system of care for rhode island's children, youth and families

More documents

Recommendations

Info

Mechanisms exist to ensure that there is an appropriate supply of paraprofessional caregivers and licensed professionals at all levels, including family service coordinators, licensed social workers, licensed family therapists, licensed child psychologists, and child and adolescent psychiatrists. The Department of Health and the Office of Higher Education lead the Cabinet’s efforts to work with institutions of higher education to train and educate these professionals. State agencies and private providers collaborate to develop and implement policies and practices which enable the recruitment and retention of highly qualified professionals to work in Rhode Island. Recruitment of qualified candidates is essential for the work of the ideal system. DCYF and the community providers combine recruiting efforts on college campuses, job fairs, community center career fairs, etc. to maximize resources as well as to assist potential candidates to distinguish among career choices. Both DCYF and community providers establish minimum educational criteria required for positions and assure that new recruits meet or exceed these requirements. While individuals may choose to move across the public and private sectors, it is also essential that, for those who desire a position in either sector, professional development plans are in place that enable them to develop professionally and to pursue upward mobility through advanced level training and expanded educational opportunities in each sector. WORKFORCE DEVELOPMENT RECOMMENDATIONS 1. The Director of the Child Welfare Training Institute must work closely with other DCYF administrators and community providers to ensure that quality training and support is available to biological parents and kin, foster parents, pre- adoptive and adoptive parents, court appointed special advocates, family service coordinators, and staff who provide care or services to children and their families. Training and support are also essential for the large number of individuals, who, though not employed by the public or private sector make an essential and enormous contribution to the children’s services delivery system. This group includes but is not limited to foster parents, court appointed special advocates, public and private agency staff and volunteers, and pre-adoptive and adoptive parents. The Director of the Child Welfare Training Institute and the Institute’s staff are responsible for working with public and private agency staff and representatives of all these groups to design and implement appropriate training curricula and on-going support opportunities for these most important participants in the ideal system. 38
2. The Department of Health, the Department of Elementary and Secondary Education and the Office of Higher Education should collaboratively lead the Children’s Cabinet’s efforts in developing strong relationships with RI’s academic community to achieve the following goals: a) An increase in the quantity and quality of licensed professionals choosing to practice in Rhode Island, especially child and family psychologists, child and adolescent psychiatrists, and licensed social workers; b) An increase in the quality and quantity of learning opportunities (i.e., internships, residencies, clinical practice experiences) for students at all academic levels; c) The development of curricula reflective of current best practices in children’s services, including children’s behavioral health, juvenile justice, and child welfare. 3. $ Community providers, with appropriate assistance as needed from state agencies, must continue to develop compensation and benefits packages designed to retain workers in the community non-profit sector and reverse the trend of the non-profit sector serving as the training ground for movement into the public sector. In order for the ideal system of care to be implemented it is essential to develop and retain a well-trained, well-organized private vendor system that retains workers and develops qualified and experienced supervisors and managers. Effective compensation packages are key to the success of this retention effort. While individuals may choose new positions for growth and increasing or different responsibilities, because of the increasing responsibilities of the private sector in the ideal system, it must be an attractive option for both new and experienced workers. 4. $ The RI Child Welfare Training Institute must work with the academic and provider communities to formalize and expand cross training opportunities between the public and community non-profit sectors at all levels. Quality in-service training is essential for quality services to be available to children and families. While there has been in-service cross-training in the past between DCYF and provider agencies these efforts must be formalized and expanded. A core orientation curriculum should be jointly developed so that beginning case managers in the community non-profit sector have the same foundation knowledge, values, and skills as case managers in the public sector. By training staff together, all workers will better understand and appreciate the nuances of each system, the complementing of roles and responsibilities, and the need for teamwork throughout the system. Following the development of a foundation curriculum, advanced level cross-training topics are developed that further solidify the partnership model. Because in many private agencies, training budgets tend to be limited, a pooling of resources and 39
Page 1: TOWARD AN ORGANIZED, IDEAL SYSTEM O
Page 5 and 6: TABLE OF CONTENTS PREFACE..........
Page 7: PREFACE The Ideal System of Care Co
Page 10 and 11: state and local agency resources (s
Page 12 and 13: SYSTEM STRATEGY #6 - RESOURCE MAXIM
Page 14 and 15: works in collaboration with other s
Page 16 and 17: prevention or intervention they nee
Page 18 and 19: services of a particular agency. Ho
Page 20 and 21: Education (RIDE); child abuse preve
Page 23 and 24: CHAPTER 3: STRENGTHENING DCYF AS A
Page 25 and 26: c) Regional Directors and their sta
Page 27 and 28: ! Developing and managing a strateg
Page 29: agreement has been signed in respon
Page 32 and 33: For non-insurance government fundin
Page 34 and 35: • How to do so without sacrificin
Page 36 and 37: important that the DHS lead state a
Page 39: CHAPTER 5: WORKFORCE DEVELOPMENT Wo
Page 43 and 44: CHAPTER 6: PERFORMANCE MEASURES AND
Page 45: Child Welfare, Children’s Behavio
Page 48 and 49: 2. $ The DCYF must designate a key
Page 50 and 51: H) Implement Coordinated Children
Page 52 and 53: I) Transition youth in traditionall
Page 55 and 56: APPENDIX A: IDEAL SYSTEM OF CARE DE
Page 57: APPENDIX B: PRINCIPLES OF FAMILY CE
Page 60 and 61: Each organization has a culture. Th
Page 62 and 63: 2. Self-Awareness: Individuals work
Page 64 and 65: 7. Early identification and interve
Page 66 and 67: APPENDIX F: DCYF FAMILY SERVICE REG
Page 68 and 69: ensure goals and treatment needs ar
Page 70 and 71: 4. Specialized assessments (e.g., c
Page 73 and 74: APPENDIX H: COMPARISON CHART OF LEA
Page 75 and 76: Services Provided Lead Agency Care
Page 77 and 78: Data Requirements Lead Agency Care
Page 79: Care Coordination Lead Agency Care
Page 82 and 83: STAFF RECRUITMENT AND TRAINING ! Fo
Page 85 and 86: APPENDIX K: PERFORMANCE MEASURES AN
Page 87 and 88: RECOMMENDATION 1 - Children’s Cab
Page 89 and 90: Implementation Process (continued)
Page 91 and 92:
The Department of Children, Youth a
Page 93 and 94:
System of Care Performance Measures
Page 95 and 96:
System of Care Performance Measures
Page 98 and 99:
THREE FORMS OF MEASUREMENT Context
Page 100 and 101:
Rhode Island DCYF Child Welfare Per
Page 102 and 103:
PERFORMANCE-BASED STANDARDS FOR JUV
Page 104 and 105:
12) Percent of youth confined for m
Page 106 and 107:
2) Average duration between when yo
show all

system of care for rhode island's children, youth and families

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?