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Family Trainees in LEND Barriers, Strategies and Successes

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Family Trainees in LEND Barriers, Strategies and Successes Fran D. Goldfarb USC UCEDD, CA Terri Abrams, Rochester Center, NY Anne Bradford Harris, Waisman Center, WI – PowerPoint PPT presentation

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Title: Family Trainees in LEND Barriers, Strategies and Successes


1
Family Trainees in LEND Barriers, Strategies and
Successes
  • Fran D. Goldfarb USC UCEDD, CA
  • Terri Abrams, Rochester Center, NY
  • Anne Bradford Harris, Waisman Center, WI
  • Ruth Roberts, Boling Center, TN

2
LEND Family Discipline Workgroup
  • Fran Goldfarb, USC, CA, Chair
  • Becky Adelmann, OHSU
  • Darla Cohen, IN
  • Sheryl Feuer, OH
  • Audrey Koertvelyessy, HRSA
  • Paula Lalinde,FL
  • Barbara Levitz, Westchester, NY
  • Jan Moss, OK
  • Elaine Ogburn, VA
  • Crystal Pariseau, AUCD
  • Madhavi Reddy, HRSA
  • Ruth Roberts, TN
  • Laurel Ryan, TN
  • Mark Smith, NE
  • Denise Sofka, HRSA
  • Barbara Wagner, WI
  • Mark Wolraich, OK
  • Jackie Yingling, Rochester, NY

Wow!
3
Agenda
  • Introduction
  • Common Thread for Success A LEND Family
    Trainees Perspective on a Clinical Mentorship
  • Family Trainees in LEND Overview
  • Panel Comments
  • Fran Goldfarb
  • Anne Bradford Harris
  • Ruth Roberts
  • LEND from the Trainees Perspective
  • Teri Abrams

4
Common Thread for Success
  • A LEND Family
  • Trainees Perspective
  • on a Clinical Mentorship
  • Terri Abrams, LEND Family Trainee
  • Jackie Yingling, LEND Family Discipline
    Coordinator
  • Liz Baltus-Hebert, Occupational Therapy
    Discipline Coordinator
  • SCDD LEND, Rochester, NY

5
Typical Mentoring Experience
  • Trainee in a professional discipline is linked
    with a family to shadow over a period of time,
    with the intent of identifying strengths, and to
    gain an increased understanding and appreciation
    of how families cope, access supports, and share
    resources

6
What happens when a Family Trainee is looking for
a different kind of experience?
  • Family Trainee and Family Discipline Coordinator
    design a new kind of mentoring experience
    utilizing the same objectives, format, and
    resulting formal class presentation

7
The Process
  • Family Trainee linked with a
    professional discipline coordinator from the
    SCDD/LEND program
  • Family Trainee researched different professional
    disciplines and chose Occupational Therapy as a
    discipline she would like to know more about
  • Occupational Therapy Discipline Coordinator is
    open to the experience

8
From the perspective of the clinical supervisor
  • Why OT???
  • Designed an ITP to meet Terris interests, skills
    and needs
  • No specific skills to teach or knowledge to
    transfer as with an OT trainee

9
  • I offered opportunities so that her experiences
    would be as diverse as possible
  • Widened Terris perspective on what constitutes a
    family foster family, inner city family, single
    parent
  • Their needs were as diverse as the families
    themselves

10
What did I give to the experience?
  • Thoughts about what might be most beneficial for
    Terri to experience
  • Examination of my schedule, caseload to identify
    opportunities for those experiences
  • Notify Terri of the opportunities, allow her to
    choose which she would like to observe
  • Ask families permission

11
What did I gain from the experience?
  • Observations from the perspective of a parent of
    a child with special needs
  • A second set of eyes and ears and hands
  • A sounding board for problem solving
  • Affirmation that my intervention was worthwhile

12
LEND Clinical Presentation
  • Terri Abrams
  • 2007

13
Early Intervention
  • The system through which children from Birth to
    age 3 with developmental disabilities receive
    supports and services.
  • Established by the IDEA.
  • In NY funded and administered through the county
    health department.

14
Occupational Therapy
  • Occupational therapy is the art and science of
    directing an individual's participation in
    selected tasks to restore, reinforce, and enhance
    performance facilitate learning of those skills
    and functions essential for adaptation and
    productivity diminish or correct pathology and
    promote and maintain health.
  • Its fundamental concern is the development and
    maintenance of the capacity throughout the life
    span to perform with satisfaction to self and
    others those tasks and roles essential to
    productive living and to the mastery of self and
    the environment.
  • Since the primary focus of occupational therapy
    is the development of adaptive skills and
    performance capacity, its concern is with factors
    that promote, influence, or enhance performance
    as well as those that serve as barriers or
    impediments to the individuals ability to
    function.

15
Occupational Therapy
  • Occupational therapy provides service to those
    individuals whose abilities to cope with tasks of
    living are threatened or impaired by
    developmental deficits, the aging process,
    poverty and cultural differences, physical injury
    or illness, or psychological and social
    disability.
  • Occupational therapy serves a diverse population
    in a variety of settings such as hospitals and
    clinics, rehabilitation facilities, long-term
    care facilities, extended care facilities,
    sheltered workshops, schools and camps, private
    homes, and community agencies. Occupational
    therapists both receive from and make referrals
    to appropriate health, educational, or medical
    specialists. Delivery of occupational therapy
    services involves several levels of personnel
    including the certified therapist, the certified
    occupational therapy assistant, and aides.
  • Definition from www.sunyjcc.edu/college-wide/ota/
    index.

16
  • We need to support each child and family where
    they areuse our knowledge and resources to
    support them and their priorities.
  • Liz Baltus Hebert

17
Visits
R family suburban 2 parents Ext. family, advocacy, vision, persistence 3 young children, disability, help, skills, info
J family urban 2 parents Caring, stable, church, support each other SES, education, System help, info, skills, schedule
D family urban Parents apart Grandmother, service opportunity Maturity, stability, education, custody, help, skills
Andrews Center foster nuns Stable, competent, loving, involve parents Funding, hands-on help, information
18
Joys and Frustrations
  • Variety
  • Different strengths and hopes
  • Fun to watch the children learn and grow.
  • The system
  • When kids lose because people cant get what they
    need
  • When personal values conflict with a familys.

19
So what is the common thread? (And the formula
for success?)
20
  • Disability(Family) Support
  • Increased Resilience

21
Disability(Family)
  • Each family and individual is unique.
  • Each has gifts and needs of their own.
  • Culture, SES, etc. all play a role.
  • Disability is a variable and even varying factor.

22
Support
  • Must be individualized.
  • Contributes skills, information, strategies, or
    help.
  • Often must be interdisciplinary.
  • Must be respectful.

23
Appropriate support is like new sneakers
  • Now I can run faster and jump higher!

24
Increased Resilience
  • Improved situation.
  • New skills or strategies.
  • A sense of being understood or validated.
  • Additional resources.
  • An enhanced sense of security or confidence.

25
  • Families are sometimes overwhelmed but they can
    do so many thingsincredible things!
  • Liz

26
  • "The world breaks everyone and afterward many are
    stronger at the broken places."  
  • --  Ernest Hemingway

27
Family Trainees in LEND Barriers, Strategies and
Successes
28
Family Trainees in LEND
  • N28 programs
  • Yes- 18 (64)
  • No- 8 (29)
  • Uncertain- 2 (7)
  • Number of Years
  • 1-2 years 9 (50)
  • 3-4 years 6 (33)
  • Over 4years 3 (range from 5-11 years) (17)
  • Number of Family Trainees per year
  • 1 trainee 7
  • 1-2 trainees 3
  • 23 trainees 3

29
Barriers to Establishing
  • None/Very Few 7
  • Funding
  • Enrollment in University
  • Minimum Educational Requirements
  • Curriculum
  • Supervision
  • Class Schedule
  • Recruitment Materials

30
Strategies for Establishing
  • Develop program and budget funds
  • Program out of a hospital not subject to
    University requirements
  • Funding from same stipend pool as other
    disciplines
  • Trainees in other disciplines who are also
    parents
  • Clear trainee qualifications
  • and requirements

31
Strategies for Establishing
  • Trainee Recruitment
  • Work with advocacy groups to publicize program
  • Cast a wide net
  • Have former trainees help
  • Look for trainees already involved in the field
  • Recruit year round
  • Allow two year fellowships
  • Collaboration with Parent-to-Parent and local
    Children's Services Council

32
Strategies for Establishment
Flexibility on Everyones Part
33
Barriers for Maintaining
  • No/Very Few 7
  • Family Crises
  • Trainee Recruitment
  • Balancing LEND and Family (and Work)
  • English as a second language
  • Academic Support
  • Dropping Out

34
Strategies for Maintaining
  • Application included questions regarding barriers
    to participation and need for accommodation
  • Support/Partnering from other fellows
  • Allow two year fellowships
  • LEND activities that focus on leadership and
    advocacy
  • Support from Employer
  • Accommodations on
  • assignments and
  • due dates

35
Strategies for Establishment
Flexibility on Everyones Part
36
Successes
  • Trainees have taken positions with other family
    support agencies
  • Identified by People Magazine as a Local Hero
  • Became Parent Faculty
  • Increased networking
  • with other national
  • disability leaders
  • and professionals

37
Successes
Graduated just like everyone else
38
Panel Presentation
39
WI MCH LEND, Waisman Center, UW-Madison LEND
Co-Director Anne Bradford Harris UCEDD
Director- Daniel Bier Family Faculty Barbara
Wagner Family Trainees since 2005/06 (3 years)
40
  • UT Boling Center for Developmental Disabilities
  • Family Faculty
  • UCEDD/LEND Director
  • Fred Palmer
  • Training Director
  • Ruth Roberts
  • Family Faculty
  • Laurel Ryan

Tennessee
Knoxville
Memphis
41
USC UCEDD at Childrens Hospital Los
Angeles Training Director Patrice Yasuda LEND
Director Marion Taylor Baer Family Faculty Fran
Goldfarb Family Trainees since 1995/96 (12 years)
42
Strong Center for Developmental
Disabilities University of Rochester Golisano
Children's Hospital at Strong Training/LEND
Director Stephen Sulkes Family Faculty Jackie
Yingling Family Trainees since 2006/07 (2 years)
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