york region: a community of collaboration working together for children, youth and families
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York Region Context
►High Population growth►Extensively Diverse►Large Newcomer Community►Transportation/accessibility concerns
York Region Growth
Between 2001 and 2006 York Region:• Grew by 22% to 892,712 (as of
May, 2006). Fastest growing Census Division in Ontario and third fastest in Canada
• Had the highest growth rate for all age groups in Ontario
• Immigrant population accounts for about 60% of the growth between 2001 and 2006
• In 2006, the number of Aboriginals represents 0.4% of York Region’s total population. Same as 2001
• Number of families increased by 23% and the number of lone parent families grew by 37%
• 12% of children live in lone parent families – majority led by women
Prepared by York Region Community and Health Services Department March, 2008
Our Community of Collaboration: Supporting
Structures
Partners
• York Region Planning Forum for Children, Youth & Families
• Counselling and Treatment Committee • Children’s Mental Health in Schools
Committee• Other Community Partners• YR District School Boards
Partnerships
• CTN – Children’s Treatment Network, Simcoe York
• Central Intake Process• Case Coordination• ASD Mobile Treatment Services• Triple P
School-basedPartnerships
• COMPASS
Where collaboration begins :York Region Planning Forum
for Children, Youth and Families
VisionResilient children, youth, their families
and communities in York Region. MissionThe Planning Forum creates conditions,
linkages and opportunities among organizations and other stakeholders to build resiliency within the families and communities of York Region.
Why Collaborate?Reality Check: Needs vs.
ResourceOur current reality=
Our current need for Children’s Mental Health support
vs.Our current resource capacity
Our Estimated Need
►Need:►YRDSB student population= 110,000►YCDSB student population= 55,000►Combined student population=165,
000
►The percentage of students requiring mental health supports is approx. 18% or 29,700 students. (Ontario Child Health Study, Offord, 1989)
Our CapacityOrganization/Agency Client Capacity # #FTESBlue Hills 720 65Kinark 750 65York Centre 200 37Thistletown INTERFACE 340 35Family Services YR 250 15Canadian Mental Health Assoc. 100 10
Total Service Capacity 2360 students
We currently have the capacity to support 3,060 students of the potential 29,700 students requiring mental health services. We only have the capacity to reach approximately 8% of students needing support.
How can we support the children and youth who need MH supports in an under resourced system? How can we support “all the rest”?
We need to build capacity where we can. Schools and communities are a natural place to do this. It is clear we need to work together to support and build resiliency for the children, youth and families of York Region.
Earlier intervention can support children and youth so they don’t get to the place where they need intensive services.
We can create efficiencies by up front intake processes, a brief therapy context, case management, service coordination and bridging for families requiring longer term support.
Our Collaborative Opportunity
► 2004 Ministry of Child and Youth Services (MCYS) Funding Investment in Children’s Mental Health
► Strategic Objective for the funding was for the Children’s Mental Health Sector to employ collaborative initiatives
► A recognition of the importance of an integrated service delivery system across sectors
Total Funding=1.7 MillionSupporting 4 York Region
Initiatives
►Triple P (Positive Parenting Program)
►Enhancing Clinical Capacity►Residential Redevelopment►COMPASS-Community Partners
with Schools ($300,000 of total budget)
UniversalPrograms
andScreening
Information & Referral
Integration of York Region Initiatives
• Residential
• Custody
• Out of Region
Early InterventionCase Management(single provider)
InterventionService Coordination(multiple partners)
TreatmentCase Coordination(multiple/complex)
Integrated Systemic View1 Level 2-3 (Primary) Level 4 (Standard/Stepping Stones) Level 5 (Enhanced &
Pathways)
2 Community Planning Tables Integrated Team Day Treatment
3 Consultation & Comprehensive Assessments
4 Respite Service Family Based Therapeutic Foster Care Therapeutic Family Care
Assessment Stabilization Bed
1 Triple P 2 Community Partners with Schools 3 Enhanced Clinical Capacity 4 Residential Redevelopment
COMPASS: A Closer Look COMPASS
Community Partners with Schools is a partnership of:
York Region District School BoardYork Catholic District School BoardBlue Hills Child and Family CentreKinark Child and Family Services
The York Centre for Children Youth and FamiliesThistletown Regional Centre for Children and
Adolescents; INTERFACE Program Family Services York Region
and other community serving agencies.
Our Community of Collaboration: Supporting
Structures York Region Planning Forum for Children,
Youth and Families
Counselling and Treatment Committee Children’s Mental Health in Schools Committee
COMPASS
Together For Maple RH-EACH Linking Georgina
Where we came from..
►COMPASS Original Facilitated Planning SessionMarch 29-30, 2005
►A Strategic planning session on how to approach a School and Children’s Mental Health Partnership
Planning ResultsOriginal Indicators of Success
Student BasedDecreases in the number of students: ► sent to the principals office► under suspension► engaged in absenteeism► receiving more intensive children’s MH
services (i.e. via Section 20 , residential care etc.)
Increases in the number of students:► Graduating► Accomplishing 16 credits by age 16
Planning ResultsOriginal Indicators of Success
School/Community Based► Parents would be engaged in helping their
children in a non-stigmatizing context (school as a more comfortable setting than a children’s mental health centre)
► Teachers will feel supported in helping students they are struggling with by consultation with the multi disciplinary team
Planning ResultsOriginal Indicators of Success
Systems Based► School doors would be open on a system
wide basis (not just where historic relationships exist)
► A common language is developed between the education, children’s mental health, and community service sectors
► A realignment of resources and structural change within the education system and the mental health sector to reinforce the new way of working
COMPASS
Community Planning Table• Community defined as: geographical area of a YCDSB and a YRDSB high school and
feeder elementary schools.• Representation from: school administrators and staff, superintendents, trustees, students,
parents, community members, community agencies/services, child welfare, libraries, recreation services, police, youth justice, hospitals, public health, faith communities, municipal government, provincial government.
Integrated Staff Team• Integrated multi-disciplinary consultation to school staff• Specialized resources for students, families, schools and community
Community Based Implementation
School Based
Implementation
YRDSBHigh School
YCDSBHigh School
Feeder Elementary Schools
Expansion and Enhancement of Community Capacity and School Clinical Partnership
The COMPASS Model
A two-level structure:1. Community Level:
supported by a Community Planning Table
► Prioritizes the identified needs of the community
► Partners to support the needs identified within the community
► Broadens the supports available to students and families; providing a continuum of service from universal programs (i.e. recreation, parenting, health supports) to intensive.
The COMPASS Model2. The School Level
Integrated Team=COMPASS mental health staff integrated into school support teamThis multi disciplinary team provides consultations to teachers and school staff. The COMPASS staff member will work with families in an assessment and brief therapy context. Where long term supports are needed the staff bridges the families to community services.
The COMPASS Integrated Teams
Integrating our strengths, practices and skills to build
resiliency in schools, children and their families.
Integrated Support Continuum
Alternative Class
PlacementTherapeutic
SupportSuspension(ACCESS )
• Student Groups
• StaffWorkshops In School Referral to Intake Case
Team Integrated Assessment Conference w/ Team Screening Intervention Plan• Classroom
SupportsOr interventions
Rapid Response Support(crisis, brief consultation, safety plan implementation)
“…how people interact with each other to make
change happen…”
(e3smallschools.org)
Collaborative Partnership
Shifts
Beyond programs
Relationships
Second Shift
to
From fixing children’s problems
First Shift
Promoting children’s strengths
to
Shifts
From “their” children
To “our” children
Fourth Shift
to
From My School
Third Shift
Our Communityto
Shifted Thinking towards a Shared Vision
These shifts allow us to:-Strengthen the resource capacity of schools.
Schools become: -a seamless system of school-community based prevention, identification, and intervention services to meet the needs of children, and youth and their families where they are.
Factors For Successful Partnerships
►Leadership►Shared Vision►Clear Roles and Responsibilities►Effective Communication►Trust►Shared Decision-Making and
Accountability
Collaborative Partnerships: Lessons Learned
The 4 Rules for Successful Collaboration:
1. The scope of the collaborative project is clearly defined.
2. Each partner knows how the collaboration will advance the interests of their organization and students/clients.
Collaborative Partnerships: Lessons Learned
3. Role and responsibilities have been defined; mechanisms for communication and joint accountability are in place.
4. The relationship works: there is enough trust and respect among the key players to support the level of risk and interdependence involved in the project.
Collaborative Partnerships: Lessons Learned
Some of the challenges within collaborative work:
►It's time-consuming►It demands the ability to face
conflict directly ►It demands that leaders
subordinate their egos►It is leadership dependent initially
Collaborative Partnerships: Lessons Learned
Who are collaborative leaders?►Leaders trusted and respected by
all the groups and individuals involved in the partnership
►Relate to diverse groups and individuals with respect and ease
►Have good facilitation skills►Catalysts for systems change
Collaborative Partnerships: Lessons Learned
►They nurture new leadership within the collaboration and the community
►They have a commitment to the collaborative process and to finding real solutions to problems
►They keep the focus on what's best for the group, organization, or community as a whole
Collaborative Partnerships: Lessons Learned
How do you practice collaborative leadership?
Lead the process, not the people;Help the group set norms that it can
live by;Assure that everyone gets heard;Encourage and model inclusiveness;Help people make real connections with
one another;Mediate conflicts and disputes;Help the group create and use
mechanisms for soliciting ideas;
Collaborative Partnerships: Lessons Learned
►Maintain collaborative problem-solving and decision-making;
►Push the group toward effectiveness;►Help the group choose initial projects
that are doable;►Help the group identify and obtain the
necessary resources to do the work;►Insist on and protect an open,
transparent process;►Keep the group focused on what's best
for the organization, collaborative , or community as a whole.
Collaborative Partnerships: Lessons Learned
Partnerships need to ensure:1. that the values, ideas, and processes of the
effort are widely shared and deeply felt, 2. that important relationships are nurtured
and remain strong, 3. that policy and practice innovations are
institutionalized and become the norm, and 4. that needed financial and human resources
are secured for the long term.