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 Provides a process to address all aspects of the student’s life – school, family, peers and community  Facilitates connections to community providers.

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Presentation on theme: " Provides a process to address all aspects of the student’s life – school, family, peers and community  Facilitates connections to community providers."— Presentation transcript:

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2  Provides a process to address all aspects of the student’s life – school, family, peers and community  Facilitates connections to community providers and resources  Provides supports that will continue to be available upon completion of formal involvement

3  Increases efficiency and cost-effectiveness  Promotes follow-up on an ongoing basis  Fosters increased awareness and appreciation of each partner’s system, issues and skills

4  We service the Counties of Grey and Bruce which is an area similar in size to Prince Edward Island. We have only one city in our catchment with numerous small towns/rural environments. We also serve 2 First Nations  We have some unique challenges which include transportation, poverty and no local inpatient psychiatric resources.

5  The WRAP program for children and youth is a contributing partnership involving the Bluewater District School Board, the Bruce Grey Catholic District School Board, Bruce Grey Children’s Services and Youth Justice Alternatives to Custody.  The approach which is child centered and family focused began in September Today we have a total of 7 geographical teams

6  Seven teams consisting of one social workers/counselors, one behavior lead teacher (BLT’s) and one community worker  Geographically deployed in an effort to provide consistent service to over 70 schools region wide.  Flexible service plans are developed within the home, community and school settings.

7  Easy to blame, feel misunderstood and to lack the sensitivities required to get the most out of each system for our youth and families.  Lacked the language and relationships to be truly productive. It is  Easy to cite no follow through on recommendations, confidentiality issues or to use voluntary service as the reasons for poor service outcomes.

8  94% reported that their child’s behavior had improved.  Post ratings of behavioral severity significantly lower than pre-service ratings.  Perceived parental competency significantly higher post service.

9  Post rating scores were significantly lower for the following scales: Conduct, Externalizing and Total Mental Health.  Strong support for the multi-disciplinary team process and structure.

10  Evaluation and documentation was important and necessary.  Process and measures changed as the program evolved.  Make the data meaningful/useful for all sectors.

11  Thinking out Loud - Partnerships usually work best when they start out that way—i.e. thinking with one another—so that we can jointly own the outcomes.  Value Added approach to partnerships

12  Continuous communication and commitment required  Policy/funding changes  Sustainability

13  One partnership leads to another  Focus on the child, the family, the school and the community   Builds capacity at all levels in all areas  Allows all involved to address the challenges and seize the opportunities

14 Every noble work is at first impossible. Thomas Carlyle


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