managing the transition-process module 8 pilot training trainer: dr. in camilla bensch
TRANSCRIPT
Managing the Transition-Process
Welcome!
• Survey of the module
• Reviewing 6 modules and looking forward to module 8
Survey of the Module 8
• Review and expectations
• 6 basis parameters of transition
• The process of transition step by step -
6 steps of the transition process
• Transfer of the clearing process into practice
• Planning the implementation of the clearing service in
your country
• “Marketing” of the transition service – how to reply
objections against the transition service
Looking Back: previously on Trainsition Pilot Training…
• Module 1: Background of transition work
• Module 2: Individualised transition plans
• Module 3: Counselling techniques
• Module 4: Assessment of competences
• Module 6: Transition partnerships with schools and
employers
• Module 7: Work experience
Looking Back: previously on Trainsition Pilot Training…
• What was important for you in this
module?
• What was interesting? What was funny?
Highlights of the module?
Module 8: Expectations? What is still
missing for my vision of clearing?
Transition - Basic Parameters: 1. Target Group
young people
• at the transition from school to work • at the age from 13 to 24• with special needs (special needs curriculum)• with social needs and behavioral disorders• with disabilities: physically and/or mentally
handicapped, visually and/or hearing impaired• with mentally illness
Transition - Basic Parameters: 2. Aims
• to show juveniles vocational prospects• to provide a basis for decision making and a
realistic approach for a vocational integration
Transition - Basic Parameters: 3. Scale of Service
• development of an aptitude and interest profile • analyses of strengths and weaknesses• clarification of the need for additional training• demonstration of vocational prospects based on the
aptitude and interest profile• elaboration of a Development and Career-Plan
Transition Basic Parameters: 4. Methods
• counseling sessions with the juvenile• consultation of school-teachers and parents• assessment of strengths and interests• offering Work experience • initiate a circle of support • person centered planning with involvement of teachers, family
members, friends…• collecting necessary information in a Clearing portfolio• writing a Clearing Report and Development Plan with
recommendations for the next vocational steps
Transition - Basic Parameters: 5. Staff
The counselors in the transition process should have the following vocational background:
• social work (knowledge of legal system and labor market) • pedagogic/special education/inclusive education• psychology, particularly developmental psychology• ability to communicate and to work in a team• several years professional experience at best with juveniles and in a
commercial area• project experience (organization of processes) and networking know
how• knowledge of the regional infrastructure• knowledge of counseling techniques
Transition - Basic Parameters: 6. Setting
• Counselor as one primary contact person• In Austria the process should be completed within max. 6 months • In Austria 1 fulltime counselor (40h/w): 50 finished Clearing Reports a year• The service is mobile: The meetings can be held in the
counseling center, at school, at home, at the firm of the internship – according to the current requirement
• The transition service is voluntary an free
The Process of Transition: Step by Step
1. Getting started - first contact • building a relationship• offering and collecting basic information• concluding the clearing agreement2. Getting to know the juvenile – collecting information in the clearing file• talking by means of material and worksheets• assessing competences and interests with standardized and non-
standardized tasks and psychometric procedures3. Building a Circle of support – holding a person centered planning meeting• Quality of Life Mandala/Making Action Plan/Path4. Arranging Vocational training/internship• observation on the workplace, communication with the company,
gathering feedback 5. Developing a Career Plan – writing a Clearing Report6. Final consultation• handing over of clearing report and career plan• transfer to subsequent services
school
vocational life
1. Getting Started - First Contact
Preparation of initial contact:
• First contact usually in collaboration with school teachers in september/october of the last grade of compulsory school
Different methods to get into contact with the target group:• Counselors consult teachers to get information which one of the pupils
will leave school at the end of the school term and needs support• Teachers give information sheets to the parents about the transition
service, parents answer if they are interested• First contact during a workshop for the whole school class in the
counseling center to get acquainted with the counselor, the place … - interested pupils can arrange a meeting with the counselor after the workshop
1. Getting Started - First Contact
Offering and collecting basic information:
• basic information about the service, what will be done and how it will be done (information folder about the service)
• collection of data about the juvenile (master data sheet): Name, date of birth, contact details of legal guardian/parents, insurance policy number, school career, previous internships…
Concluding the clearing agreement: …
Clearing Agreementbetween
Name and social security number of young person_______________________________________□□□□□□□□□□
(BLOCK CAPITALS)and
Name of young person’s legal guardian: _____________________________________________________________
(BLOCK CAPITALS)and
the Clearing Project: _____________________________________________________________
(BLOCK CAPITALS)
Clearing has the goal of together making realistic decisions on a future career. Clearing is a service of the Austrian Federal Social Assistance Office and is free and voluntary. For cooperation to be effective, the participation of the parents/legal guardian of the young person is required. Especially important is the active participation of the young person themselves in: • consultations• try-out placements• drafting of a career development planShould no constructive cooperation between clearer, the young person and/or their parents/legal guardians, the clearing project can be prematurely ended by both parties.
.
Data Protection Act Related Declaration of AgreementPersonal details (name, date of birth, social security number, school, training, sex, citizenship, purpose of clearing, start and end of the clearing, form of handicap/disability, aptitude and ability profile and career development plan) must be enquired and recorded for the clearing project. Equally important is access to certificates. Conversations held with third parties are normally indispensable for the clearing project staff (parents, significant adults, teachers, potential employers). The young person and the legal guardian will be informed of conversations in which also personal data is exchanged. The young person and parent/legal guardian have the right to view the records.Personal data is also forwarded to the Austrian Federal Social Assistance Office and the Federal Ministry of Social Affairs and Consumer Protection Austria through the Federal Computing Center, Austria, so that the clearing project can be financed and quality checked.The staff of the clearing project, Austrian Federal Social Assistance Office, Federal Computing Center, Austria and the Federal Ministry of Social Affairs and Consumer Protection Austria are obliged to observe data secrecy, the data protection act and data security.To support further developments, the results of the clearing may after consultation with the young person and parent/legal guardian be forwarded to the following projects and institutions (qualification projects, the Vocational Training Assistance, the “Arbeitsassistenz” (Support for the Integration of Disabled People into the Labour Market and the Austrian Employment Service).
This agreement may be withdrawn in writing at any time. Date:
Signature of the young person: Signature of the legal guardian of the young person: Signature of the member of the clearing project staff:
Building a relationship:
Especially with young people the outcome dependshighly of the counselor-client relationship.
Carl Rogers - 3 specific qualities:
• Congruence: Open, authentic, communication in which the way I present myself to the client. Rogers: "I have found, in my relations with persons, that in the long run it does not help to pretend to be something I am not.“
Empathic understanding: to try to take in and accept a client's perceptions and feelings as if they were your own, but without losing your boundary/sense of self.
• Respect: acceptance, unconditional positive regard towards the client.
1. Getting Started - First Contact
2. Getting to Know the Juvenile – Collecting Information in the Clearing File
Talks
• Pictured or playful material
Doose cards: hats/dreams/lifestyle/vocational
• Creative approaches (drawings, tree of strengths, …)
• Worksheets:9 good things abut meAptitude and InterestsTree of strengthsStrengths and AbilitiesFitting ProfessionsGrading Professions
2. Getting to Know the Juvenile – Collecting Information in the Clearing File
Standardized and non-standardized tasks and psychometric procedures
• Standardized and non-standardized tasks
hamet2
IDA
Practical tasks: Vocational backpacks
• Psychometric procedures
Intelligence tests (Hawie, LPS, …): only allowed to be applied by
psychologists
Vocational interest tests (FIT, AIST/allgem. Interessensstrukturtest)
Vocational aptitude assessment (MELBA)
Vocational aptitude tests for particular professional categories
(technical understanding, bureau…)
3. Building a Circle of Support – Holding a Person Centered Planning Meeting
Circle of support:
• juvenile
• counselor
• family members
• teachers
• friends, …
Holding the meeting by means of the tools:
• Quality of Life Mandala
• MAP
• Path
3. Building a Circle of Support – Holding a Person Centered Planning Meeting
Quality of life MandalaFrom the inner circle to the outer circle
• Name of person
1. What is important for the quality of life for the person?
2. Current activities according to the quality of life areas?
3. Activities in the future according to the quality of life areas and based on the current activities?
Doose, S., Emrich, C. & Göbel, S.
3. Building a Circle of Support – Holding a Person Centered Planning Meeting
MAP: Making Action Plan
1. What is a Map?
2. What is the story, history?
3. What is the dream?
4. What is the nightmare?
5. Who is the person? – brainstorming
6. What is the person good at –
strengths?
7. What are the person´s needs? What
do we need to do to meet these
needs?
8. What is the plan of action to avoid
the nightmare and to make the
dreams come true?M.A. Falvey, M. Forest, J. Pearpoint & R. Rosenberg
3. Building a Circle of Support – Holding a Person Centered Planning Meeting
Path:Planning
Alternative
Towmorrows with
Hope
J., Pearpoint, J. O´Brian &
M. Forest
4. Arranging vocational training
• Preparing with the juvenile
• Observation on the workplace
• Communication with the company – getting a feedback
• Reflection of the vocational training
5. Writing a Clearing Report –Developing a Career Plan
Clearing Report
1) Ability and Interest Profile
2) Career Plan
is always part of a Clearing File .
5. Writing a Clearing Report –Developing a Career Plan
Ability and Interest Profile:
• cognitive abilities • social abilities• abilities of every day life• vocational interests and expectations• work attitude• physical abilities and handicaps• what was done during clearing
5. Writing a Clearing Report – Developing a Career Plan
Additional content of the Ability and Interest Profile:
• prehistory, school and vocational career• initial question / goal• interests and strengths• additional important information
5. Writing a Clearing Report –Developing a Career Plan
Career Plan:
• vocational perspectives• alternatives• reasons for the recommendation• surrounding conditions needed for work place• plan – next steps
5. Writing a Clearing Report - Developing a Career Plan
Additional content of the Career Plan: • family and social circumstances• following arrangements• addresses of contact persons• feedback of the juvenile• signature (juvenile/parents) as confirmation of the meeting and the finalization of the clearing process• date of the meeting and handing over of the clearing file
6. Final Consultation - Handing over of the Clearing Report and Career Plan and Transfer to Subsequent Service
Juvenile Career Plan
Ability and Interest profile
job coach, vocational assistant, assistant of an integrative apprenticeship
Career plan
Ability and Interest profile if necessary
Vocational qualification services Decision in every individual case – depending on relevance of the information and trust how the information is used
Public authorities Specific statements on request by agreement of the Austrian Federal Social Assistance Office – no official expertise!
Companies No transfer of data, only confirmation of the participation on the clearing – service
main address is the juvenile – handing over to other parties only with permission of the juvenile
Transfer into Practice: Simulation Game – Transition Process
phases 2 groups with 5 people
one of each country 4 roles
interviews with
Mr. Stadler-Vida:
1 person each group
1.) 9h20-9h50 getting started &
collecting information
juvenile
clearing-counselor
parent
teacher
CZ
2.)10h00-10h30 building a circle of support
juvenile
clearing-counselor
parent
teacher
H
10h30-10h50 break
3.)10h50-11h20 arranging voc. training juvenile
clearing-counselor
company boss
co worker
Si
4.) 11h30-12h00 career plan – transfer to following service
juvenile
clearing-counselor
company boss
Job assistant
SK
Implementing the Transition Process in Your Country by Means of PATH
• Step one: What is the dream?
What are some images and words that describe your
dream you have for juveniles with handicaps in your
country?
Implementing the Transition Process in Your Country by Means of PATH
• Step two: Sensing the goal
What important results you could accomplish in a 2 years time?
Imagine that today is 24th of April 2011 and you are taking time
out to reflect on how far you have come implementing the a
clearing service since today. You have done an incredible
amount of hard work over the last months and there is still a lot
to do. But when you look back and see how far you have come
since today, you feel a real sense of accomplishment and pride.
Tell us what has happened. What, specifically, can you point to
as the signs of what you have created? What have you done?
Who was involved?"
Implementing the Transition Process in Your Country by Means of PATH
• Step three: Grounding in the now
Let's move back to the present. It is 24th of April 2009. As
of today, looking around at the present situation objectively,
how would you describe the situation of juveniles with
handicaps in your country today? Give us a snapshot of the
present situation. Let us see exactly where they are now in
relation to where they are after implementing a clearing
service.
Implementing the Transition Process in Your Country by Means of PATH
• Step four: Identifying people to enroll
You will meet many people along your path implementing a
clearing service in your country. Some will help you; some
will try to block you. There are some people you have the
opportunity to enroll in what you want to create. As you
think about your situation, identify the people with whom
you want to share and strengthen your commitment. Whom
do you need to enroll to achieve your dream? What
contribution can this person make to what you want to
create?
Implementing the Transition Process in Your Country by Means of PATH
• Step five: Recognizing ways to build strength
Implementing a new clearing service will take energy and
skill. There will be challenges, there will be problems, there
will be stresses, and there will be defeats. What do you
need to do to become strong and stay strong as you move
along your path implementing a clearing service? What
knowledge do you need? What skills do you need to
develop? What relationships do you need to maintain?
How can you stay healthy and well as you work toward
creating what you want?"
Implementing the Transition Process in Your Country by Means of PATH
• Step six: Charting action for the next few months
Go back and briefly review your image of what you want to implement for juveniles in your country (Step 2). Think about the next six months. This should be time enough to take some important action towards the implementation of a clearing service.
What are the most important steps to take in the next six months?
Implementing the Transition Process in Your Country by Means of PATH
• Step seven: Planning the next months work
If you are going to accomplish what you want in the next six
months, you will have to take actions now. Exactly what will
you have to do? By what day in the next month will this be
done? Who will do what and by when will they do it?
Implementing the Transition Process in Your Country by Means of PATH
• Step eight: Planning the next months work
What is the first step to implementing the service? What are
the biggest barriers to taking this step? Who, specifically,
will support you in this step? How will you enlist their
support? Is there anything blocking? Is there anything that
isn't on the PATH that needs to be there? Is there anything
missing?"
Final Questions and Answers
• What is missing for my vision of clearing?
• What is still unclear?
• Questions left?
“Marketing” of the clearing service – how to reply objections against clearing
• Which objections against implementing a clearing
service could be brought up?
• Which arguments can you find for the
implementation of a clearing service?
“Marketing” of the clearing service – panel discussion
Roles: • 1 person: Representative of Federal Social Welfare Office (potential public
sponsor)
• 1 person: Representative of Labor Office (potential co-operation partner)
• 1 person: Representative of the Chamber for Economy (potential co-
operation partner)
• 1 person: Representative of the Department for Public Education (potential
co-operation partner)
• 1 person: Headmaster of Special School (potential co-operation partner)
• 2 persons: local Transition from School to Work Expert (yourself – trying to
implement a clearing service in your country)
• 1 person: Representative of parent movement Pro Inclusion
• 1 person: Expert for Transition from Austria
• 1 person: Moderator