Team Up for Families

Roadmap A workshop about navigating systems to get better services for your child

By Wendy Lowe Besmann with Keva Clark, MEd,

Martin Iroff, MEd, and the Team Up for Families National

Learning Collaborative

To use with the family workbook

Team Up for Your Child A Step-By-Step Guide to Working Smarter with Doctors, Schools, Insurers and Agencies

© 2015 Melton Hill Media, LLC. All rights reserved. Road Map ® is a registered service mark of Melton Hill Media, LLC. The words “Road Map” or the content and images of Road Map workshop materials are intended for the personal use of workshop participants, and may not be reproduced

or used in any other form without the expression written permission of the publisher. For information contact wendy@meltonhillmedia.com.

Trainer edition

Trainer’s Lesson Plan

A complete guide to teaching the

six-hour family curriculum

By Wendy Lowe Besmann with Keva Clark, M.Ed,

Martin Iroff, M.Ed, and the Team Up for Families

National Learning Collaborative.

Copyright 2014, Melton Hill Media, LLC. ROAD MAP® is a registered

service mark of Melton Hill Media LLC. No part of this presentation,

the words “Team Up for Your Child” or the ROAD MAP ® title or logo

may be used without express written permission from Melton Hill

Media, LLC. For information, contact wendy@meltonhillmedia.com

1

TABLE OF CONTENTS About Team Up for Families Road Map ® ...................................................................................................................... 4

Team Up for Families National Learning Collaborative ................................................................................................. 6

Introduction: Activating Family Empowerment ............................................................................................................ 8

Road Map ® Curriculum Project Goal ........................................................................................................................ 8

Five Elements of Family Empowerment .................................................................................................................... 8

Road Map Unit Goals ................................................................................................................................................ 9

Preparing for the Workshop...................................................................................................................................... 9

Symbols in the Guide ................................................................................................................................................... 12

Materials Needed for Every Unit: ................................................................................................................................ 13

Unit One: The Big Picture............................................................................................................................................ 15

......................................................................................................................................................... 15

Unit One Objectives ................................................................................................................................................ 15

Unit One Materials .................................................................................................................................................. 15

Unit One Activities................................................................................................................................................... 16

16

.................................................................................... 18

20

Activity Four: “My Child’s Treatment Team” ...................................................................................................... 22

Activity Five: “My Child’s Strengths and Needs” ................................................................................................ 23

Activity Six: “Picturing the Best My Child Can Be” ............................................................................................. 24

Activity Seven: “My Business Card” .................................................................................................................... 25

Key Learning Points for Unit One ............................................................................................................................ 27

Unit Two: Getting Prepared ........................................................................................................................................ 28

Unit Two Goal .......................................................................................................................................................... 28

Unit Two Objectives ................................................................................................................................................ 28

Unit Two Materials .................................................................................................................................................. 29

Unit One Goal

Activity One: “What’s the Road Map®?” ...............................................................................................

Activity Two: “Who are you? Why are you here?”

Activity Three: “Right/Left Poker Chip Game .........................................................................................

2

Unit Two Activities .................................................................................................................................................. 29

29

31

31

Key Learning Points for Unit Two ............................................................................................................................ 34

Unit Three: Working with the Team ........................................................................................................................... 35

Unit Three Goal ....................................................................................................................................................... 35

Unit Three Objectives .............................................................................................................................................. 35

Unit Three Materials ............................................................................................................................................... 35

Unit Three Activities ................................................................................................................................................ 36

36

Activity Two: “Family-Tested Strategies” Teach-to-Learn” ................................................................................. 38

Key Learning Points for Unit Three ......................................................................................................................... 40

Unit Four: Tracking Your Child’s Progress .................................................................................................................... 41

Unit Four Goal ......................................................................................................................................................... 41

Unit Four Objectives ................................................................................................................................................ 41

Unit Four Materials ................................................................................................................................................. 41

Unit Four Activities .................................................................................................................................................. 42

42

Activity Two: “Medication Safety Tips” Reading Round Robin ........................................................................... 43

Activity Three: “Using Logs: Teach to Learn” ...................................................................................................... 43

Key Learning Points Unit Four ................................................................................................................................. 45

Unit Five: The Classroom-Treatment Connection ....................................................................................................... 46

Unit Five Goal .......................................................................................................................................................... 46

Unit Five Objectives................................................................................................................................................. 46

Unit Five Materials .................................................................................................................................................. 47

Unit Five Activities ................................................................................................................................................... 47

Activity One: “Pass the Ball” Game .........................................................................................................

Activity One: “Your Role in Tracking Treatment Progress” .........................................................................

Activity One: “Key Words Mix and Match” .............................................................................................

Activity Two: “Provider Job Titles” Round-Robin Reading * ......................................................................

Activity Three: Communicating Needs and Concerns Clearly ..................................................................

3

47

49

.......................................................................................... 50

Activity Four: “Family-tested strategies for IEP meetings” ................................................................................. 52

Key Learning Points for Unit 5 ................................................................................................................................. 53

Unit Six: Coping with Challenges and Healing the Family ............................................................................................ 54

Unit Six Goal ............................................................................................................................................................ 54

Unit Six Objectives ................................................................................................................................................... 54

Unit Six Materials .................................................................................................................................................... 54

Unit Six Activities ..................................................................................................................................................... 55

Activity One: “Your Circle of Support” ................................................................................................................ 55

57

Key Learning Points for Unit Six .............................................................................................................................. 59

Wrap Up .................................................................................................................................................................. 60

Copyright © 2015, Wendy Lowe Besmann. Melton Hill Media, Team Up for Families Initiative

Note: Road Map ® is a registered service mark of Melton Hill Media, LLC. No part of this

curriculum may be reproduced, except by certified Road Map ® trainers in the context of

Road Map® workshop instruction, without the express, written permission of the publisher.

For information, please contact wendy@meltonhillmedia.com or call 865-803-2286.

Activity One: “Your role on the education team”....................................................................................

Activity Two: Key Words mix and match for education .........................................................................

Activity Three: “IEP goal building blocks test”

Activity Two: Note to Self” self-care planning exercise .....................................................................

4

ABOUT TEAM UP FOR FAMILIES ROAD MAP ®

Team Up for Families Vision:

“Families and providers work as equal partners”

Team Up for Families Mission:

Empower families to navigate service systems for children with special needs.

This Road Map ® training curriculum was produced by Team Up for Families (TUFF), a family-driven

initiative founded in 2006 under the leadership of Wendy Besmann, the mother of a child dually-

diagnosed with autism and bipolar disorder, and with support from 16 family advocacy organizations and

provider agencies representing physical and mental health, education, insurance, and social services.

deeply grateful to the dozens of federally-funded Systems of Care—from New York to Hawaii to

This TUFF Road Map® Trainer’s Lesson Plan was produced by Wendy in collaboration with National

Learning Collaborative Coordinator Keva Clark, Adult Learning Coordinator Marty Iroff, and the Road Map

trainers of the TUFF National Learning Collaborative. Particular thanks go to trainers who worked with

the “beta” version of this curriculum, developed new activities and resources to use in workshops, and

contributed invaluable perspective: Michelle Hill and Rebecca Williamson of G.E.A.R. Parent Network in

Maine; Joyce Soularie of the Arkansas Department of Behavioral Health Services; Certified Parent

Support Provider trainer Angela Lassiter in Arkansas; Barbara Messick and Anne Marie Gromis,

Delaware State System of Care Expansion Grant. Special thanks as well to Jan Caldwell and Lorraine

Yerton of the University of Arkansas at Little Rock MidSOUTH Center for Training and Prevention,

who paved the way for this workshop to be tested statewide, and have been a strong champions.

Our initiative has developed over the past ten years from its beginnings as a small pilot project in

Tennessee, to eventually encompass:

A family navigation guide (Team Up for Your Child) produced in English and Spanish

A six-hour curriculum used in a variety of states, available in English and Spanish, and

A TUFF National Learning Collaborative of certified peer trainers around the country. We are

5

Guam---that have adopted (and in some cases, adapted) TUFF materials as part of their

programming for family caregivers.

Here is a brief look at how TUFF grew:

2006: The initiative’s first project was the 2006 statewide pilot of a family workbook on navigating

systems, for which National Alliance on Mental Illness (NAMI) Tennessee served as fiscal agent and

sponsor.

2008: TUFF formed Melton Hill Media, LLC, to publish the national edition of this workbook, entitled Team

Up for Your Child: A Step-By-Step Guide to Working Smarter with Doctors, Schools, Insurers, and

Agencies. (Melton Hill Media, Oak Ridge, TN, 2008, 2012).

2013: TUFF produced a Spanish edition of the workbook, entitled Colaboración: Lo mejor para su hijo.

Pennsylvania Statewide System of Care purchased rights to use Road Map content as the basis for its

seven-unit “Family Road Map” online Learning Management System.

2014: Early versions of Road Map ® content were presented at System of Care meetings in seven states,

at several National Federation of Families for Children’s Mental Health Annual Conferences, and at

Georgetown Training Institutes.

As a result, a TUFF National Learning Collaborative, composed of peer trainers and other family advocates,

was formed in order to create the TUFF Road Map ® six-hour family curriculum, which uses Team Up for

Your Child as a textbook.

NLC members in 15 states, including certified peer trainers and family advocates, contributed to and

reviewed the Team Up for Families Road Map Trainer’s Lesson Plan (Melton Hill Media, Oak Ridge, TN,

2015). Other primary contributors include TUFF’s Adult Learning Coordinator Marty Iroff, MEd, and Keva

Clark, MEd, Master Trainer and National Learning Collaborative Lead.

Evaluation instruments used with this course were developed by Heather Wallace, PhD, CFLE Assistant

Professor and Human Development State Specialist, University of Tennessee Extension, Department of

Family and Consumer Sciences, and Kimberly Douglass, PhD, Interim Associate Director and

Assistant Professor, School of Information Science, University of Tennessee.

6

The first class of 27 trainers were certified in a track presented at the National Federation of Families for

Children’s Mental Health 2014 Annual Conference in Washington, D.C.

2015: Under the leadership of the Arkansas Division of Behavioral Health Services and University of

Arkansas MidSOUTH Center for Training and Prevention, an additional class of trainers was certified and

nine workshops were held across the state, in a pilot launch that yielded pre-test and post-test data from

124 parent/caregivers.

G.E.A.R. Parent Network in Maine, Saginaw Max System of Care in Saginaw, Michigan, and Delaware

System of Care Expansion Grant also launched workshops and gathered additional parent/caregiver data,

showing participants’ perceived strong knowledge gains and high satisfaction with the six-hour interactive

curriculum.

Hoja de Ruta, the Spanish version of the six-hour Road Map curriculum, was produced by TUFF translation

editor Coral Getino, PhD.

Data from more than 150 workshop participants as well as feedback from trainers guided the TUFF

National Learning Collaborative in producing this TUFF Road Map ® Trainer’s Lesson Plan.ersion.

TEAM UP FOR FAMILIES NATIONAL LEARNING COLLABORATIVE 2015 ROSTER

Master Trainers

Wendy Besmann, Team Up for Families, Knoxville, Tennessee (Lead Trainer)

Keva Clark, Saginaw Max System of Care, Saginaw, Michigan

Michelle Hill, GEAR Parent Network, Augusta, Maine

Joyce Soularie, Family Support Coordinator, Arkansas Division of Behavioral Health Services

Fully Credentialed Instructors

Anne Marie Gromis, Delaware System of Care Expansion Grant Delaware System of Care

Expansion Grant

Maryann Mason, Certified Family Support Provider, Baton Rouge, Louisiana

Barbara Messick, Family Coordinator. Delaware CARES, Delaware Division of Prevention and

Behavioral Health Services,

Rebecca Williamson, GEAR Parent Network, Augusta, Maine

Angela Lassiter, Certified Parent Support Provider, Arkansas

7

Certified Trainers

Lorisa Bellinger, Saginaw Max System of Care, Saginaw, Michigan

Maria Bynum, Family Support Partner, Health Care Resources of Arkansas, Batesville, Arkansas

Teri Caldwell, parent advocate, Flippen, Arkansas

Marie Ceynar, North Dakota Federation of Families for Children’s Mental Health

Wanda Cummings, Mental Health Association of Southeastern Pennsylvania

Laticia Espinoza, parent volunteer, C.A.R.E. Foundation, Baton Rouge, Louisiana

Virginia Ford, Educational Advocate, Arkansas Parent Network, Little Rock, Arkansas

Yolanda Freeman, Saginaw Max System of Care

Jennifer Gray, Help Me Grow Kentucky

Shane Ham, Community Care Director, Child & Adolescent Support System Program, Mid-South

Health Systems, West Memphis, Arkansas

Tawnya Hudson, Family Support Provider, Wraparound Facilitator, Dayspring Behavioral Health

Systems, Springdale, Arkansas

Deborah Jendro, North Dakota Federation of Families for Children’s Mental Health

Becky Johnson, VoicesUnited4CHange, Orange County, New York

Crystal Karenchak, Pennsylvania System of Care Partnership

John Kennedy, Choices, Inc., Indianapolis, Indiana

Sue McAuliffe, Pennsylvania Families, Inc.

Reena Meredith, Parent Advocate, Saginaw Max System of Care, MI

Debra Owens, Family Support Provider, Health Care Resources of Arkansas, Batesville,

Arkansas

Krystal Rucks, Family Support Partner, South Arkansas Regional Health Center, El Dorado AR

Patricia Savino, Family Advocate, VoicesUnited4Change, Orange County, New York

Kimberly Seibert, Family Support Provider, Texarkana, Arkansas

Marie Villegas, Parent Advocate, Saginaw Max System of Care, Saginaw, Michigan

Pam Weir, Family Advocate, Delaware Division of Prevention and Behavioral Health Services

Wayne Warren, Southwest Network, Phoenix, Arizona

Affiliated parent advocates (completed first stage training)

Bertha Diamond, I CARE, Guam

Yolanda Freeman, Saginaw Max System of Care, Saginaw, Michigan

Shanetha and James Watson, Family Advocate, Northeast Florida

Ana Velasquez, Becoming, Chapel Hill, North Carolina

Mary Jean Yanger, I CARE, Guam

8

INTRODUCTION: ACTIVATING FAMILY EMPOWERMENT

ROAD MAP ® CURRICULUM PROJECT GOAL

“In a peer-supported workshop environment, caregivers will learn and practice family-tested strategies

for partnering effectively with providers in mental and physical health, education, insurance, and social

agency child-serving systems.”

FIVE ELEMENTS OF FAMILY EMPOWERMENT

A “theory of change” describes the steps or incremental progress that can lead to a desired change in

behavior. The step-by-step structure of the Road Map curriculum is linked to a “theory of change” for

family empowerment. Empowerment in this context can be defined as a positive change in the family

caregiver’s confidence and ability to obtain a desired outcome within child-serving systems.

Numerous studies* indicate that family empowerment is supported by “values, attitudes, knowledge,

skills and beliefs.” For example, an empowered family caregiver will:

1. Value the outcome to be obtained, and the impact of personal effort to obtain that outcome. (“If

I can find the right mental health services, it will make a big difference in my child’s future.”)

2. Possess the attitude that she/he can and should take responsibility for achieving that outcome by

engaging in a specific role. (“My job is to communicate my child’s needs effectively so providers

understand what’s happening in daily life.”)

3. Work at acquiring knowledge about systems that affect the family (“I understand how mental

health evaluations may work differently from school evaluations.”)

4. Develop skills for navigating systems (“Before an appointment, I write down the main points I

want to cover and put this list in my notebook.”)

5. Maintain beliefs that allow the caregiver to persist in achieving goals. (“If I keep track of my child’s

progress and bring this record to appointments, treatment will be more effective.”)

*“Literature Review of the Road Map Curriculum” by Heather Sedges Wallace, PhD, 2013.

http://teamupforfamilies.com/workshops/literature-review-for-road-map-training/

9

ROAD MAP UNIT GOALS

Participants will be able to:

1. Identify at least one reason why equal partnership between the family caregiver and the

provider can lead to better or more appropriate services for children.

2. Identify the meanings of at least two terms used by providers to describe processes for

gathering information about a child’s condition, making a plan for services, or providing services.

3. Identify at least two strategies for communicating effectively with providers about symptoms.

4. Use at least three recordkeeping tools to avoid medication errors, track progress in treatment, or

share information with providers.

5. Recognize at least three strategies for obtaining appropriate mental health and/or developmental

disabilities services from the public school system.

6. Identify at least one practical strategy for coping with ongoing family challenges.

PREPARING FOR THE WORKSHOP

Recommended class size: 12-36. There are many team activities in the workbook which are

Workshop Duration: Six instructional hours, excluding breaks. This class can be taught as one

full day or broken into two three-hour or three two-hour segments.

Room configuration: Road Map is an interactive class involving activities that require participants

to move around and work in teams. The position of tables and chairs in the room can make a

big difference in the success of this workshop. The best configuration includes a room with

sufficient space for tables of 6-8 participants, who can form a circle facing each other for team

activities. If participants feel “stuck” in one position, it may be difficult to get the degree of

participation that can make this a really successful workshop. Walk through the room ahead of

time to see how it feels from different vantage points. Make sure everyone can easily face the

difficult to complete with a group that is too small or too large. However, some NLC trainers have

used this curriculum with smaller groups. If you anticipate this, please contact Wendy Besmann

at 865-803-2286 or wendy@tuffroadmap.org for assistance in modifying curricular activities.

10

trainer, see the screen, and move their chairs. You will need wall space to post charts up front and

around the room. A dry erase board with markers is helpful but not essential.

Timing and Breaks: An estimated time is given for each unit. The amount of time needed can

vary widely depending on how much participants want to discuss/ask questions, the dynamics of

moving through activities in the room, and other factors. Respect your group by starting and

ending on time. Take breaks when designated-- and again, start and end those breaks on time.

Take 10-minute breaks at least every ninety minutes, and more often after lunch. Rehearse to

check this timing. Typically, you should plan to have a short break after Unit Two, a lunch break

after Unit 4, and a short break after Unit 5. Activities that can be eliminated to save time are

designated with a clock symbol in the text. It may help to use the Unit at a Glance Sheet for each

unit to keep track of timing during your workshop.

Worksheets and other curriculum materials: Worksheets provided by Melton Hill Media are

indicated within each unit under “Materials needed.” In some cases you will need to make your

own charts, gather supplies, or provided additional materials related to services and resources

available in your community.

Trainer Checklist and Units at a Glance: A useful checklist to use before, during, and after the

workshop is provided in the Additional Road Map Trainer Resources section. Also included, a

Unit at a Glance one-page summary for each of the six units.

Textbook and slide presentation: The textbook for this course is Team Up for Your Child: A Step-

By-Step Guide to Working Smarter with Doctors, Schools, Insurers, and Agencies by Wendy Lowe

Besmann (Melton Hill Media, Oak Ridge, TN 2008, 2012). Each participant must have a copy for

use in the workshop. However, worksheets from the book are provided by Melton Hill Media so

that participants do not need to write in the books unless they wish to do so. A PowerPoint slide

presentation is also provided as an accompaniment to this curriculum. See below for navigation

symbols (“Symbols in the Guide”) that will help you connect your activities with the slides and

textbook.

Adapting content for your area: In some cases (notably, in the education and insurance systems)

your state may have variations in laws, procedures or terminology. Please review the material

carefully in order to supplement this information as needed. If you discover any difficult conflicts

between your local system and the content in this guide or accompanying PowerPoint, please do

not hesitate to contact Wendy Besmann by phone at 865-803-2286 or wendy@tuffroadmap.org.

11

Script: For each activity, a “Script” is provided. PLEASE NOTE: It is not necessary to read or recite

this script word for word. In fact, it is preferable to relay this information in your own words

and a conversational tone. The Script is there as a resource, (and a fallback if you get stuck).

However, please cover all material in the script unless indicated otherwise. In addition to

providing a better workshop, covering all material insures that evaluations gathered in different

communities will yield statistically valid results.

Key Learning Points: Essential concepts are summarized in “Key Learning Points” at the end of

each unit. Review after every unit. Do not skip this step! Post these Key Learning Points on

charts around the room. After lunch (if a one-day class) review the first four units Key Learning

Points (for example, you might ask several class members to read aloud). If class is held on

multiple days, review Key Learning Points from previous sessions.

Evaluations: Pre-workshop and post-workshop inventories(evaluations) are provided

with this curriculum and MUST be administered and returned to the address provided each

time this workshop is presented. Your permission to use this curriculum is conditional upon

using the evaluation instruments. These are very important as we are gathering information

that will allow us to measure and improve the workshop materials. A sign-in sheet for the

workshop must also be returned with the evaluation materials within ONE WEEK of the

workshop date. Thank you in advance for adhering to this important requirement.

See also: Additional Trainer Resources at the end of this Trainer Lesson Plan.

12

SYMBOLS IN THE GUIDE

This binder symbol indicates an Activity.

The Script arrow you will see in each activity indicates important points you should include. It’s

best to put these statements in your own words, but you can read them if you need to.

This mouse symbol indicates the PowerPoint Slide to use in the Activity. For your convenience, it is

placed near the appropriate spot in the Script.

This book symbol indicates the page in the Team Up for Your Child workbook to use in the activity.

The symbol is placed near the appropriate spot in the Script.

This symbol denotes activities that are OPTIONAL. You can skip such activities (or modify as

indicated in the instructions) if you run short on time.

Script

This clipboard indicates materials you will need for the unit.

This Key symbol at the end of each unit indicates Key Learning Points that should be covered. If you

missed something, you can always sum up verbally at the end of the unit. Post a chart with Key

Learning Points for reference and review. Each par t i c ipant has cop ies o f Key Learn ing Po ints in the worksheet packet .

Unit One Goal “Theory of

Change Element

Unit Objectives Unit Activities Unit Materials Unit Key Learning Points *

Participants will be able to identify at least one reason why equal partnership between the family caregiver and the provider can lead to better or more appropriate services for children.

.

Recognizing the value of family caregiver’s effort to obtain better services and the unique expertise the caregiver brings to a treatment team.

Participants will be able to: 1. Recognize at least one

common source of frustration and confusion experienced by family caregivers who navigate systems to find mental health services for children.

2. Identify at least one desired outcome from attending the workshop.

3. Define the term “child’s treatment team” and identify roles played by those who provide paid services to their children.

4. Identify strengths, needs and desired treatment outcomes for their children.

5. Define the caregiver’s role as “Pro-Active Service Facilitator” on a treatment team, name at least one unique job qualification they personally possess, and name at least one part of the job description.

1. 1. “What’s the Road Map?” Overview (5m) Purpose: Introduce content. Slides: 1-3.

2.

3. 2. “Who are you? (5m) 4. Purpose: Share common experience. 5. PPT slides: 4 6.

7. 3.“Poker Chip Game” (10 m) 8. Purpose: Activate prior knowledge

of frustration with unfamiliar systems.

9. Text pgs. 3-5, 94-98 PPT slide: 5-6 10. 11. 4. “My Child’s Treatment Team”

Purpose: Visualize providers as a team that includes caregiver.

PPT slides: 7-10“ + worksheet

5.My Child’s Strengths and Needs” worksheet & wall chart Purpose: Express strengths and needs and emphasize caregiver expertise. Text pgs. 7 + worksheet PPT Slides: 7-10.

6. 6. “Picturing the Best My Child Can

Be” worksheet and wall chart 7. Purpose: Verbalize desired outcomes

and shared vision. Text pgs. 8 +worksheet

7.“My Business Card” Purpose: Provide a tactile reminder of the caregiver’s role on the team. PPT slides: 11

Projector

Power Point slides*

Lesson Plan Manual*

3 Chart Markers

Chart paper (sticks on wall)

Pencil or pen for each class member

Index cards (5 per participant.)

Sticky notes ( 20 per person) Pre-Test Sheet*

My Child’s Treatment Team worksheet* My Child’s Strengths and Needs Worksheet* and Wall Chart

Picturing the Best My Child Can Be Worksheet* and Wall Chart Business Cards* (1 per participant)

*1. Family-tested strategies work: In this class, we will learn and practice “family-tested strategies” used by others who face similar challenges.

2. Partnering with providers leads to better services: Children have better outcomes when parents/family caregivers work as, partners with providers.

3. Treatment takes teamwork: The treatment team is made up of those who are paid to provide services, your natural supports, YOU, and YOUR CHILD.

4. You are the Facilitator: Your job on the team is to share the Big Picture of your child’s progress, as well as your family’s needs, strengths, and vision for the best outcome.

5. You are the expert on your child. You are uniquely qualified to do this job because you care the most and know your child best.

Unit Two Goal “Theory of Change”* Element

Unit Objectives Unit Activities Unit Materials Unit Key Learning Points *

Participants will be able to identify the meanings of at least two terms used by providers to describe processes for gathering information about a child’s condition, making a plan for services, or providing services.

Developing the attitude of professionalism and comfort with system terminology that can make a family caregiver interact as an empowered partner in treatment.

1. “Key Words Mix and Match (15 m) Purpose: Use movement and collaboration to teach key terms Text pgs 11-12 (optional) PPT Slides: 12-13.

2. “Provider Job Titles”

overview (5 m) Purpose: “Teach to learn” about distinctions between providers. Text pgs: 13-14 PPT Slides:14

3. “Communicating needs

and Concerns” Pairs discussion. (5 m) Purpose: Practice communicating “symptom story” clearly during initial interaction with mental health providers. .Text pgs: 28 (optional) PPT Slides: 15

4. Asking Effective Questions

overview Purpose: Emphasize importance of asking questions that produce useful answers. Slide: 16(Optional

workbook page 12 if desired.)

Projector Laptop Power Point slides* Lesson Plan Manual* 3 Chart Markers Adhesive chart paper (sticks on wall) Pencil or pen for each class member Index cards (5 per person) Key Words Mix and Match Cards 3-4 sheets of Note paper for each participant

1. Key words open doors. Each system has “key words” related to gathering information, making a plan, and providing services.

2. Learning provider job titles cuts down on confusion. Differences in job titles often relate to the specific system. In health systems, titles may indicate who can diagnose/evaluate, provide treatment, or prescribe medication.

3. Clearly communicate priority needs and concerns. A symptom story of the top 1-5 concerns helps providers know where to start.

4. Ask effective questions that produce useful answers. Good questions begin with “Who-what-when-where-why or Can You Please Explain. Ask about Next Steps!

Participants will be able to: 1. Identify the three categories of terms used in systems. 2. Identify key terms commonly used in health/behavioral systems. 3. Distinguish among the three basic job roles in mental health services delivery (evaluating, treating, prescribing medications). 4. Identify main tasks associated with at least three specific provider job titles.

Unit Three Goal

“Theory of Change”* Element

Unit Objectives

Unit Activities

Unit Materials

Unit Key Learning Points *

Participants will be able to identify at least two strategies for communicating effectively with providers about symptoms.

Developing the attitude that family caregivers can play a significant role in reducing treatment errors by facilitating the flow of information between providers, and developing the system knowledge that allows caregivers to intervene most effectively.

Participants will be able to:

3. Identify possible “allies” for navigating systems, such as office support staff and pharmacy personnel.

1. Pass the Ball” Game

(20 m) Purpose: Demonstrate through a kinesthetic activity what happens when the caregiver pro-actively facilitates information flow between providers. PPT slide: 18-19.

2. Family-Tested Strategies Teach-to-Learn” (20 m) Purpose: Collaborate to learn strategic approaches to handling barriers, and demonstrate understanding of these concepts through “teach back.” Text pgs: 15, 42-46.PPT Slide: 20

Projector Laptop Power Point slides* Lesson Plan Manual* 3 Chart Markers Adhesive chart paper (sticks on wall) Pencil or pen for each class member Index cards (5 per person) Large (12-18” diam.) rubber ball that bounces (Ex. A gym or exercise ball.) 2-3 sheets of notepaper or a letter-size notepad for each table.

1. As Facilitator, you share

the Big Picture. You keep the treatment team focused on your child’s top priority needs and concerns, as well as your child and family’s vision.

2. Stay alert for common

errors made by people and systems. Be proactive about checking on things that often go astray (such as referrals from one provider to another.)

3. Pass the ball. Share

information with providers about treatment progress and life changes so everybody stays “on the same page.”

4. Family-tested strategies

can bust barriers. Your toolkit includes techniques for surviving the waiting room, getting heard, fixing medication problems, and using appointment time effectively.

1. Identify the three main aspects of

the family

caregiver’s role as

coach, team leader or “Pro-active

Service Facilitator.”

2. Identify at least one strategy for coping effectively with challenges experienced during regular appointments.

Unit Four Goal “Theory of Change”* Element

Unit Objectives Unit Activities Unit Materials Unit Key Learning Points *

Participants will be able to identify at least three recordkeeping tools to avoid medication errors, track progress in treatment, or share information with providers.

Using knowledge and practicing skills for navigating the mental health treatment systems.

Participants will be able to: 1. Identify at least

four methods for avoiding a mix-up in administering a child’s medications.

2. Identify at least one method that can reduce teen prescription drug abuse.

3. Use simple logs

to record daily medications, side effects, and behavior episodes in order to share this information with a mental health provider.

1. “ Your Role in Tracking Treatment Progress” Facilitator Overview (5m) Purpose: Introduce concept of parent as recorder of important data for evaluating treatment progress. PPT slides: 21

2. “Medication Safety Tips” Reading Round Robin Purpose: Introduce other voices to summarize key concepts for avoiding mix-ups.* Text pgs. 48-49 PPT slides: 22

3. “Using Logs: Teach to Learn” Purpose: Reinforce skills for recording data through “teach back.” Text pgs. 51-53 PPT slides: 23-26 *If reading functionality is an issue, do this as an overview. For example, two or more people take turns reading titles, facilitators summarize the info under each title.

Projector

Power Point slides*

Lesson Plan Manual*

3 Chart Markers

Adhesive chart paper (sticks on wall)

Pencil or pen for each class member

Index cards (5 per person) Worksheets (for “Teach to Learn” activity: Story sheets (one for each table) Log sheets (one for each table)

1. Use a pill-fill routine and lock ‘em up: Give medicines in a safe, organized way.

2. Help older children learn meds

responsibility. Managing meds safely is a vital skill they will need as they grow. It takes a lot of supervised practice over time.

3. Observe how treatment affects your child’s behavior in daily life. Keep good records of medication use, side effects and behavior episodes.

4. Develop a regular routine to make tracking easier. Keep up-to-date logs you can share with mental health providers and others on the team.

Unit Five Goal “Theory of Change Element

Unit Objectives Unit Activities Unit Materials Unit Key Learning Points *

Participants will recognize at least three strategies for obtaining appropriate mental health and/or developmental disabilities services from the public school system.

Developing knowledge about procedures used within a service system and skills for partnering effectively with providers in that system.

Participants will be able

tasks that are part of the family caregiver’s role on the education team.

1. “Your role on the education team” facilitator overview. (15 m) Purpose: Briefly introduce and discuss (a) five components of family caregiver’s role as PSF of the education team, and (b) key differences between mental health and education systems Text: Pg. 54 Slides: 26-27

2. Education Key Words Mix and Match Purpose: Introduce terms commonly used in special education. Text: Pgs 62-65 Slide: 28

3. “IEP goal building blocks test” table activity (20 m) Purpose: Work as a group to practice developing strong educational goals. Text: Pgs. 72-74 (plus worksheet) Slide: 32

4. “Family-tested strategies for IEP meetings” teach-to-learn (20 m) Purpose: Table groups learn strategies for IEP meetings by reading, summarizing, and teaching to whole group. Text: 68-71, 75 Slide: 33

Projector

Power Point slides*

Lesson Plan Manual*

3 Chart Markers

Adhesive chart paper (sticks on wall)

Pencil or pen for each class member

Index cards (5 per person)

“IEP Goal Building Blocks Test” Worksheet*

1. Your role as Facilitator: Plan, monitor, collaborate for best services. Learn steps needed to obtain evaluation, create a solid plan.

2. A diagnosis is not enough. Mental health and education systems have different processes, terms, and eligibility criteria.

3. IEP meetings: “Be there and Be Aware.” The IEP team includes YOU (and child if older). School must explain rights, procedures, and documents.

4. Strong goals get better

results. Well-built goals are concrete, measurable, and time-limited.

5. Form a strong

relationship with school staff for the long haul. As PSF, you are firm & persistent, but help maintain atmosphere of mutual respect.

to: 1. Identify five important

2. Recognize the six basic steps involved in

obtaining special

education services and

developing an

individualized

education program. 3. Identify significant

differences between

mental health and

education systems with

regard to evaluation

and categories of

disability. 4. Learn a variety of

family-tested

strategies for

obtaining better

results from an IEP

(Individualized

Education Program)

meeting.

Unit Six Goal “Theory of Change Element

Unit Objectives Unit Activities Unit Materials Unit Key Learning Points *

Participants will be able to identify at least one practical strategy for coping with ongoing family

challenges.

Developing a belief that persistence in seeking the right help and partnering with providers can help the family to heal wounds and cope with continuing challenges.

Participants will be able to:

1. “Circle of Support” worksheet Purpose: Participants assess individuals and organizations in their area that can help and support the family in coping with challenges. Text: 93 + worksheet Slides, 37-38

2. “Note to Self” reflection card Participants identify self-care actions that help them meet challenges over the long term. Slide 39

3. Wrap-up/

Additional details about community

resources/Administer evaluations Slide 40

Draw for door prize.

Don’t forget! MAIL sign-in sheet and

evaluations.

Projector

Power Point slides*

Lesson Plan Manual*

3 Chart Markers

Adhesive chart paper (sticks on wall)

Pencil or pen for each class member

Index cards (5 per person)

Notepaper—5 sheets or one letter pad per table

“Circle of Support” Worksheet* Notecards, envelopes, stamps (one per participant) Post-test forms Gift card or other door prize item Facts sheets and information about your organization and local resources

1. A “Circle of Support” is a family’s biggest strength. You can’t do it alone. Widen the circle so nobody has to do too much.

2. TAKE CARE OF YOURSELF. YOU need to stay strong to help your child. Do things that make you happy, keep you healthy, and get you through.

1. Identify a variety of

people and organizations in the family’s “Circle of Support.”

2. Identify at least one positive self-care activity for the near future.