the role of a landlord.

Exceptional - Must know at least 2:Demonstrates the ability to get along with other residents and the landlord.Knows how to get help if there is a conflict with the landlord.Can access emergency assistance for utilities.

Category G: TransportationBasic - Must know 3 of 6:

Can ride a bicycle safely.Category G: Transportation (continued)Basic - Must know 3 of 6: (continued)

Understands and uses seat belts.Familiar with any form of public transportation available.Knows the nearest public bus stop to your home.Knows amount of money required for bus fare.Knows the nearest town with bus services.

Intermediate - Must know 3 of 6:Aware of consequences of driving without a license and insurance.Has successfully completed a Driver's Ed class.Knows how to call a taxi and provide information needed. Knows the approximate cost of

taking a taxi.If given instructions, can make public transportation journey involving several transfers.Knows requirements for foster parent reimbursement for providing transportation.Can give directions.

Advanced - Must know 4 of 5:Can arrange routine transportation to work or school.Knows what is required to get a driver’s license.Has driver's permit.Can fix a bicycle.

44

Can read a map.Exceptional - Must know 2 of 3:

Knows how to do basic car maintenance.Can estimate cost of owning and operating a car for a month/year including tabs and

insurance.Has a driver’s license.

Category H: Educational PlanningBasic - Must know 2 of 2:

Has a realistic view of his/her chances for completing high school.If high school graduation is not realistic, understands what a GED is and how to obtain one.

Intermediate - Must know 3 of 4:Can fill out forms to enroll in an educational program.Has a general idea of what education is needed for the job he/she wants.Can discuss educational/vocational plans with teachers/counselor.Is aware of educational resources available in the community.

Advanced - Must know 4 of 6:Knows how to obtain school transcripts.Is aware of current educational credits and standing.Has an appropriate educational plan for the job selected.Understands educational/skill requirements for job selected.Is aware of the cost of higher education/vocational training.Knows the difference between a loan and a grant.

Exceptional - Must know at least 3:Knows where to find and how to access adult education or vocational training in the

community.Knows how to obtain financial aid/scholarships for additional education.Understands future prospects and probable living standards relative to levels of education

and specialized skills.Is able to identify the connection between course work and vocational goals.

Category I: Job Seeking SkillsBasic - Must know 2 of 2:

Has reasonable idea of the types of jobs available to him/her.Knows what the minimum wage is.

Intermediate - Must know 4 of 5:Can fill out a standard job application form.Can read the want ads and find appropriate leads.Can complete a mock interview giving appropriate answers to potential questions.

(see next page)Category I: Job Seeking Skills (continued)Intermediate - Must know 4 of 5: (continued)

Can make appointment for a job interview.Knows appropriate clothing to wear for the interview.

Advanced - Must know 6 of 8:Can write a resume.

45

Has a completed job application/fact sheet to take on a job interview.Knows to prepare for a job interview.Can complete a job interview.Knows the function of and can contact the public employment agency.Knows the function of and understands that private employment agencies charge fees.Can identify ads placed by private employment agencies.Can contact temporary employment services.

Exceptional - Must know at least 2:Has a resume.Can follow up an interview with a letter.Is able to maturely weigh the advantages of one job over another.Understands legal discrimination and where to seek help if discriminated against illegally.

Category J: Job Maintenance SkillsBasic - Must know 3 of 4:

Dresses for work appropriately.Reports to work on time.Knows job responsibilities and how to complete job tasks.Knows to contact employer when not able to go to work.

Intermediate - Must know 3 of 4:Know how to read a pay stub.Knows appropriate way to talk to supervisor.Knows what behaviors will get a person fired immediately.Knows how to ask for help with a problem on the job.

Advanced - Must know 4 of 5:Knows if eligible for sick time, vacation time, or personal time.Knows what a grievance procedure is.Know what to do to get a raise.Knows where and when not to talk with co-workers.Has a plan for handling anger when angry at supervisor, co-workers, or customers.

Exceptional - Must know at least 3:Can implement anger management plan in majority of cases.Knows how to use company grievance procedure to resolve disagreements.Knows companies “unwritten policies” and can function within them.Knows how to ask for a raise.Knows what to do to be eligible for promotion.Knows legal rights as an employee.

Category K: Emergency and Safety SkillsBasic - Must know 4 of 5:

Knows functions of police, ambulance and fire department. Can reach each by calling the appropriate number.

Is trained to evacuate the residence in case of fire.Knows proper way of disposing of smoking materials, if smokes.Knows how to lock and unlock doors and windows.Knows how to check smoke alarm and how to replace battery.

46

Intermediate - Must know 3 of 5:Understands basic fire prevention (No smoking in bed, using gas stove to heat, excessive use

of extension cords,frayed electrical cords, etc.).Knows how to use a fire extinguisher.Knows that improperly used appliances can cause fires.Can recognize the smell of a gas leak. (see next page)

Category K: Emergency and Safety Skills (continued)Intermediate - Must know 3 of 5: (continued)

Knows what to do, and whom to call if she/he smells a gas leak.Advanced - Must know 2 of 3:

Knows the different methods for putting out different kinds of fires.Knows how to properly store cleaning materials.Can usually determine when professional medical help is needed.

Exceptional - Must know 2 of 2:*Youth may have their cards, but completion of the other areas is important. The rating should be based on the lowest area where they have completed the skills.

Has completed First Aid training.Has completed CPR training.

Category L: Knowledge of Community ResourcesBasic - Must know 4 of 5:

Knows how to get emergency information by telephone.Knows whom to contact if injured or sick.Knows where nearest supermarket or shopping district is located.Knows how to access emergency food and shelter.Knows how to access crisis line.

Intermediate - Must know 3 of 5:Knows where nearest Laundromat is located.Knows where personal bank is located.Can use the yellow pages to obtain information.Knows location of nearest CSO.Knows location of nearest post office and how to use it.

Advanced - Must know 3 of 5:Knows whom to contact if utilities disconnected, or heat goes out.Knows where and how to register for selective service.Knows where the nearest state employment office is located.Can obtain a copy of birth certificate and a duplicate social security card.Has awareness of “specialized” resources: mental health counseling, consumer counseling,

VD clinics, student aid offices, tenant groups, animal control, public recreation, etc.Exceptional - Must know at least 2:

Knows who elected representatives are and how to contact them.Has obtained a library card.Knows what the Better Business Bureau does and how to contact it.

Category M: Interpersonal SkillsBasic - Must know 5 of 5:

47

Can respond to introductions and answer simple questions.Can identify one friend.Look others in the eye and shakes hands if other person offers.Can make “small talk” (face to face).Communicates with at least one person weekly.

Intermediate - Must know 4 of 6:Can make introductions, including approaching others to introduce self.Is aware of boundary issues.Is not harmful to others.Can ask for help.Can explain feelings.Can identify relationships that may be hurtful or dangerous.

Advanced - Must know 8 of 13:Can identify personal strengths and needs (with assistance if necessary).Accepts invitations from others to be involved in social activities.Make arrangements with peers for social activities. (see next page)

Category M: Interpersonal Skills (continued)Advanced - Must know 8 of 13: (continued)

Knows where to get help if unable to resolve interpersonal conflicts alone.Has some ability to resolve conflicts with others.Refrains from physical violence as a means of solving interpersonal conflict.Has practiced how to say “no” to a peer who is trying to persuade him/her to do something

wrong.Can develop a realistic plan with appropriate steps identified to achieve goals.Can carry out plans with some assistance provided.Can describe the "best possible" outcome if the goal is achieved and the “worst possible”

outcome if the goal is not achieved.Can describe the relationship between actions and consequences.Has “good” table manners (can use knife, fork, spoons, napkin appropriately).Avoids hurtful or dangerous relationships.

Exceptional - Must know at least 3:Labels and expresses anger or other strong feelings appropriately, “talks out” problems.Has demonstrated the ability to say “no” to peers.Can develop and carry out a personal plan for goal achievement without supervision.Can anticipate, with limited input from others, what consequences might be associated with

different choices.Knows when and how to send written thank-you notes.Can close a relationship or say “good bye” in a healthy manner.

Category N: Legal IssuesBasic - Must know 2 of 2:

Has the phone number of someone to call if arrested or victimized.Understands generally what actions are against the law and what the consequences are.

Intermediate - Must know 4 of 7:Knows personal rights if arrested.

48

Knows what the function of a lawyer is.Knows legal age for buying alcohol and tobacco products.Understands the meaning of “legal age” in legal terms (what you can do, what you cannot

do).Knows how to read a contract.Has understanding of dependency process.Knows how and where to register to vote.

Advanced - Must know 3 of 4:Knows the responsibility to register for selective service, if male.Aware of availability of free legal services.Understands the consequences of signing a contract or a lease.Knows the legal penalty for all of the following:

Buying, possessing, selling, and smoking marijuana and other drugs Buying and drinking beer and alcohol underage Trespassing Shoplifting Burglary Possession of stolen property Traffic violationsExceptional - Must know at least 2:

Show good citizenship and an understanding of the rights and responsibilities of a citizen.Is registered to vote.Knows where to go to vote.Knows the difference between “felony”, “misdemeanor”, and “violation”.

Category O: Pregnancy, Parenting and Child Care (continued)Basic/Pregnancy - Must know 6 of 6: (All youth complete this part) (continued)

Knows dangers of drugs, alcohol, and tobacco during pregnancy.Knows what adequate pre-natal care is.

Intermediate/Parenting and Child Care - Must know 10 of 10: (Pregnant or parenting teens)Knows where to obtain pre-natal care.Knows not to leave child without supervision.Can provide appropriate supervision for child.Is comfortable being alone with child.Knows how to bathe child and change diapers.Knows how to access community resources (WIC, PHN).Knows how to engage child in appropriate play (reading, singing, drawing, building things,

etc.).Knows the available options for regular childcare.Selects appropriate people to periodically baby-sit with child.Knows where to go for help if child is sick.

Advanced - Must know 5 of 6: (Pregnant or parenting)Can select toys appropriate for child’s age and developmental level.Can discipline without using extreme measures (hitting, screaming, with holding necessary

food or care).

49

Can make arrangements for regular childcare.Takes child to childcare on time. Picks child up from childcare on time.Spends “quality” time with child each day (talking, playing together, listening to the child,

etc.).Knows where to go for help with parenting.

ExceptionalKnows what behaviors are appropriate for the child’s age and developmental level.Knows the costs and benefits of each child care arrangement available.

50