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Promising Practices in Children’s Mental Health Systems of Care - 1998 Series 70 received her stipend and did not want to ask for money from another adult. She took this opportunity to tell the leader of the team how humiliating the situation was. As a result, a plan was created so that family members could receive both the meal per diem and their stipend before leaving home. n On another occasion, a service provider having prior, confidential knowledge of a history of alcohol abuse in the family, tried to prevent a family member from sitting in the bar with the rest of the team. When she later entered the bar, accompanied by other family members from the team, professionals had an opportunity to observe how families take responsibility for supporting each other and don’t need supervision from service providers. n One common problem concerns how children react to their parent being away from home. One parent’s experience is typical. “If my child gets in trouble in school, or if his behavior escalates at all while I’m away conducting a training, they blame the problem on my not being at home. However, no such explanation is given when my child exhibits the same behavior problems while I am at home.” These stories are very personal and isolated examples; but each provides a “golden opportunity for us to express how much of our life is an open book to our training partners,” and how other people who know something about our history judge us unfairly. These events also served to raise awareness of how people with different cultural values can successfully work together toward a common goal. Professionals have learned how to socialize with their family training partners. “They remove their professional hat and try not to counsel or manage family members.” 21 The family as faculty role and the relationship between WE CARE and East Carolina University is more highly developed than any other example of this role. What we found in Maine is more typical of the kind of relationships families involved with systems of care have with universities. WINGS PROJECT IN MAINE: AN EMERGING PROMISING PRACTICE Wings Parent Advocates Guest Lecture In University Of Maine Classes The Parent Advocate Specialists who work with the Wings project in Maine have developed a productive working relationship with faculty at two campuses of the University of Maine - Orono and Machais. At both sites, Parent Advocate Specialists and parents from the community are guest lecturers in classes taught by specific faculty members. We interviewed these faculty members to learn how they became interested in having family members present in their classes, how this experience affected them, what impact it had on their students, and how they hoped to expand this practice in the future. 21 Interview with Sandra Spencer, April 2, 1998. Volume I: New Roles for Families
Promising Practices in Children’s Mental Health Systems of Care - 1998 Series All Teachers-In-Training Hear From Wings Parent Advocates Leigh Lardieri is an assistant Professor of Education at the University of Maine at Machais where she teaches educational psychology and a class on the exceptional student in the classroom. These classes are required courses for undergraduate regular education teachers in training – all education majors take her course. She pointed out that, “the potential for impact is great because a high percentage of Machais graduates continue to teach in the vicinity of Washington County.” 22 Lardieri was impressed with the System of Care and the involvement of parents. She got the idea of contacting Jackie Ackley, a Wings Parent Advocate, from a flyer that came across her desk. She believes it is critical to connect families with students in her classes, and has invited parents to speak about their experiences. “The growth in the knowledge base is exponential because students take this experience out of class and into the schools where they in turn share it with others.” 23 The course where the Parent Advocates are guest speakers meets in the evening. About 20 students enroll per term. Lardieri believes that, “all teachers have to work with kids who have learning disabilities, physical disabilities and/or emotional or behavioral disabilities.” She added that, “Jackie has been a vital connection to what is going on in the community. Family members who guest lecture also transmit information about the culture of the community.” 24 At this time, family members who participate in the guest lecture program are not compensated by the university for their participation. However, Lardieri and the Parent Advocates from Wings have been discussing how this might be changed in the future. Some of the family members who give guest lectures are working for agencies in the community, such as Wings, that supports their involvement with the university. Others are willing volunteers because they recognize being a guest lecturer gives them an opportunity to communicate vital information to soon-to-be teachers at a critical point in their preservice training. Lardieri hopes that in the future she can add a panel discussion and invite more family member to be guest speakers in her classes. She also wants to develop a program to prepare more parents to 22 Interview, May 1, 1998. 23 Interview, May 1, 1998. 24 Interview, May 1, 1998. Volume I: New Roles for Families 71
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Comprehensive Community Mental Heal
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Table of Contents Promising Practic
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Foreword Promising Practices in Chi
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Acknowledgments Promising Practices
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Executive Summary Promising Practic
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certification, licensure, or a coll
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Promising Practices in Children’s
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