Training Technical Assistance Topics · 2010-12-03 · DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 7 of 48 Clarify roles of line staff, clinicians,

California’s Mental Health Cooperative Programs

Training &

Technical Assistance Topics

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 2 of 48

Table of Contents

Overview of Mental Health Cooperative Programs………………………………………...……..….2 1. Building Systems for Employment Outcomes………………………..………………..…….…....5 Community Activators – Bruce Anderson.………………………………………….……..…..….5 Kenneth C. White – Ken White and Chi Lam.……………………………………………….…...6 National Mental Health Associates of Greater Los Angeles – Mark Ragins, M.D……………8 2. Employment Challenges: Overcoming Barriers……………………………………….……...…10

Jane Kow and Associates, Employment Law and HR Consulting Firm – Jane Kow, …..….10 Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas..,,,…………….…….12

Crossroads Diversified Services, Inc. — Danny Marquez, Michele Lewis, Dave Hosseini, Brian Bratcher…………………………………………………..…..……….……………………...13

3. Job Development and Employment Retention…..……………………………...……………..…15 Crossroads Diversified Services, Inc. – Danny Marquez, Michele Lewis, Lois Skidmore, Diane Louise..……………………………………………….……………………………..….……15 Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas..…….…... …………17

Mental Health Systems – Kay Masaryk, Kathy Strauss Young...............................…..........18 4. Connecting Partners in the Design of Educational Resources………….……………..……...21 Rick DeGette & Associates – Rick DeGette, Sylvia Thomas, Tim Stringari………….….…..21 5. Benefits Planning……………………………………………………………………… ………….….24 Joe Hennen & Carol Bowman…………………………………….………… …………………..24 World Institute on Disability – Byron MacDonald, Mason O’Neal, Virginia Murphy…..….…25 Crossroads Diversified Services, Inc. – Dee Gavaldon, Michael McCullough,

Vilma Rodriguez, Madeline Thompson, Estera Alvarez………………..……………………...27

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 3 of 48 6. Employment Success and Co-Occurring Disorders (Mental Health and Substance Abuse)……………………………………………………………………………………………………….29 Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas……….……………..29 7. Transition Age Youth………………………………………………………………………...…..…...31

National Mental Health Association of Greater Los Angeles – Tara Reed, Guyton Colantuono……………………………………………………………………………………...…..31

Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas.……… …….….......34

Crossroads Diversified Services, Inc. – Danny Marquez, Lynn Thull, Karen Brockopp, Alejandra Chamberlain……………………….…………….…………………..….…37

8. Cooperative Team Building: Integrating Employment into the Recovery Culture…..…….39 National Mental Health Association of Greater Los Angeles – Paul Barry, Joe Ruiz…..…..39 9. Educational and Employment Goals From the Consumer’s Perspective..…………….……41 Crossroads Diversified Services, Inc. – Dave Hoessini, Sheila Boltz, Kathleen Henry, BJ

North, Eileen Cavalier……………………………………..………………………………….…...41 10. System/Program Assessment, Planning, and Development…..……………………..….…..43 The Results Group……….…………………………………………………………….….…….…43 Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas…….….…………….44 11. Developing & Implementing Technical Assistance and Customized Training…………....45 Professional Growth Consultants – Daniel J. Raudenbush, Les Lucas………………………45 Richard DeGette & Associates……………………………………………………………………46 Supported Employment Education Designs – Mindy Oppenheim………………………….…46 Training and Technical Assistance Request Application…………..…….……………………….47


California Mental Health Cooperative Programs

State of California – Health and Human Services Agency

Department of Rehabilitation 721 Capitol Mall Sacramento, CA 95814 Collaborative Services Section

Department of Mental Health 1600 9th Street Sacramento, CA 95814

OVERVIEW OF MENTAL HEALTH COOPERATIVE PROGRAMS

California's Mental Health Cooperative Programs provide collaborative vocational rehabilitation services to assist persons with psychiatric disabilities enter or re-enter their community workforce. These community-based collaborations between local county mental health and Department of Rehabilitation (DOR) field offices provide improved access and specialized vocational rehabilitation services and supports. These programs have been established throughout the state for consumers historically unserved or underserved in the DOR system. TRAINING AND TECHNICAL ASSISTANCE Funded by an interagency agreement between DOR and DMH, training and technical assistance is available to the local cooperative programs as well as other local DOR/public mental health partnerships that emphasize collaborative vocational rehabilitation services and supports. Consultants and trainers are chosen through a competitive process. Training and technical assistance is designed to represent best services practices, meet the individual needs of local programs, and build capacity to maximize successful employment outcomes for the consumers served. For additional information please contact Dani Anderson at (916) 558-5407 or at [email protected].


Training & Technical Assistance Topics

1. Building Systems for Employment Outcomes

The focus of this training will be developing and maintaining the skills and resources necessary for supporting healthy working relationships between consumers, agencies engaged in support of consumers, and the development of natural community support systems. Emphasis is placed on promoting the importance of consumer self-determination and participation in the decision-making process for vocational planning. The training will address the following subject areas:

Recovery and Employment: Putting it in everyday practice Creating Coordinated Systems: Working with partners and local entities in the

community

Community Activators Consultant: Bruce Anderson This training and technical assistance will use a mix of small and large groups as well as individual activities and real-life examples to address developing the skills necessary for supporting healthy working relationships between consumers, people engaged in support of consumers, and the development of natural community and employment support systems. Specific topics and agenda items include: Recovery-based philosophy and practice

The importance of organization processes that support and build consumer self-determination Using processes that help a consumer identify gifts, talents, and skills that will lead them

towards employment that is both important to them and utilizes their strongest attributes Building strength of coordinated systems that are healthy, efficient, and involve high levels of

collaboration between all active partners Goals in the area of recovery values and outcomes

Overview of the development of the recovery movement and why it is an important model Participant self-assessment of current practices as they relate to a recovery model Practical examples of how recovery integrates into employment practices on a daily basis Provide participants with the tools to take the next step in integration for themselves

Goals in the area of building collaborative relationships Overview of differences between collaboration, networking, and other forms of mutual

dependence between workgroups Provide an assessment grid for each participant to analyze their current collaborative network,

the value of those relationships, and to identify other necessary partners Identify organizational and personal cultural barriers to increasing collaborative relationships Provide planning sheets that break down each step of employment into a grid that identifies

which collaborative partner is needed in each step and where the strengths and weaknesses are in the current collaborative model

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 6 of 48 Kenneth C. White Consultants: Kenneth C. White and Chi Q. Lam This training and technical assistance will focus on “Operationalizing Recovery.” It is a collaborative community partnership training program that targets community mental health providers, DOR staff, local vocational service providers, adult education and community colleges, consumers, and family members. The training utilizes multiple presentation and interaction techniques. Some of the specific topics and agenda items are as follows: Goals and methods

Understand the importance and meaning of work Identify the barriers to employment for people with serious mental illness Understand consumer capacities and the importance of competency and meaning Changing the services paradigm and language to build healthier partnerships Building an effective, integrated, responsive system of care that values employment

Recovery and employment

Defining recovery and implementing recovery principles: The goal of recovery based services is to help people improve their functioning so they can be successful and satisfied in the working environment of their choice

o Introduction of the Collaborative Treatment Planning Model, which emphasizes empowerment, education, and consumer choice in the three stages of assessment, partnership, and treatment planning. This model provides: An ecological assessment of the consumers’ functioning A definition of impairment founded upon the consumers’ values and choice Treatment goals that are consistent with the consumers’ hopes and dreams

o Comparison with medical model practices o The changing role of the consumer as the “professional” in their own lives o Utilization of coaching techniques and empowerment to facilitate recovery o Role of partnerships with other public and private agencies to provide community

supports necessary to support recovery and systematic transformation Including employment, integrating recovery principals and promoting system change towards

recovery oriented planning o Community and employer barriers to employment o Consumer, family, system fears of losing benefits o Treatment system barriers to employment o Discuss consumers’ vocational capacities o Recovery and vocational paradigms o Factors related to consumers’ vocational readiness o Models of vocational rehabilitation services

Creating Coordinated Systems

Assess and build local partnerships to maximize resources o Map of current vocational program resources o Missing resources and/or support services o Effective referral procedures o Win/win options such as Ticket to Work, Welfare to Work, On the Job Training, and small

business tax credits which are more effective in strained economies


Clarify roles of line staff, clinicians, management, and administration to connect with multiple systems

o Value of employment for people with serious mental illness, system and personal benefits, and making a commitment to support it

o Agency needs and priorities with respect to missing resources and/or supports o Importance of collaborative supportive services to promote successful employment o Building a regional collaborative employment network one person at a time

Identification of point person to serve as system navigators o Staff with great passion for consumer choice and knowledge of employment resources,

regardless of position o Commit to seeking and acquiring administrative support for this navigator

Integrate the consideration of employment in all levels of the mental health delivery system o Value employment for people with serious mental illness to promote the individual’s

recovery and self-reliance, reducing the demand for treatment services, and increasing their own sense of competence

o Develop a map of service system, identify current recovery services that promote consumer education, employment and career development, and support the use of those services

o Commit to share their training experience and materials with their respective teams and programs

Partnering employment and mental health staff o Understand the consumers’ capacities for employment and recovery; factors related to

vocational readiness; importance of effective referrals, ongoing communication, and collaborative supports; respective roles that each agency can play to foster positive employment outcomes for people with serious mental illness

Developing and fostering collaborative relationships between DOR and CMH, including cooperative programming

o Identify motivated staff from the respective regional offices o Develop a Memorandum of Understanding that includes a common understanding of

vocational readiness, referral procedures, referral and case tracking logs, methods for addressing conflicted cases, and procedures for regular meetings to address system issues

Communicate regularly about funding opportunities that could result in a cooperative agreement Description of interactive multi-modal training services

All subjects are presented using a variety of techniques to interactively assure the acquisition of knowledge and the development of new practices and services

o Lecture, handouts, power point presentations o Breakouts

Inter-agency cross training of the diverse participant population with regard to policies, practices, and resources in the identified subject areas

Intra-agency exploration of each agency’s services capacity, needs and willingness to prioritize vocational recovery services

o Large group discussion will be used to consolidate and share the information developed in the breakouts

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 8 of 48 Mental Health Association of Greater Los Angeles (MHALA) Consultants: Mark D. Ragins, M.D. This training and technical assistance covers the philosophy and practical approaches for how treatment collaboration between psychiatrist and consumers; management, clinical and employment staff collaboration; relationship building among systems and natural supports; and system transformation – fitting within a “four stages of recovery” framework – supports mental health consumers’ self-determination and their goals of employment. Using recovery presentation as its foundation, the training will be offered in module form to accommodate each audience. In this way, the presentation can be adjusted to address the needs of individuals at beginning, intermediate, or advanced levels of transformation, as well as adapted to provide a different emphasis for various partnerships of employment, treatment, and systems staff. The training combines lecture, discussions, and exercises all complimented with training materials. The modules for this training include:

Four stages of recovery o Hope (a positive vision for the future), empowerment, self-responsibility, and a meaningful

role in life o Use of employment as a recovery tool o How to understand difference between “recovery” and “cure” and recognize that people

can recover from having a serious illness and obtain competitive community employment o How hope must take form as an actual, reasonable vision o How empowerment means that people with mental illness have the opportunity to make

their own decisions o How self-responsibility comes with taking risks, such as trying work, learning from their

mistakes, and making a plan to try again with the support of job coaches. o How a meaningful role in life can apply individuals’ newly-acquired traits such as

increased hopefulness, confidence, and self-responsibility to valued roles such as employee, co-worker, or tax payer

o How all staff – management, treatment, case managers, and employment staff – can become recovery workers

o How involvement of external, natural supports in the community advances all of the recovery phases

o How the Mental Health Services Act defines recovery as the goal for individuals with mental illness and how both services and service providers need to learn about and transform to the recovery model

Collaborative Psychiatry: “Medication Collaboration” o How to make decisions about medication and other treatment are based on functional

outcomes, such as obtaining a job, rather than on symptoms and symptom reduction o Psychiatrist’s role to educate consumers about the choices of medication available to

them, with all the various possible advantages and disadvantages o Psychiatrist and consumer need to continue to collaborate to formulate a plan to improve

the efficacy and decrease the side effects of medication o How psychiatrists can support job retention efforts by adjusting medication o Teaching self-management, self responsibility, and incorporating Wellness Recovery

Action Plans (WRAP) o Psychiatrist support of employment plans by:

Providing a vision of life defined by consumers’ potential, not their problems Believe in and communicate the value and benefits of work


Be a part of a team approach to support consumers’ work goals Support consumers when they make choices about disclosure of mental illness Teach consumers to cope with challenges, including through use of peer support

and WRAP strategies, rather than protect them from stress Integrated Service Approach: Clinical and Employment Services Collaboration

o Developing and promoting a collaborative approach involving clinicians, employment staff, and the consumers themselves in choosing, obtaining and retaining employment. This process requires a shift in traditional thinking and roles starting with an awareness of the importance that: Psychiatrists are a part of the psychosocial community, identify themselves as part

of the whole team and participate in service planning Employment staff are knowledgeable about medications and able to communicate

the fundamental value of taking them, and are aware of changes in the consumers’ lives

Case managers redefine services outcomes in terms of quality of life goals Managers practice leadership approaches that support recovery-focused planning

and service delivery Relationship building to support recovery and employment

o Program assessment of how practices and policies contribute to employment outcomes Interpersonal methods for how to help consumers visualize a positive future that

includes employment, how to let go of professional “expert” attitudes that can interfere with consumers’’ own recovery and job goals, and how better to allow members to learn through the natural consequences of their job choices

Role playing about assumptions staff may make when interacting with consumers. (Boundaries, multiple roles, emotional closeness versus professional distance, and burn out)

Recovery-based system transformation o Conducting an “auditing toll” in which small groups will use four-stages of recovery to

audit their own systems or agencies and create lists of practices that promote or inhibit hope

o Learning how to create a recovery culture using the four-stages recovery model o Learning how to work collaboratively across mental health and vocational systems to

coordinate consumers’ needs o Understanding the importance of allowing staff to become knowledgeable about multiple

systems, especially staff such as personal services coordinators (case managers) who typically are the “point persons” who help consumers navigate through systems, and finance personnel who manage the requirements of multiple funding sources

o Looking at ways to streamline approaches, such as referral processes, as an important component of systems collaboration

o Giving leaders an opportunity to voice their concerns about what the practical ramifications of adopting a recovery model would be

o Helping leaders address their staffs’ resistance to change


2. Employment Challenges: Overcoming Barriers

The focus of this training is to provide technical assistance to assist human resources (HR), managers, consumer/family members, DOR/CMH staff, and providers with challenges related to employment in the community as well as employment within the mental health system. As employment systems develop, it is important for HR and administration/management partners to meet the needs of consumer job seekers/employees. It has become critical that counties and providers have information about addressing and overcoming barriers to employment. The training will address the following subject areas:

Management’s role in promoting a program/system-wide culture that supports the employment goals of consumers’ choice at every stage of recovery

Employer perspective on hiring consumers Accommodations Stigma Legal Issues

Jane Kow and Associates, Employment Law and HR Consulting Firm Consultants: Jane Kow, Roberta Etcheverry, Linda McCulloh This training and technical assistance is aimed to help human resources, managers, consumer/family members, DOR/DMH staff and providers to facilitate the employment of consumers in the community as well as within the mental health system. The event includes a interactive Power Point presentation which will include practical guidelines and techniques for employers on how to properly interview applicants, hire, retain, accommodate, and manage employees with mental and psychiatric disabilities, with the goal of addressing and overcoming the challenges to their employment. The day will address the following topics:

Management’s role in promoting and fostering an overall program/system wide culture that supports the employment goals of consumers, regardless of their recovery status

o Creating a supportive work place environment and providing reasonable accommodations for persons with disabilities ensures that persons of diverse abilities and backgrounds bring valuable skills and perspectives to the workforce

o Over half of accommodations requested by applicants don’t cost a thing and the average cost of other accommodations is $500-600.

o Over ¾ of employers who had implemented accommodations reported they were either very effective or extremely effective

o Still, 20% of claims filed with the Equal Employment Opportunity Commission today include disability claims based on discrimination and/or harassment

Addressing employer perspectives, experiences and challenges in interviewing, hiring, retaining, and managing consumers

o Ensuring equal employment opportunity for persons with disabilities, including compliance with all applicable disability and medical leave of absence laws—Overlap and difference between each of these laws: Americans with Disabilities Act (ADA), including 2008 amendments CA Fair Employment & Housing Act (FEHA)


Family Medical Leave Act (FMLA) CA Family Rights Act (CFRA)

o Definition of “disability” and “serious health condition” under these laws and employer obligations and employees’ rights to an accommodation and medical leaves stemming from a mental, psychological, or psychiatric condition

o Which employees are covered under thee laws and what conditions or circumstances qualify them to request an accommodation or leave of absence

o Understanding when mitigating measures such as medication can be taken into account in determining whether an employee is considered “disabled” and needs an accommodation

o Responding to employee revelations of addiction to drugs, alcohol, or prescription medications

Demystifying the reasonable accommodations process and providing easy to follow steps on how to engage in the “interactive process” when determining an employee’s work-related limitations and functional capabilities without violating their right to medical privacy.

o Applying examples drawn from case law and real world scenarios to highlight employer mistakes and best practices

o Addressing employer questions about the limits of what constitutes a “reasonable” accommodation and when an accommodation can be denied based on “undue hardship” or when the individual poses a “direct threat” to the health and safety of themselves or others in the workplace

o Interactive role-playing exercises to foster a supportive peer learning environment and coaching from the trainer/consultant on how to navigate the reasonable accommodations process with an employee

o Learning how to detangle misconduct and performance issues that stem form disability v. those that are unrelated to disability limitations

Stigma: Examining the negative effect and consequences of stereotypes and misconceptions in interviewing, hiring, retaining, and managing employees with mental disabilities and strategies for overcoming them

o Under federal and state disability laws, individuals are protected from discrimination and harassment in the workplace it they: Have a physical or mental disability Are “regarded as” disabled (i.e. perceived and treated as if they have limiting

conditions) Have a record of disability (i.e. medical history or past institutionalization)

o Discrimination based on any of the above categories is illegal. Examine how stereotypes about an individual’s abilities/disabilities, perceived limitation, and medical histories can result in violations of the law

o Examine attitudinal barriers preventing employment and integration of persons with psychiatric disabilities: confronting myths, stereotypes, and misconceptions that they are mentally incompetent and dangerous and therefore incapable of sustaining employment

o Drawing contrasts between stereotypes and reality Making false assumptions that persons with psychiatric disabilities are mentally

incompetent or exhibit dangerous propensities Persons with psychiatric disabilities represent a diverse spectrum of society,

including all social classes, races, ethnicities, and cultures


Legal issues/landmines faced by persons with disabilities in the process of obtaining employment

o Navigating job applications and interview questions aimed at uncovering applicant’s criminal backgrounds and medical history, including what are illegal v. legally permissible inquiries

o Suggestions for handling inappropriate interview questions o Dealing with gaps in employment that may adversely impact consideration for

employment o Requesting accommodations and preserving right to medical privacy o Taking medications in the workplace

Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas Using various methods such as didactic, role-play, small group interaction, and other methods, this training and technical assistance emphasizes that working toward being employed is a major variable to on-going consumer wellness and recovery. There is a need to work collaboratively with consumers and their families, government elected officials, and DOR/DMH administration, stakeholders, private sector behavioral health, and employment training/development agencies, public/private behavioral health providers to address all the barriers to employment on behalf of this forward focused venture outlined below:

Management’s role in promoting and fostering an overall program/system wide culture that supports the employment goals of consumers’ choice at whatever stage of recovery they are in

Identifying sources of stigma within systems and methods to move beyond internal system stigma

Addressing consumer/family fears about employment, including loss of benefits and fear of relapse

Recognizing consumer abilities and interests in working at many levels Frameworks for developing the relationship between recovery-oriented services,

leadership, organizational change and program designs Employer perspectives on hiring consumers Challenges for human resources departments Interviewing, hiring, disciplinary actions, and firing Education about mental health: lack of exposure to persons with psychiatric disabilities

and misconceptions Accommodations

o Lack of information about accommodations—Americans with Disabilities Act (ADA) o Definition of accommodation and lawful parameters around “reasonable accommodations

including specific examples o Differences in attitudinal and communication barriers that can occur at work o Considering the need for appropriate accommodations prior to job search o Discussing specific needs with employers—disclosure, performance expectations, and

evaluations


Stigma o Job search preparation issues, how to conduct a non-disclosure job search o Workplace issues and getting settled into a new job o Employers and employees—perceptions and misconceptions o Understanding rights and assimilation into work environments o Strategies for encouraging workplace culture that supports the employment of persons

with disabilities Legal issues

o Current requirements on applications (listing misdemeanors, felonies) o How to get a copy of criminal background reports including cost waivers o How to describe background on applications without “will explain at interview” o How to discuss criminal background during employment interviews, putting experience in

a positive light o How to handle inappropriate questions in interviews and evaluating employer attitudes

towards employees with criminal records o Discuss Expungement and options if consumer is not eligible o How to get bonded with a criminal record o Gaps in previous employment or lack of employment experience

Crossroads Diversified Services, Inc. Consultant: Danny Marquez, Michele Lewis, Dave Hosseini, Brian Batcher This training and technical assistance focuses on strategies to utilize to effectively recruit, train, and retain consumer employees for your agency, the county, the state, community employers, and non-profit organizations. Each participant will receive a formal training binder containing all materials discussed including sample forms. This interactive training typically utilizes 2 consultants at each event and will cover the following topics:

Needs and expectations of training participants Positive impact community employers and the mental heath system can experience by

hiring mental health consumers o Impact of employment on organizations

Increased awareness of challenges faced by consumers Opportunity to demonstrate commitment to recovery process Resources available in this previously underutilized labor pool

o Impact of employment on consumer Increased self-worth Opportunity to serve as a positive role model for peers Professional growth Ability to positively impact the community

o Increasing the program’s commitment to hiring consumers Evaluation of organization’s current culture for obstacles

Defining positions available for consumers Reduce stigma by challenging stereotypes and developing clear job

descriptions that define expectations for the consumer and employee Support an organizational culture that reflects consumer empowerment and

demonstrates the ability of qualified consumers to excel at jobs in all categories


Fears of consumer and family members of losing benefits and of relapse o Shift from “disabled” to “worker” mentality

Confidence through skill development and soft skills enhancement, time management, budgeting, and communication skills

Integrated support systems o Overview of Social Security Work Incentives and discussion of benefits of employment

Analyzing the local labor market and consumer skills to find a viable match Employer’s perspective of hiring consumer employees

o Video o Developing a healthy workplace including clearly defined roles, appropriate workload,

effective communication, adequate training, support from supervisors, and perceived value as an employee

o Identify warning signs of stress Increased absences Decreased performance Unusual displays of emotion Withdrawal from interpersonal contacts Indicators of drug or alcohol consumption

o Early stress intervention and access to formal counseling services if needed o Strategies for long-term employment retention

Americans with Disabilities Act (ADA) o Accommodation guidelines for employers including:

Assessing the skills and abilities necessary for a job category Defining essential and non-essential job functions Determining if the “undue hardship” rules apply Developing specific strategies for accommodation (internet module)

o Discussion of disclosure and non-disclosure and appropriate circumstances for each Stigma

o Approaching specific consumer needs with employers professionally and in a respectful manner that will build trust

o Performance evaluations o Preparing consumers for constructive criticism/evaluations

Legal Issues o CA Department of fair Employment & Housing booklet

Discrepancies between DFEH and federal guidelines under the ADA and Equal Employment Opportunity commission (EEOC)

Acceptable and unacceptable employment inquiries Addressing criminal backgrounds Access to the California court records online resources Clarifying penal codes for specific offenses Preparing consumers for addressing criminal records in interviews Identify appropriate vocational goals that are compatible with the offense Developing concise, truthful statements to explain their situation Expungement and bonding process Recommendations for overcoming gaps in employment including consideration of

volunteer work, familial obligations, and education to preset the individual in a positive manner without over-disclosure of personal information


3. Job Development and Employment Retention

The focus of this training is to develop strategies and support systems for helping consumers prepare for the nature of work, locating and accessing viable employment opportunities, and assuring employment retention services are in place where and when needed. Trainers will also address specialized service needs of persons with multiple employment issues in addition to a psychiatric disability such as: co-occurring disorders, communication barriers, crime victimization, criminal history, learning disability, additional physical disabilities, etc. The training will address the following subject areas:

Discussing the importance of employment as part of recovery from multiple barriers Incorporating retention in all aspects of service delivery Discussing theories of career development, basic sales and marketing concepts related

to promoting programs and consumer skills to employers, and the importance of utilizing professional skills in these areas to educate the business community about employment of persons with disabilities

Networking strategies for job locating, utilizing services organizations and other resources to increase job opportunities

Analyzing work environments and job duties Promoting alternative work options to employers such as job sharing, job carving,

temporary work for the purpose of situational assessment or work adjustment, part-time work, full-time competitive employment, etc.

Job search preparation: job search (online and traditional), resume writing, interviewing, appropriate dress, and how to research job fields and employers

How to conduct a non-disclosure job search with consumers who choose to keep their status confidential. Job search techniques/coaching consumers on approaching employers, choosing off site supports both system and personal, and retention plans

How to maintain relationships with employers when employees are unsuccessful in position

Address fears of consumers about relapse and potential benefit loss Discuss retention concepts to include advancement/upward mobility, support, job

satisfaction, signs of potential job loss, relationships with co-workers, employer perspectives on keeping employees

Crossroads Diversified Services, Inc. Consultants: Danny Marquez, Michele Lewis, Lois Skidmore, Diane Louise This one-day training and technical assistance focuses on promoting strategies and support systems for helping consumers prepare for work, locate and access viable community employment opportunities, and develop effective employment retention services. Participants will receive a formal binder with all materials discussed including sample forms. 2 consultants will provide this training, one of which has extensive experience as a job developer. Topics covered include:

Discussion of the vital role of employment in the recovery process o Assisting the individual in transforming from self identifying as a “mental health consumer”

to thinking of themselves in the more positive role of “worker”.


o Varied definitions of recovery o Perspectives of working consumers on how employment has empowered them to achieve

their personal goals of recovery o Develop techniques to assist consumers in embracing the concept of employment in

recovery and working with them to resolve any issues that might impact employment retention in the future

Developing a support system prior to engage in actual placement services to ensure adequate support is available for job retention

o Natural supports, engaging in recreational/community events, and educational/self growth activities outside of the traditional mental health system

o Identifying potential barriers including work history, reasons for prior job loss, consumer fears regarding returning to work and loss of Social Security Benefits

o Increase consumer understanding of specific job classifications Review available labor market information Participate in job shadowing or informational interviewing Utilizing situational assessments and temporary work for job exploration purposes

o Defining gaps in the consumers’ skill level when compared to local industry standards Developing an employment plan that focuses on retention

o Defining consumers’ motivation to work and assist them in developing a career path that will allow them to accomplish goals

o Identifying expected service needs based on consumers’ previous vocational experiences and identified barriers

o Strategies for reasonable accommodation Job development techniques that emphasize a sales and marketing approach

o Customized employment vs. a traditional supported employment approach o Taking a “business deal” approach to identifying community employment for consumers o Job carving, job negotiation, job creation o Competitive employment standards o Effective sales and marketing strategies

Understanding unique needs of each employer o Techniques for cold calling local employers o Networking with existing contacts o Full vs. part-time work, temporary position o Work Opportunity Tax Credit benefits for employers o Self employment o Maintaining long-term relationships with businesses even when difficulties arise or

consumers are terminated. Job search preparation

o Basics: master applications, criminal records, explaining prior job loss, basic dress, grooming, hygiene expectations, and preparing for interviews

o Creating job ownership by involving consumers in the job search process o Hidden job markets

Identifying and resolving consumer concerns that negatively impact retention o Disclosure vs. nondisclosure o Job Accommodation Network website o Fear of losing Social Security Benefits

Social Security Work Incentives Financial benefit of returning to work

Developing a Wellness Recovery Action Plan (WRAP)


Formal and informal employment resources o Employee Assistance Program, Department of Fair Housing and Employment, review of

accommodations Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas This training and technical assistance provides detailed explanations of strategies, techniques, and skills relating to job development and employment retention, for which there is an evidence-based record of effectiveness. At the center of this interactive event is the idea that services should use practices with some evidence base that are reflective of, at a minimum, the four core recovery values: person orientation, person involvement, self-determination/choice, and growth potential. This training also addresses the specific needs for consumers with co-occurring disorders. Topics to be covered include:

Supporting the diverse needs of individuals with severe psychiatric disabilities o Importance of training all front line service providers to deliver high quality supports and

services in order to satisfy the needs of consumers o How to sensitively and effectively attend to non disability issues such as:

Communication barriers Crime victimization Difficulty in reading/writing

The importance of work o Monetary rewards and secondary rewards including social identity and status, social

contacts and support, a means of structuring and occupying time, activity and involvement, sense of personal achievement

Barriers to employment o Direct impacts of disability o Indirect impacts from diagnosis and treatment o Environmental impacts: stigma, prejudice, discrimination o Internal barriers

Unpredictable sleeping patterns, fear of failure, fear of relapse, lack of confidence, concentration, general anxiety

Preparing for job retention before job attainment o Job retention as an “inside-out” concept

Ideas and strategies to employ when first beginning vocational efforts with consumers prior to job placement

Work ethic, goal focus, anxiety control, stress management, success strategies, and using support systems

Career development o Career exploration

Networking within the business/employment community Develop firsthand relationships Developing mentor relationships as a natural support

o Addressing the fear of the unknown upon entering employment Work site analysis Explicit and implicit demands of workplace

o Finding a good career match Networking with the business community


o Extensive networking strategies to identify potential job leads o Involving the consumer in the process and allowing him/her to make decisions

Analyzing work environments o Varying resources for different environments o Building a resource file

Concerns of loss of benefits Fear of relapse Disclosure vs. Nondisclosure

o Conducting a nondisclosure job search o Search techniques and the provision of off site job supports o Advantages and disadvantages of disclosure and nondisclosure

Creativity in Job Development o Creative job development

Fulfilling the needs of the business or employer Part time work, job sharing, job carving, self employment, outsourcing of work

Developing a Wellness Recovery Action Plan (WRAP) o Self-management and recovery program

Prevent intrusive or troubling feelings and behaviors Increase personal empowerment Improve quality of life Assist people in achieving their own life goals and dreams Planning for difficult situations Strategies for reducing anxiety

Mental Health Systems Consultant: Kay Masaryk, Kathy Strauss Young This is a 2-day training and technical assistance event focusing on employment barriers faced by consumers with serious mental illness. The event will be didactic while also including organized group exercises, discussion, and general interaction to enhance learning. A booklet with handouts and curriculum will also be developed depending on the specific needs of the participants. Topics will include:

Basic goals and topics Significance of community collaboration Ways that employment professionals weave rehabilitation and recovery principles in all

aspects of their work How to utilize creative job arrangements as alternatives to traditional work Utilizing the principles of consumer-centered services and motivational interviewing to

understand how such factors as race, gender, cultural background, and geography will inform the professional intervention

The “nuts and bolts” of job search The role of employment in recovery

o Development of new meaning and purpose in life and growth beyond the catastrophic effects of mental illness.

o Overview of concept of recovery from the perspective of individuals with mental illness and how it differs from the traditional application of the term to substance abuse problems

o Utilizing self-care strategies and social/emotional supports


o Wellness Recovery Action Plans (WRAP) Fear of relapse

o Addressing reasonable fears and gaining the support of professionals as well as friends and family members

o Monitoring consumers’ stress levels o Communicating with consumers’ mental health practitioners and support persons o Querying for hidden signs of stress such as physical complaints, absenteeism, and

deviation from normal routine o Addressing fear of losing benefits

Frequent monitoring of benefits status Reiterating regulations How to counsel a consumer if loss of benefits is an imminent possibility

Retention throughout service delivery o Focusing on retention at every stage of recovery o How to track progress and spot signs of waning motivation or derailment from tasks o Self assessment tools to facilitate consumer self-awareness

Job search o Essentials of helping the consumer look for a job o Consumers’ unique strengths and vulnerabilities o Actual practice is critical for learning to take place o Experiential vs. conceptual learning o Improve skills in basic tasks such as dressing, interviewing, resume writing, and

application completion Various resume formats to accommodate non-traditional work histories Mock interviews Dealing with sensitive issues

o Considering computer technologies in all aspects of the job search o Networking concepts

Analyzing work environments o Reviewing job descriptions to help consumers make an informed choice o Job developers as good business people

Visit sites to evaluate objective items such as physical environment and possibility of accommodation, location and transportation access, and “emotional” tone of workplace

Complete job site analysis once consumer is placed o Hard skills and soft skills required by analyzing job descriptions

Disclosure o Political, social, and personal ramifications o Pro’s and con’s of self-disclosure and how to guide consumers through a “risk-benefit”

decision-making process o Identifying industries that are more “mental health friendly” and accommodations that

are available to all such as working from home o Helping consumers not to “betray” their mental health status through behaviors, attire,

etc. o Skills a consumer needs to practice in approaching potential employers in the most

advantageous way o Maintaining professional and personal supports even when time is limited o Job search process for those who choose to disclose

Theories of career development: sales/marketing and promotion


o Theoretical concepts that will invigorate work both with consumers and potential employers

o Models of career development The Social Cognitive Theory

How unexpected life events can impeded career choice of even the belief in employability

o Work Opportunity Tax Credit(WOTC) and Enterprise Zones to market to employers o Paradigms of traditional vs. nontraditional job development o PowerPoint presentation that a potential employer would typically view o Educating the community about employment of SMI individuals o Advocacy and self-help groups o Promoting cooperative programs

Networking o Developing an informal collaborative of stakeholders including potential employers,

referral sources, and resources and services for consumers o Effective social and promotion skills including the delicacies of disclosure and

nondisclosure o Outreach to regional collaboratives as well as government services agencies such as

On-Stop Career Centers o Creating local job developer network clubs with other professionals servicing the

employment needs of consumers with barriers to employment Promoting work alternatives

o How to approach employers with information on acknowledging that part-time employment, temporary, job sharing, and job carving are ways to help reduce employer cost and increase employee retention

o SSDI and SSI benefits and how they will be affected by working o DOR funding and authorization options

Maintaining employer relationships o Mutual respect and trust o Building and maintaining a strong alliance throughout the professional collaboration o Job developer as a broker: relationship with the consumers and relationship with the

employer o Strong initial referrals to establish credibility o From the employers’ perspective o Weathering bad outcomes o Creating a feedback loop so that successive placements can be more successful

Retention concepts o Continually evaluating outside supports and work relationships o Detecting signs of success and wishes for advancement o Recognizing signs of distress o Recuperating from a setback o Importance of retention for employers o HR professionals’ varying views on what resources they are able or willing to invest

for the sake of retention, including accommodations and Employee Assistance Programs (EAP)


4. Connecting Partners in the Design of Educational Resources

The focus of this topic is on building collaborations with local community colleges and universities to establish supportive education programming and curriculum development. The training will address the following subject areas:

Identifying appropriate resources for supportive education for students of all ages Working with community colleges and universities, communities, and their mental

health and rehabilitation departments to assess and develop programs to meet the individualized needs of their partners

Practical techniques for developing educational opportunities to support employment outcomes

Richard DeGette & Associates Consultants: Rick DeGette, Sylvia Thomas, Tim Stringari This interactive training and technical assistance consists of small and large group discussions, breakout groups, role-playing, and film presentation. The focus of this event will be on building collaborations with local educational partners including high schools, ROP, career centers, community colleges, and university to establish supportive education programming and curriculum development to meet the individualized needs of communities and their mental health partners. The event will be conducted with constant attention to the rehabilitation principles of consumer choice and involvement, a comprehensive approach to services, integrated educational settings, cultural competency, and an emphasis on recovery and employment outcomes.

Identifying and accessing educational resources and supports o Securing accommodations in the educational setting

Overview of college obligations under Title V, Section 501 of the Rehabilitation Act and the Americans with Disabilities Act

o Accessing local One-Stops and WIA approved training centers o Accessing local career development centers, college career centers and classes, One-

Stop career workshops, on-line career assessments to assist consumers developing career goals and objectives while building career resources Contemporary career assessments instruments and strategies

o Working with DOR Workability II, III, and IV programs for successful work readiness and employment outcomes

o Developing student skills needed in the educational environment o Making the connection: the community college—Start here, go anywhere!

Student support services, including Disabled Student Programs and how to access services.

Varying degree and certificate programs available Practical techniques for developing educational opportunities to support employment

outcomes o Assisting consumer students to develop an educational plan o The role of mental health providers in supported education


Guidelines and recommendations for consumer referral and monitoring, establishing liaisons, and the role of housing and supported employment providers in facilitating consumer educational success

o Financial strategies to meet education expenses Orientation to college federal and state financial aid, local and national

scholarships, federal grants, and work-study programs WIA sponsored work-study programs, securing and maintaining DOR sponsorship

o The family’s role in supported education Strategies for family members including family organizations such as NAMI

Assistance through lobbying and attending school board meetings Creating scholarship and book funds Volunteering in educational settings

o Building bridges to educational opportunities: Stimulating consumer interest in education and training Methods for outreach, recruiting, and conducting orientations for college or training

programs o In-service training techniques regarding mental illness for college students and staff

Strategies for campus re-education, stigma elimination, and introduction of the concept of recovery

o The role of the consumer provider in supported education o Supported education for Transition Age Youth (TAY)

Developing collaborative educational programs and curriculum o Developing cooperative relationships and agreements with local colleges, universities,

and adult education and training centers Examples of existing collaborations, developing cost-free, win-win agreements,

development of educational advisory boards, and influencing and participating in instructional delivery and curriculum development

o Assessing community educational, training, and workforce needs o Establishing educational partnerships with the wider human services community o Partnering with educational institutions to develop human services, peer services, and

psychosocial rehabilitation training programs and curriculum to meet local workforce development needs and the mandates of the Mental Health Services Act

o Developing skill-based instruction for employment outcomes and workforce development Best practices in teaching techniques that focus on workplace skills, connecting

assignments to the workplace, utilizing student self-assessment, and including community employers in the instructional process

o Partnering with local employers to develop internships to provide workplace experience for consumers as part of newly developed Human Services training programs

o Partnering with peer organizations and existing peer services to support educational success

Best practices and principles of rehabilitation and recovery which have proven successful in the implementation of supported educational and human services programs

o Utilization of existing resources and natural supports o Integrated an accessible settings o Inter-agency collaboration and service coordination o Comprehensive, individualized, and consumer-driven services o Utilization of peer support an consumer and family providers o Attention to strengths


o Focus on recovery o Cultural competency o Evidence-based practices o Emphasis on employment outcomes

Theoretical frameworks, concepts, and supported education models o Education as a path to recovery o Supported education as an integral component of a community’s psychosocial

rehabilitation and supported employment system o The college campus and adult educational settings as socially sanctioned transitional

environments o The concept and process of role reclamation and role transformation from mental health

consumer to student o The process of role transformation from student to employee o Moving existing rehabilitation recovery and peer training programs to the normalizing

environment of the college campus or educational setting o Supported education models o Collaborative models for transition to college or transition to employment instruction.

Emphasizes the utilization of instructional staff from community agencies, peer organizations, and educational institutions in addition to Wellness Recovery Action Plans (WARP) and appreciative inquiry training, Peer Mentor Training, orientation to college, specialized curriculum for Transition Age Youth (TAY) and employment readiness


5. Benefits Planning

The focus of this training is on information regarding Federal and State benefit programs and work incentives as they pertain to individuals with psychiatric disabilities. Each event will consist of 1 initial day of training and 1 follow-up day scheduled at a later date. The training will address the followingsubject areas:

Understanding the cultural perspective of CalWORKs and Supplemental Security Income/Social Security Disability Insurance (SSI/SSDI) recipients

Systems Overview Benefits Overview Training Benefits Planners: This is done in a follow-up training day with the local

benefits planning point of contact who will help to develop the training according to need of the program. Among the possible topics are:

Joe Hennen Consultants: Joe Hennen, Carol Bowman A key ingredient to transforming the mental health culture to a recovery-based system is to actively encourage and promote hope. Benefits Planning can stimulate hope by showing individuals that they have options and choices. Quality benefits planning also addresses fears, misinformation, and concerns allowing consumers to consider different choices and ongoing benefits support/advocacy upon gaining employment. This training and technical assistance presents the complex and often confusing benefit program rules and regulations in a simplified, user-friendly manner. It encourages service providers to look at how they can strengthen and build services in this area and bring together resources in the local communities. The event will be co-presented with a representative from the Social Security Administration, usually an Area Work Incentives Coordinator (AWIC). The topics addressed are as follows:

Recovery and Benefits Planning o Pre-test o Hope and empowerment o Consumer fears and myths

Look at common fears, myths, and concerns that consumers experience around benefits

Current participant knowledge of benefits Consumer experience

o Benefit planning process Different levels of benefits planning and how to incorporate it into all phases of

vocational planning and services Overpayments Making employment more appealing Primary principle in benefits planning of “Do No Harm”

Researching rules and specific situations Social Security Disability Programs (SSI & SSDI), Medi-Cal, and Medicare

o General information o Employment supports


Work incentives and employment supports associated with each program o Benefit planning tools

Self-management, tracking tools, and other practical resources Impact of employment on other benefit programs such as subsidized housing

programs and TANF Hands on practice with benefit planning tools Creating a local resource list

Social Security employment supports o CalWorks, General Assistance, housing, food stamps

Case scenarios o Discussion of benefits and cultural issues o Highlight benefit planning and assistance tools

Follow-up training day o Designed to specifically address the strengths and challenges of the particular

community. o Invite guests from the resource list created previously o Basic review of materials covered previously o What has been successfully implemented since previous meeting o Collaboration and networking o Discuss developing a Peer Benefits Technician position and similar models

World Institute On Disability Consultants: Bryon MacDonald, Mason O’Neal, Virginia (Ginny) Murphy Using case studies, lecture, group discussion, online calculator sessions and break-out groups, this training and technical assistance will increase services providers’ knowledge of the interactions between multiple disability benefits and work incentive programs. A focus will be put on promoting coordination and collaboration among agencies in addressing the needs of individuals with psychiatric disabilities. Through Disability Benefits 101, World Institute on Disability’s established technical assistance center, ongoing technical assistance is available to participants. Topics covered will include the following:

Introduction to disability and navigating benefits o The disability continuum o Why benefits planning? o Presentation by local mental health consumer about personal experience with benefits

and work or planning for work o Networks of health coverage and work services: building positive working relationships o The Benefits Circle Syndrome: Problems that occur with benefit program complexity and

interaction, how to anticipate them, and what to do about them o Types of benefit programs, “terms of art” and “takeaways”

Benefits programs systems overview: disability income o Supplemental Security Income (SSI)

SSI and retaining Medi-Cal with paid work: Section 1619(a) and (b) SSI student earned income disregard for Transition Age Youth (TAY)

o Social Security Disability Insurance (SSDI) SSDI trial work period and paid work


o State Disability Insurance (SDI) o Housing subsidy programs, including Public Housing and Section 8 and HUD’s Earned

Income Disregard (EID) o Veterans Disability Compensation benefits and Veterans Disability Pension benefits

Who gets which Veterans’ benefits? o CalWORKs: Temporary Aid for Needy Families (TANF)

How and when a family member with an identified or non-identified mental health condition interacts with CalWORKs or is in a CalWORKs eligible family

o Medi-Cal categories Sections 1619 (a) and (b) in the Supplemental Security Income program and paid

work Aged and disabled federal poverty level Medi-Cal Medically needy or “share of cost” Medi-Cal Medi-Cal status when SSDI changes eligibility status: “Pickle Medi-Cal” Medi-Cal’s California (250%) Working Disabled Program

o In home supportive services & workplace personal assistance Workplace personal assistance, interaction(s) with Americas with Disabilities Act

o Federal and State benefits protection HIPAA health protections from the Heath Insurance Portability and Accountability

Act Access to group employer sponsored health coverage COBRA and Cal-COBRA: Continuation of health coverage between jobs

o Medicare Parts A, B, C, and D: overview of the prescription drug benefit Using public and private group health coverage options at the same time

o Benefits at and near age 18 Youth Transitions & Section 301 protections SSI program’s Student Earned Income Exclusions (SEIE)

o Private sector disability benefits: from work or family coverage policies o Social Security’s new Ticket to Work Program for adult disability beneficiaries

Ticket program medical review protections and how to use a Ticket with other employment services and supports such as vocational rehabilitation or the SSU PASS program

o Overview of DB101 website as a resource to find information on various benefits programs discussed above Tour the website examples to review and discuss program eligibility and interaction

DB101’s Life situations: Newly Diagnosed – Mike’s Story; Youth and Disability – Eric’s Story; Workforce Re-entry – Deanna’s Story; Sudden Onset – Susan’s Story

Hypothetical consumer scenarios involving the intersection of benefits programs and employment

Benefits analysis and management o Effectively coordinating with Social Security-funded (and other) expert benefits planners

and Community Work Incentives Coordinators to best serve consumer needs o Becoming an effective and flexible cross-agency team member to provide benefits

management that leads to optimal employment outcomes and changes for consumers


o Identifying which state and federal agencies adjudicate which benefit awards, including appeal options

o Determining which agencies can legally change entitlement status and the steps to take to avoid unintended consequences when using public and private health care and disability benefits

o Tracking, recording, and reporting benefits o Tools, tips, and forms to use to track and report wages timely to benefit programs as well

as maintain monthly income and expense budgets Self-directed employment planning based on person-centered options and informed

choice Consumer action based on informed choice DB101 benefits planning session with calculators: tutorial demonstration with case

examples developed by training participants to train and paid work disability benefit o Demonstration of benefit rules, management procedures, and guidance on assisting

consumers in planning for self-sufficiency through accessing work incentives o Effects of paid work on benefits

Case studies with online tools that explore vocational rehabilitation, One-Stop Career Centers, In-Home Supportive Services, Workplace Personal Assistance, and Ticket to Work Program

A follow-up training day will be scheduled to review all materials and answer further questions. There will also be an opportunity to practice benefits planning skills

Crossroads Diversified Services, Inc. Consultants: Dee Gavaldon, Michael McCullough, Vilma Rodriguez, Madeline Thompson, Estera Alvarez This training and technical assistance focuses on the work incentives provisions of the Social Security Disability Insurance (SSDI) and the Supplemental Security Income (SSI) systems and their relationship with Medicare, Medi-Cal, and other income support programs such as CalWORKs, TANF, Veteran’s Benefits, State Disability Insurance, and housing subsidies. “Work Pays”, as this event is titled, shows that the capacity to provide effective benefits planning services is a mandatory component to successful job placement and retention for persons with psychiatric disabilities. Unfortunately, focus on benefits planning is often overlooked until job placement is obtained, or in some cases, when the consumer quits their job. It is critical to promote the necessity of benefits planning services to SSDI/SSI beneficiaries when initially engaged in services. Each training or technical assistance event will include two consultants with field experience in the topic of benefits planning. The topics are as follows:

Introduction to Social Security Disability Insurance (SSDI) Introduction to Supplemental Security Income (SSI) Introduction to Medicare and Medi-Cal

o Benefits Planning Query (BOQY) to verify types of benefits received o Importance of accuracy in benefits planning

Understanding and responding to Social Security correspondence Determining SSI payments, Impairment Related Work Expenses (IRWEs) Continuing Medi-Cal and/or Medicare coverage Benefits management covering strategies to reduce overpayments Reporting earnings and other changes in income Anticipating changes in benefits


Determining the most advantageous work incentives “Safety Nets” provided by work incentives

o SSDI and SSI work incentives Application of the Trial Work Period Determining Substantial Gainful Activity (SGA) Achievement of benchmarks Subsidies and special conditions which determine whether beneficiaries earnings

rise to the level of SGA Distinction between “suspension” and “termination” of benefits SSI earned income exclusions calculations with income reducing exemptions such

as IRWEs and Blind Work Expenses Student Earned Income Exclusion (SEIE)

o Plan for Achieving Self Support (PASS) Funds to help beneficiaries achieve self sufficiency Strategies for compliance with parameters and regulations of PASS

o Work incentives for beneficiaries considering self-employment and micro-enterprises o Continued access to Medi-Cal benefits o Veteran’s Benefits, State Disability Insurance, CalWORKS, TANF, Individual

Development Accounts (IDAs) o Navigating the SSA website and disabilitybenefits101.org o Using benefits calculators

Strategies for benefits management and development of personal took kits o Requirements for reporting earnings to SSA o Effective strategies to avoid overpayments o Tracking the Trial Work Period o Complex compliance requirements for PASS o Inviting representatives from SSA

Protection and Advocacy, Inc. PABSS organization WIPA personnel AWICs WILs Members of PASS Cadre

Follow-up day of training o Review of information covered o Clarification of any remaining questions o Additional complex exercises to expand the application of work incentives and benefits

planning


6. Employment Success and Co-Occurring Disorders (Mental Health and Substance Abuse)

The focus of this training is on substance abuse/recovery and how it can impact consumers with existing mental health issues who are seeking employment. A significant number of mental health consumers have substance abuse issues or are in recovery from substance use as well as having a psychiatric diagnosis. Address disability management strategies for educational, vocational, and job retention goals that will support those recovering from both substance abuse and mental health issues. This training will address the following subject areas:

Discuss the MH and substance abuse services delivery systems at state and local levels.

Discuss substance and alcohol abuse to include an understanding of the effects, side effects, and interplay with behavior and mental health

Increase awareness of the individual dually diagnosed with psychiatric and substance use disorders, as well as the systems from which that person receives services.

Address factors of mental health and illegal substance use that could potentially impact employment goals to include mental health management strategies and supports that promote success

Discuss employment service delivery to include employment goal planning that accommodates mental health and substance abuse recovery supports (support meetings, healthy activity maintenance, appointments, etc.)

Discuss current trends in employment practices including pre-employment drug test Recovery tools that support sobriety maintenance and pursuit of goals Discuss strategies, skills and techniques for employment services for consumers with

co-occurring disorders

Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas PGC’s principals have been providing State contracted training since 1993 specifically assisting and equipping DOR/MH/Substance Abuse staff working with co-occurring challenged consumers to equip them in gaining employment primarily in their communities and then later in the behavioral health delivery system. Training events will focus on bridging the gap between Mental Health, Vocational Rehabilitation, and Substance Abuse Systems by presenting evidence-based programs and products that will fit each participating program’s distinctive priorities and needs. Topics are presented from a menu of training modules that cater to a variety of learning styles. They are as follows:

Mental Health and substance abuse services delivery systems at the state and local level

o How to access MH and substance abuse services Challenges of the two systems not being integrated

Difference in mission statements, predominate ways of providing services, and development of services.

Different target populations, admission criteria, etc. County Mental Health’s System of Care model Department of Alcohol and Drug Programs’ approach to developing,

administering and supporting prevention, treatment and recovery programs


Dual Diagnosis Task Force comprised of County Alcohol and Drug Program Administrators Association (CADPAAC) and County mental Health Directors Association (CMHDA)

o Evolved into Co-Occurring Joint Action Council (COJAC) which is responsible for the implementation of the Co-Occurring Disorders (COD) state action plan

o Integration based on the needs of local systems Building bridges between the two systems

Discussing substance and alcohol abuse to include an understanding of the effects, side effects, and interplay with behavior and mental health

o Minkoff and Cline’s Comprehensive Continuous Integrated System of Care model o Differentiating symptoms and understanding how they overlap and influence one another

Increase awareness of and knowledge about the individual dually diagnosed with psychiatric and substance use disorders, as well as the system from which that person receives services

o Current statistics and trends o How proper medication support can fit into delivery systems

Factors of mental health and illegal substance use that could potentially affect employment goals

o Discuss the developmental process that individuals with psychiatric challenges typically go through

Employment service delivery to include employment goal planning that accommodates mental health and substance abuser recovery supports

o Supported employment Preparing for interviews Illness management techniques to manage thinking and behavior Self-help activities available for consumers

Current trends in employment practices including pre-employment drug tests o Current hiring trends o Job forecasting o Maintaining open communication with consumers regarding their drug use o Finding the schools and employment opportunities that will be a good fit o Designing Supported Employment to focus on specific drug use issues of consumers o Helping consumers to find reasons to reduce drug use

Recovery tools that support sobriety maintenance and pursuit of goals o Eliciting culturally embedded cognitive behavioral techniques already in use o Management symptoms o Recovery skills o Strong social support systems that promote sobriety o Understanding and overcoming triggers

Strategies, skills, and techniques for employment services for consumers with co-occurring disorders

o Utilizing VR staff and other vocational development or training services o Individual and group education

Consumer and family anxiety about job placement and potential failure o Social Security Work Incentives and benefit retention


7. Transition Age Youth

The focus of this training is on Transition Age Youth (TAY) population issues and bridging the gap between the youth and adult mental health and educational systems. The training will address the following subject areas:

Understanding TAY issues and perspective Identifying and utilizing community resources Addressing the difference in resources for TAY/Young Adults and creating age specific

supports Life planning (education, employment, transportation, independent living skills,

financial planning, recreation, and leisure

National Mental Health Association of Greater Los Angeles Consultant: Tara Reed, Guyton Colantuono This is a 2-day, on-site training at one of Mental Health America’s two sites. This training is to help staff from cooperative programs learn to create age-specific services and supports that emphasize and encourage employment, education and community life goals of young adults with mental illness. It will help participants recognize the importance of understanding the developmental issues unique to this age group and respond to their needs with “discovery-focused” services that help lead to self-sufficiency. To respond to California’s diverse geographic areas, MHA offers the immersion training at its Long Beach-based program (an urban model) and its Antelope Valley-based TAY program (a rural model).

TAY Academy’s core values o Refers to consumers as students o Helping youth picture, pursue, and practice adult lives in the mainstream community, not

in adult service programs o Four main core service components:

Career development (employment and education) Housing Community Living Wellness

o Youth-specific strategies From TAYs’ perspective

o A range of staff experiences and education are necessary to serve TAY population o Team approach model, with a variety of staff skills, creates strengths to maximize the

support system for TAY students Facing the Facts

o TAY population coming from foster youth, juvenile justice, children’s systems, homelessness

o Differences between working with TAY and adults, reflecting the TAY Academy’s shift from the “recovery approach for adults to the “discovery” model of self-sufficient life options while managing mental illness

o Issues facing young adults, including the barriers they face in their lives.


Barriers related to mental illness, immaturity, lack of basic skills and education, impact of trauma in their lives, and real-life consequences experienced such as homelessness, teen pregnancy, and jail

o Age-related transitions and how most TAY consumers have not had the opportunity to have family/friend relationships and developmental experiences typical of young adults Impact on development

o “Transition-age-specific” strategies and how to keep staff and students focused Student panel: Pre-program realities

o Discussion with TAY Academy students Outreach and engagement

o Reaching out to build relationships with TAY students including those defined as “difficult to reach”

o Understanding how TAY students may be reluctant to become involved in services and that the engagement process requires staff patience and persistence

o Building trusting relationships with young adults that may take time, but will ultimately form the core of the staff-student relationship

o Building relationships with referring organizations including system navigators from the Department of Mental Health, children’s service agencies, juvenile justice system, foster care

o Offering uninterrupted continuation of care o Strategies to connect TAY students to the program

Inviting them to classes and group activities without requiring enrollment Engaging individuals, encouraging them to participate in services, and empowering them

to begin to build basis skills for adult lives in the community o Creating a welcoming community where students are invited to get to know the TAY

Academy staff without having to make appointments o Assessing and assisting with the basic life needs of TAY students

Community resources such as general relief, short-term housing options, and physical health needs

o Equipping students with the right tools and information so they can begin to make their own decisions and access resources on their own

Meeting members where they are o Using tools to tailor services to developmental and recovery levels

Motivational interviewing and how to use it to deliver and adjust services based on students’ stages in the process

Milestone of Recovery Scale (MORS) and its significance in determining appropriate levels of services

TAY Academy service levels: “Rollin’ In” phase provides intensive and structured services with staff as

teachers “Tunin’ Up” phase focuses on supportive and individualized services with

staff as mentors “Rockin’ Out” phase involves a graduation preparation team, has a self-

directed and peer-mentored focus, with staff as support Personal service plans that cover students’ mental health recovery and community

life goals including the areas of education and employment. Plans are developed by students and their personal service coordinator and may include input from other people requested by the student


Break-out sessions will offer participants the opportunity to choose from three of the following topics:

o Staff roles: Focuses on the work of staff and peer coaches in support of students’ discovery

needs and goals The program’s approach to staff-student relationships The role of staff in a youth-focused discovery program The importance of a “collaborative psychiatry” approach, which includes a

psychiatrist’s role to educate students about mental illness and medications, and encourage them to learn to manage their illness as they pursue their life goals

The use of TLCs (TAY Life Coaches). These are peers who mentor students as they move into schools, jobs, and the community

o Employment: Developing a culture that emphasized employment by discussing work and its

benefit from the start of services Helping students identify their skills, gifts, and interests by visiting work

environments and starting a career plan Using computer-based strategies to help students explore career options Addressing issues such as stigma and disclosure, probation issues,

accommodations, and impact of work on public benefits Offering in-house work experience opportunities Connecting students to community vocational resources such as Youth

Opportunity Centers, Workforce Investment Act programs, Transition Partnership Programs, and Workability programs

Linking to available DOR/DMH cooperative programs o Education:

Assessing students’ reading, math, writing, and comprehension levels as an important step in developing an education plan

Addressing the effects of educational trauma or mental illness as barriers to learning and seeking solutions such as offering in-house educational options to prepare individuals for public literacy and education programs

Assisting students in increasing their literacy skills through personal instruction and computer-based learning programs

Using adult learning techniques to relate class/computer lessons to individuals’ real life experiences and goals

Helping students access education classes and programs as they become ready to join their peers in community college or other settings

Making connections with community resources, such as adult education and community colleges, working with specialized resources such as Disabled Students Learning Center, and informing educational staff about the needs of TAY students

Supporting students who are going to school and work at the same time Celebrating educational achievements to help student gain the self-esteem that

comes with overcoming this basic barrier to achieving their recovery goals o Housing

Offering a supportive array to help young adults gain daily living and self-sufficiency skills

Having a system in place for after-hours needs Providing hands-on training in daily living skills


o Administration Describing program and staffing structure Working with multiple funding sources and managing different age definitions,

diagnostic criteria, and funding requirements Building community awareness and linkages with resources. This includes

educating other systems and community organizations about the needs of this population.

Crisis Intervention o Identifying all components of 24-hour crisis and emergency plans o Recognizing that crisis response, like service delivery, needs to be individualized o Using the TAY Academy’s team structure and monthly reviews of students’ needs and

goals to work together to identify individuals who may need additional support o Using Wellness Recovery Action Plans (WRAP) to help students learn about their crisis

triggers o Using the TAY Life Coaches to provide additional supports

Life and coping skills o Reinforcing the overall goal for students to have a well and productive life in the

community o Identifying barriers to life goals and making plans to address these barriers o Developing coping skills and Wellness Recovery Action Plans (WRAP), at every service

level o Identifying natural supports in the community and youth-specific strategies such as social

networking Student Panel

o Students talk about some of their own goals, what changes they would make in their lives, and how they would like the TAY Academy to help them with goals and future plans

Leaving the system/flow o Helping students goals to get to graduation while reinforcing their ability to be in charge of

their lives o Using strategies such as MORs, monthly team-wide reviews, and students’ services plans

to identify progress toward graduation o Coordinating with community and mental health resources, such as Wellness Centers, to

provide students with ongoing support

Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas

This interactive 1-day training and technical assistance event focuses on tasks and tools participants can utilize to help support consumers on their path to wellness and recovery. PGC takes these topics further by also talking about concepts such as the importance of pacing with each TAY/family, building a rapport, working to elicit “change talk” from the TAY/family rather than imposing it on them, recognizing and helping them see the resilience they posses, pointing out the successes they have experiences, and other similar concepts and soft skills that help to maximize the impact of the larger skills and techniques covered, including evidence-based recovery practices. Topics include:


Working with TAY populations vs. adults o Continuum of identifying, accepting, and learning to manage the thinking, feeling,

behavioral, and/or substance use challenges in their lives o Managing professional and institutional anxiety o Ken Minkoff’s model of “empathic detachment” o Linking to resources needed to succeed

Unique needs and issues o Wrap around service and/or full service partnership models o Staff availability and resource proximity

Understanding age-related transitions o Schools, foster care, behavioral health, and/or the juvenile justice systems are

uniquely impacted by varying “aging out” limitations o Providing transition assistance

Ranges of TAY population including Foster Youth o Adolescents and young adults age 14-25 o Continuation high school o Vocational/academic 2 and 4 year colleges o Foster care o Military service o Professional and vocational work sites o Criminal justice settings

Engaging the TAY/family/care provider to maximize service benefits o Expertise in outreach o TAY linked to family and caretakers o Individuation process as defined within their social-cultural contexts

Maintaining cultural sensitivity o Understanding from the consumers’ perspectives o Shaping services to reflect those perspectives o Framing the TAY/family’s world view

Exploring stages of change, motivational strategies, and effects of harm reduction on services

Strategies to meet TAY where they are to commence services o Importance of an on-going relationship as a component in service delivery o Systems and services must allow for episodic and casual contact with the TAY/family

in order to eventually engage them and commence services Wellness Recovery Action Plan (WRAP) for TAY

o Evidence-based and best practice supported means of teaching TAY/family areas to address to increase likelihood of managing their thinking, feeling, behavior, and/or substance use challenges effectively

o Daily maintenance o Personal triggers o Early warning signs o When things are breaking down o Intensive crisis planning o Creating a plan that works with individual social-cultural context

Motivational interviewing techniques o Inquisitive, open-ended questions o Sorting out ambivalent feelings about their employment and transition goals

Receiving services from multiple sources (DOR, MH, educational systems)


Identifying and utilizing community resources o Develop local area listing of TAY resources

Providing education to school staff about mental illness and ways to provide help to their students

o Thinking, feeling, behavioral, and/or substance use challenges and the staff working with them

Providing education to mental health staff about school programs o Classroom, special needs, school nursing, and educational psychology staff roles and

responsibilities specific to TAY population o Making full use of school settings and experiences

Developing a collaborative relationship o Department of Rehabilitation, Education, and Behavioral Health Staff

Education resources for TAY in the community Accessing and applying community resources and agency support systems

o Utilizing Education, Transition Partnerships Programs (TPP), Workability Programs, and Special Education resources for pre-employment skills, job experiences, job training, and job development and placement assistance

o Where to refer consumers with learning disabilities for additional help Building Bridges: addressing the difference in resources for TAY/young adults and

creating age specific supports o TAY and DOR/Behavioral Health/ Education: finding common ground

TAY support gaps o Identifying your disciplines

TAY population definitions, wants, and needs o Age range, diagnosis, realistic short/long term goals o Providing work experience and supports o Reaching out to those ready to work o Using peer support groups o Staying in school and working

Supporting both activities with special Social Security benefits for TAY attending school

o Building bridges between TAY and adult services Addressing different diagnostic criteria

o Different criteria used depending on funding requirements, resource limitations, and other variables

Outreach to youth who are ready to work o Developing skills to help identify those ready to work and the ability to help create options

that reflect the individual’s choices Setting up peer support groups

o Creating and sustaining peer support groups Work experience, On the Job Training (OJT), and support systems

o Creating more options for consumers Working while in school: special SSI benefits for youth attending school

o Earned Income Exclusion (EIE) o Student Earned Income Exclusion (SEIE) o Plan for Achieving Self-Support (PASS) o Linking the IEP process with others

Supporting education and employment needs simultaneously o Review of current models


Leveraging age-appropriate technologies o Email and text messaging for communication o Social networking sites

Stigma o Disclosing probation or legal issues whether related to thinking, feeling, behavioral, and/or

substance use challenges or not. o Using peer support as a means to educate and guide TAY consumers/families in this

process Assessment and accommodations

o Career vocational assessment o Appropriate accommodation on the job o Using community colleges for career learning styles, learning disabilities, and

accommodation needs assessment o Identifying tools to provide TAY consumers/families with when entering the workforce

Life Planning (education, employment, transportation, independent living skills, financial planning, recreation & leisure)

o Building self-esteem and motivation Applying resiliency and wellness and recovery practices

o Vocational training and employment preparedness Identify local vocational and employment development organizations

Specific missions for TAY and their families o Career planning using stepping stones

Progressively better jobs build confidence and ability to work o Building work ethic

Identifying TAY/families gifts and skills Getting parents/family involved in making expectations realistic Motivation to work Pre-planning benefits and transportation challenges

o Transportation needs: destination training, public transportation, identifying bus routes, troubleshooting community mobility challenges

o Identifying gifts and skills as part of the vocational planning process o Social networking and other natural supports for developing social skills

Additional challenges in getting and maintaining a job o Cultural transition o Addressing illiteracy, developmental delay, Asperger’s, autism spectrum, etc o Co-occurring disabilities

Crossroads Diversified Services, Inc. Consultants: Danny Marquez, Lynn Thull PhD, Karen Brockopp MSW, LCSW, Alejandra Chamberlain This interactive training and technical assistance event strengthens programs and systems that assist transition aged youth with disabilities successfully navigate into the adult mental health and educational systems. Special emphasis is placed on the importance of employment including utilization of the Department of Rehabilitation’s Supported Employment system and local One-Stop Career Center programs. The topics covered are as follows:

Understanding the challenges and opportunities for TAY o Differences in serving TAY vs. adult population


o Overview of unique challenges experiences in TAY population o Understanding and meeting diverse needs/cultural issues o Strategies for engaging family/care providers in services o Defining the stages of change and motivational techniques o Benefits and motivational interviewing approach o Developing Wellness Recovery Action Plans (WRAP) o Integrating services from multiple providers

Accessing and efficiently partnering with community resources o Review of available community programs/resources o Strategies for training school staff on mental health o Increasing knowledge of education system to foster cooperation o Developing collaborative relationships between DOR/MH/Ed/Adult system o Available educational resources in the community o Utilizing TPP and Workability for employment assistance o Consideration of resources for special populations

Understanding differences in TAY resources/creating age specific supports o Clarification of terminology from various agencies and funding sources o TAY diagnostic classifications o Developing appropriate short and long term goals o Identifying youth who are ready for employment o Creating peer support groups o Understanding the world of work through direct experiences o The SSI student Earned Income Exclusion o Strategies for managing school and employment o Addressing stigma through peer education o Determining the need for disclosure of disability o Understating the juvenile justice system o Vocational assessments and defining accommodation needs o Building relationships with local community colleges o Identifying and resolving gaps in services o Benefits of technology for increased communication

Life planning o Building self esteem: the five areas of youth development o Vocational training and techniques for employment preparation o Visualizing the career process as rungs in a ladder o Developing a work ethic that promotes career development o Strategies for inclusion of family members and health care providers o Increasing knowledge on the world of work o Understanding Social Security work incentives o Identifying and strengthening motivation o Resolving the transportation barrier o Enhancing social skill development through community activities o Assisting youth with additional barriers and needs


8. Cooperative Team Building: Integrating Employment into the Recovery Culture

This is a two-day Immersion training in which DOR and CMH participants fully participate in the operational activities, philosophy, and structures of a recovery/employment focused program. The maximum number of participants is 15, and they must include participants from both DOR and CMH. The training will address the following subject areas:

The values and principles of recovery as they relate to employment outcomes for persons with severe psychiatric disabilities

Developing and fostering an overall program/system-wide culture that supports the employment goals of consumers to include:

Mentoring as an integral component of employment supports Self-esteem building as an integral component of employment supports Other internal and external employment resources for consumers

National Mental Health Association of Greater Los Angeles (MHALA) Consultants: Paul Barry and Joe Ruiz This is a 2-day, on-site training, which will include presentations made by the Village’s management, psychiatric and employment staff and a working consumer. It will include group discussion, a walking tour to see how employment fits into the Village’s recovery structure, video, question and answer session with staff and a working consumer, and supporting materials. Each day runs from 9:00 a.m. to 4:30 p.m.

Recovery Based Employment o Focusing on wellness and strengths rather than on illness and symptoms o Determining service/treatment based on abilities rather than on disabilities o Having high rather than low expectations of members o Focusing on functional behavior rather than on intrapsychic dynamics o Helping members to take risks rather than working to minimize their stress o Having member and staff collaborate rather than have staff prescribe unilaterally o Creating an environment for developing and identifying consumers from “perpetual

patient” to “productive workers” o Developing a culture that promotes employment among consumers and staff o Motivating consumers to try employment by discussing work and its benefits o Helping consumers identify their skills, gifts, interests and visiting and /or brainstorming

work environments that would allow consumers to use them o Creating partnerships among mental health, case management and DOR staff to work

collaboratively in supporting consumers’ employment goals o Involving family, spouses, friends, board and care providers, and others in reinforcing the

value and advantages of work o Offering a full range of employment options, built on decisions made by the consumer

Preferred Staffing – How to Improve specific skills of job development and retention o Locating jobs that are well-matched to consumers’ needs o Researching the job market and identifying local hiring trends that may provide new

additional employment opportunities o Marketing the employment services program as an employment placement agency


o Replacing “social service” attitudes with marketing approaches o Working with consumers on disclosure issues, addressing strategies for if and when they

choose to disclose information about their mental illness, addressing the issue of stigma with them

Village Tour and Structure o This is a walking tour designed to show how employment services are an integral part of the

Village’s recovery program When Someone Says “I’m Ready to Work!”

o Importance of having a menu of employment options available for consumers o Short term employment for the day to competitive community employment

Strive Tape and Commentary o Discussion of Job Development and Retention strategies o End of first day wrap-up

All Site Meeting o Participants experience a recovery culture in action. This meeting is attended by all Village

staff and consumers New Employee Orientation

o Meeting held with consumers as they begin their jobs at the Village’s in-house businesses o Participants will observe as the instructor discusses the training positions with consumers o The instructor will discuss with the consumer-employee what will be expected of them

Role of the Psychiatrist in Promoting Work o The importance of having all staff believe in and communicate the value of work in recovery o The role of psychiatry and medication in helping to achieve employment goals, such as

changing the type of medication, its dosage or the time it is taken to accommodate the consumer’s work

o The role of mental health staff in employment Roundtable Discussion Lunch with Employment staff and a working consumer

o Open forum where participants can talk with and ask questions of an MHA Village Job Developer, Work Site Supervisor, Job Coach and working consumer

Helping People Keep Their Jobs o How to help newly-employed consumers retain their jobs o Completing an “Employment Support Plan”, which includes an outline of the types of areas in

which an employed consumer may need assistance o Discovering the business’ “corporate culture,” identify supports the consumer can use on the

job and observe ways the consumer interacts with co-workers to help the consumer fit in o Focusing on the functional rather than the pathological, which encourages consumers to

replace an agenda of pathology with one of hopes, plans, ideas, and challenges o Identifying other areas of consumers’ lives that may impact their ability to maintain a job o Using strategies, such as a self-esteem inventory, to support consumers o Encouraging peer-supported wellness activities, such as involvement in a Wellness Center

Bringing it Home o A brainstorming session to give participants a chance to identify and ask questions of staff

Note: Funding options for travel may be available. Contact Dani Anderson for more information at (916) 558-5407 or [email protected].


9. Educational and Employment Goals From the Consumer’s Perspective

The focus of this training is on individuals with experience using mental health services who will present, speak, and provide training to support community employment for consumers in the areas described below:

Preparation and proactive support of consumers’ educational and employment goals Recovery and wellness strategies that support consumers’ educational and employment

goals such as WRAP

Crossroads Diversified Services, Inc. Consultants: Dave Hoessini, Sheila Boltz, Kathleen Henry, BJ North, Eileen

Caviler The training will use general discussion, story telling, vignettes, small group discussion, handouts, worksheets, power point, and role-playing by the presenters and the audience as we address all the aspects of this topic. Each participant will receive a formal training binder containing all materials discussed including sample forms. All of the consumer/consultants trainers has or is successfully working in our community and has over 30 years of experience providing training/advocacy. These interactive trainings typically utilize 2 consultants at each event and will cover the following topics: Note: There are two training options for this section. Training Option #1

Presentation from a historical perspective Personal stories of the impact of stigma on consumers with discussion of how the

stigma becomes internalized and leads to feelings of hopelessness Presentation of more recent longitudinal research on recovery outcomes for consumers The History of mental health care in California and the United States

o Pre – LPS Act (1967) Discussion of institutionalization, medical model, non-integration o Post LPS – Discussion of community based care, the social rehabilitation model, the mental

health consumer movement and the development of alternative agencies owned and operated by consumers, and the benefits of employing consumers as providers in the mental health system

Recovery o Principles of Recovery as articulated in the President’s New Freedom Report (2002) o Overview and outcomes of Social Rehabilitation o Development of natural supports

Assessing our system of care to evaluate our integration of Recovery Principles o System or Agency Governance: Are consumers integrated as members of governing bodies? o Administration: Are consumers working in management roles in the system or agency? o Organizational Environments: Are service sites inviting to consumers? o Interagency and Intersystem Collaboration: Does the agency interface with other service

systems? o Service Delivery: Are consumers integrated into all roles as providers within the system or

agency? o System or Agency Evaluation: Are consumers involved in program or evaluation activities?


Barriers to Developing Recovery Oriented Programs from a Consumer Perspective and

Strategies to address Barriers o Power issues in the helping relationship and strategies to ensure that power abuses are

protected against within Recovery oriented environments o Effectively managing the role change as consumers become employees and colleagues o Effectively managing the role change as consumers move from being students to becoming

employees? o Can consumers receive services in the same agency where they are employed? What

precautions need to be taken if there are no viable alternatives? o What are the roles and responsibilities of a supervisor if a consumer employee develops

symptoms on the job? Are accommodation plans developed with consumer providers? o Other issues in dual relationships o The value of self-disclosure: When does it become a problem? o Addressing consumer confidentiality issues as consumers have access to records as

employees, and as consumers become peers who have mental health records in the system o Ethical Issues: Have expectations been modified (and if so in what ways) with the advent of

the recovery model? o What financial risks do consumers take in accepting paid employment in the mental health

system? How can benefits counseling help them make informed decisions about their disability benefits?

o In what ways are Medi-Cal charting standards a barrier to developing recovery oriented programming?

o What are some strategies for overcoming resistance in the work environment to recovery oriented practices?

Training Option #2 Wellness and Recovery Action Plans (Separate one day, six hour WRAP Training)

o Introductions and Presentation of the stages identified in the recovery process: Hope, resilience and empowerment

o Hope: Strategies for creating hope and helping people dream again. Focusing goal setting and interventions on recovery and quality of life instead of symptom management and compliance

o Life Planning: using consumer providers as role models. Being the vessel that carries hope for those who have lost their willingness to dream.

o Resilience: Strategies for developing resilience. Developing community supports, natural supports, and familial supports

o Spirituality as a resource o Work as a resource o Developing coping strategies o Developing a WRAP plan o Empowerment/self advocacy: Helping the consumer assume more power over their lives o Training and role-playing to enhance self-advocacy skills


10. System/Program Assessment, Planning, and Development

Based on their comprehensive knowledge of CMH systems, DOR, MHSA, and current trends within mental health, vocational rehabilitation and employment fields, the contracted trainer will provide technical assistance in assessing systems and programs. Assessment and planning will be provided in the following areas:

Assessing current interagency collaborations and partnerships as they relate to their common goals, especially surrounding the competitive employment of mutual consumers in the community

Identifying program/system strengths and areas for growth in the implementation of the recovery model to include employment

Planning for improvements to the existing system The special needs and resource issues of rural communities DOR vs. CMH cultures, philosophies, and expectations Development of collaborative process: how the puzzle fits together for successful

employment outcomes for mutual consumers Addressing and maintaining cultural competency within both the DOR and MH systems

for consumers with multiple disabilities who wish to utilize mental health employment cooperative services

The Results Group Consultant: Steve Ekstrom The processes of conceptualizing, coordinating, planning, designing, evaluating and marketing are crucial to organizational success. When inadequate thought is given to these processes it is not unusual for problems to develop. Many of the DOR/DMH cooperative programs have been in operation for several years. Yet any organization or collaboration of organizations can, for a variety of reasons, find itself struggling with new issues they can’t resolve without some external support. Changes in leadership, a new cadre of staff, new regulations, resource limitations, inability to evolve in changing times, etc. – any of these may cause disruption in organizations. These disruptions may at first be subtle and go unrecognized. When they eventually surface as genuine problems their root may not be obvious. At times like these, an external assessment by a “disinterested” third party can be quite helpful. The contractor will provide technical assistance in assessing systems and programs based on their comprehensive knowledge of DOR, County Mental Health (CMH) systems, the MHSA, and current trends within the mental health, vocational rehabilitation, and employment fields. The Contractor shall provide technical assistance in following areas:

Ongoing Planning Monitoring and Evaluating Team Building Conflict Resolution Change Management Project Management Executive and Manager Coaching Meeting Facilitation

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 44 of 48 Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas The consultants propose to provide technical assistance in assessing planning and developing programs, projects, organizations and systems with the intent of improving the quality of employment services and supports for individuals with psychiatric disabilities. This work will identify inherent quality, improve relationships/partnerships, highlight areas in need of improvement, and promote the planning of new, innovative and exemplary models of services offering employment supports to individuals with psychiatric disabilities. Effective communication is an essential element to any project like this, and we have spoken to the importance of keeping all parties informed and involved in the process, as providing the involved parties a clean, concise yet comprehensive report of our findings and recommendations at the end of the process, along with the statewide DOR/DMH cooperative program. Their general approach emphasizes:

Communication Culture Mechanisms Program Selection Shared Resources Inclusion and exclusion criteria Service/support interventions Wellness and Recovery philosophy Vocational outcomes Quality of life outcomes Data collection/integrity Training and orientation of staff Funding or sponsorship Partnerships/collaborations Redundancies Cost efficiencies Increase systems of accountability Eliminate “programmed efforts”


11. Developing and Implementing Technical Assistance and Customized Training

In this training, the contractor in conjunction with DOR/DMH cooperative program staff will provide technical expertise for local and/or regional collaborative partners in the development of customized training or technical assistance. The contractor will work with state and local partners which may include the activities below:

Working with DOR/DMH training coordinators to develop, implement, facilitate, and evaluate special projects

Development of products to support employment systems and state level activities (written, visual media, electronic, etc.)

Assisting in developing community/employer partnerships and strategies which focus on the employment of persons with psychiatric disabilities

Professional Growth Consultants Consultants: Daniel J. Raudenbush, Les Lucas Customized training and technical assistance services is an excellent model for skill building knowledge dissemination and quality enhancement. This training will promote knowledge transfer, team-building, confidence building and targeted outcome improvement for public/private administration and service providers, consumer/families, stakeholders and other interested parties. This training may include the following:

Undertake comprehensive needs assessments Collaboratively design and develop customized training and/or technical assistance support

services Establish a learning environment that is most conducive to a process aimed toward the

achievement of the developed goals Improving information retention and application in recovery based services and employment

supports Develop a final report which provides clear suggestions on follow-up in order to sustain the gains

that have been made and continue the progress to achieve greater goals Develop products to support the effort of the DOR/DMH cooperative program Adopting Best Practices for efficiency, effectiveness and growth Embracing Continuous Quality Improvement and Understanding Change Management Cultivating Leadership Traits with individuals and groups, from the executive level down Employing Strategic Planning across projects and processes Effective Team Development; Understanding Group Dynamics & Team Building Coaching & Mentoring Programs that result in measurable improvements Follow-up and support to ensure the transfer of learning to the work environment On-going collaboration with consumers and families, stakeholders and other interested parties

DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 46 of 48 Richard DeGette & Associates Consultants: Rick DeGette, Sylvia Thomas, Tim Stringari This customized training will consist of gathering, analyzing, and reporting information about the needs of a group, target population, or community and the capacities or strengths that are also readily available within the group or community to meet those needs. At the request of the DOR/DMH training coordinators, trainer will initiate a process of exploration and assessment with local partners to focus on crucial areas of concern, development, skill enhancement, training needs or desire for growth. This process may be conducted in both individual, group, focus group and survey formats and will result in a plan for the design and implementation of training elements, partnership projects, written products or change initiatives. The customized training will consist of the following:

Assessment Evaluation Planning and Implementation Methodologies Evaluation and Assessment of Future Needs

Supported Employment Education Designs (SEED) Consultants: Mindy Oppenheim

The consultant will provide technical assistance to DOR/DMH Co-Op teams to develop a community marketing and public relations campaign that will create jobs and increase retention rates for job seekers with psychiatric disabilities and dispel stigma around mental illness. This coordinated effort will eliminate duplication of efforts among programs and coordinate employer outreach in targeted communities. This will prove especially useful in counties that are smaller and geographically dispersed. Proposed marketing strategies include but are not limited to:

Development of a Co-Op Business Advisory Council(s) (BAC) Development of informational and educational materials designed for the business community

(in-service trainings, brochures, pamphlets, television and radio ads, etc.) Coordination and planning for community events to get employers to come to us (employer

recognition events, in-service training events, career fairs targeting people with disabilities). Coordinated participation in community business and service organizations Development of presentation (PowerPoint, etc.) for business and service organizations Media campaign to get feature articles in the local media about individual success stories,

business partners, informational and educational pieces (i.e., fact or fiction etc.) Development of an employer website that includes job seekers resumes, resources for

employers, links to programs and more Development of strategically placed advertising Direct mail, e-mail marketing and other strategies to stay in front of previous employers and

attract new employers




Department of Rehabilitation 721 Capitol Mall Sacramento, CA 9581 Collaborative Services Branch


Train ing and Technical Assistance Appl icat ion

Request Requirements and Procedures

Funded by an interagency agreement between DOR and DMH, training and technical assistance is available to the local cooperative programs as well as other local DOR/public mental health partnerships that emphasize collaborative vocational rehabilitation services and supports. Consultants and trainers in specific topic areas are chosen through a competitive process. Training and technical assistance is designed to represent best services practices, meet the individual needs of local programs, and build capacity to maximize successful employment outcomes for the consumers served. The following are the required steps to access this training.

1. Collaborate with your DOR/DMH program partners to choose the training topics to be requested

2. Use the Training & Technical Assistance (T&TA) topics catalog to select the T&TA that best meets the needs of your local cooperative program or other collaborative effort.

3. Complete the T&TA Request Application electronically. The application must be emailed to Dani Anderson at [email protected], by either the DOR District Administrator or the CMH Director to establish administrative approval of the request for training.

4. Do not schedule a training until your request is approved by DOR.

5. If your training request is approved, you will receive a confirmation letter with the consultant’s contact information. At this time, you should contact the consultant(s) directly to discuss training content/agenda and to arrange the dates and locations of the event.

6. It is critical to include the DOR and County MH staff, case service contract providers, other partner agencies, consumers, and other partners in the community at large including employers.

7. It is your responsibility to follow up with Dani Anderson within 30 days of approval with the confirmed dates and locations of the event.

8. It is the requestors responsibility to provide training information to potential participants and community.

9. It is the requestors responsibility to provide any accessibility requests.

10. Upon completion of the training, you will be required to complete an evaluation of the event and consultants. Submit the evaluation form to Dani Anderson.


Complete Both Sides



Department of Rehabilitation 721 Capitol Mall Sacramento, CA 95814 Collaborative Services Branch


Training & Technical Assistance Application

Complete this form to request training & technical assistance from the Department of Rehabilitation- Department of Mental Health (DOR/DMH) Cooperative Program. Once the form is filled out electronically and approved by both the DOR District Administrator and the CMH director, have either the DOR District Administrator or the CMH Director email to Dani Anderson at [email protected]. For questions or more information, please contact Lisa Harris at (916) 558-5435 or Dani Anderson at (916) 558-5407. *Please refer to the Mental Health Training Manual when selecting courses and consultants.

Priority Training Preferred Consultant # of days 1 Click Here Click Here Click Here 2 Click Here Click Here Click Here 3 Click Here Click Here Click Here 4 Click Here Click Here Click Here 5 Click Here Click Here Click Here 6 Click Here Click Here Click Here

Identify the groups that will participate in the T&TA event(s) requested: Consumers Employers Professional Organizations MHSA Coordinators Family Members Independent Living Centers TPP/Workability Programs DOR Staff Service Providers (CBO) One-Stop/EDD/Calworks CMH Staff Education (Adult, ROP) Community Colleges/universities

CMH Director DOR District Admin CMH Director: DOR District Administrator: Date: Signature: (Type Name)

Date: Signature: (Type Name)

*Approval is established when form is emailed by one of these individuals. CMH Training Coordinator DOR Training Coordinator County/Location:

DOR District/Location:

Requestor’s Name: Position/Title:

Requestor’s Name: Position/Title:

Phone: Fax: Email:

Phone: Fax: Email:

*These individuals will be the primary contact for all correspondence about training(s).

For Office Use Only Event Numbers Approved By:

Date: # of days: Approval Sent:

Documents

Training Technical Assistance Topics · 2010-12-03 · DOR/DMH Cooperative Programs Training & Technical Assistance Topics 2009-12 Page 7 of 48 Clarify roles of line staff, clinicians,