this presentation is sponsored by samhsa,
TRANSCRIPT
THIS PRESENTATION IS SPONSORED BY SAMHSA,
The TA Network,
System of Care,
& the Department of Health and Human Services
MODELS OF PARTNERSHIP WITH YOUTH PROGRAMS &
ORGANIZATIONS
Family Session 1
7/20/16
■ Welcome and introductions
■ Strategies for partnering with youth programs/organizations
– Phases of youth program development and FRO roles
– Infusing youth voice and involvement in your organization
– Engagement and retention of youth in your organization
– Roles and responsibilities of FRO as host agency or employer
of youth
– Youth in policy-making
– Workforce development
– Incubation of youth leadership
– Funding and sustaining efforts
– Transitioning from FRO and maintaining partnership
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Phases of Youth Program Development
and FRO Roles
5
Phases of youth program development at GSFFCMH
Initial: One youth, one conference- Georgetown Institutes 2006 and 2008: like many family orgs, we started with our own child
Reactive: Grants begin to prioritize youth involvement, we propose activities based on discussions and focus groups. Limited true leadership from youth. Activities are a “best guess” and framed in family movement language
Phases of youth program development at GSFFCMH
Intermediate: First formal youth staff hired, part of SoC planning grant. Youth design the focus group questions, build report on responses, make recommendations for Implementation Grant. Youth develop YMN Chapter application, mission, vision
Full Partnership: Youth Coordinator learns about building and managing budgets, recruits and hires. Youth staff design YPS practice profile, curriculum, training. YC at equal level with Project Director for FS. YC writes narrative and budget justification for next SoC grant.
Infusing Youth Voice and Involvement in Your
Organization
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“Nothing About Us Without Us” Expanding Youth Voice and Input in Organizational Policy
◦ Administrative Policies ◦ Policies concerning safety
Youth/Family Leadership = Partnership Opportunities
◦ Programming ◦ Training/Co-Training
Giving Youth Autonomy
Thinking Outside the Box Location of Services
◦ Youth Centered Activities – Are they the same type of services as what family peers provide, or can you allow for some creativity about what really works for youth?
Engage Youth in Discussion about the Future ◦ Do youth have a vision about where they want to be
organizationally in the next 5 years? ◦ Does the Family Organization know what that vision is? ◦ Has it been discussed? ◦ How is your organization prepared? Strategic Plan? Business
Plan? ◦ What will the plan look like to make that happen?
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Taking it to the Top! Youth Voice and Participation in the Board
o Think about the best way to gain youth input
o Educate the Board about the Youth Movement
o Create a sense of excitement about having a youth voice
Transparency o Who needs to know what, when?
o Preparing youth for work with the Board and vice versa
o Preparing the Board for work with youth
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Engagement and Retention
12
Engagement
o Engage young people to do peer support work by reducing stigma
o Zerostigma.org o Osmosis
Retention
o Unique and Innovative Communication Methods o Social Networking - Instagram, Facebook,
LinkedIn o Music - Frontline (I & II)
o Personal Testimonies o Working with fellow employees to build family
oriented work environment. o Getting the experience to excel in any
environment.
Roles and Responsibilities of FRO
as Host Agency or Employer of Youth
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Things to Consider o Balance protective instinct with “dignity of risk”
o Start from an assumption of strength and skill- independence
o Hire for the skillset you wish to enhance within the organization
o Plan for providing a career ladder approach- assume staff not only will but should leave
Things to Consider o Plan for outside peer- consultation resources (YMN/UNH IoD for us)
o Be transparent about resources and expenses- teach and support
◦ Clear youth org line items and monthly reports, consider a separate donation or fundraising line as well
◦ Expect a high level of tracking and reporting activities
Things to Consider o Model the behavior you want to see in system partners – value base, language, belief in your staff and their strengths
o Incorporate wellness support for all staff, across programs into supervision and peer learning
o Infrastructure equality- positional value
o Share leadership for workplan/deliverable monitoring
o Full access to understanding of “back end” legalities and processes o Example: Job Description development process
o Strong facilitation training
Supporting Youth in Policy and Planning
Roles
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Supporting Youth in Policy and Planning Roles - GSFFCMH
GSFF/YMNH development: strategic top down starting point ◦ Too many start with activity groups and never get to the big tables
(lessons in sustainability) ◦ Proven value of our staff and their perspective ◦ Training and support on presentation- first “professional” job for many
Push for institutionalization of leadership role: ◦ NH Children’s Behavioral Health Collaborative: Principles of
Organization ◦ Grant/initiative deliverables focused on shared leadership ◦ NH CBHC Workforce Development Network: Youth co-lead all
workgroups ◦ 1915i state plan amendment: Co-wrote Youth Peer Support Section,
started with Practice Profile
Policy: 1915i Medicaid State Plan Amendment and Care Management Entity Leadership
o Youth not only have a seat at the table, but co-wrote the Youth Peer Support section of the plan (minimal changes from state partners)
o National consultation for best practices- elimination of non-desired model elements
o Training in Medicaid in general
o First step: input into decision-making for population of focus
o Development of YPS Practice Profile (Implementation Science)
o Practice Profile drives curriculum development, service description, provider qualifications, all non-negotiables
o Piloting of YPS, input into Wraparound Curriculum, revision of all
Workforce Development
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How we can help our youth grow as a workforce
1. Include and integrate within the organization o Work for pay at the same rate at other employees o Promotes social integration, productivity and maximum use of
person’s skills and abilities
2. Similar life experience
3. Supportive employment education o Takes place in an integrated work setting o Assists individuals with dev. Disabilities, SPMI or other disabilities o Includes job coaching after placement on the job o Maintains support services for present and future employment
needs o Builds extended, ongoing supports with agencies and partners
outside of VR to assist in maintaining employment
Values of Supported Employment Inclusion in the community
Presumption that the individual will be able to work
Placement in competitive employment
Individualized plan development
The support of family members, friends or coworkers
Incubation of Youth Leadership
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“Leadership is about influence. Nothing more, nothing less...”
John C. Maxwell
Incubating Leadership 1. Create opportunities
o Include youth in decision-making and leadership
2. Develop and provide training – use the GROW method: o Goals
o Reality
o Opportunity and obstacles
o Will or Way Forward
3. Supervision o Mentoring – for peer leader to mentor someone else
o Coaching – allowing someone to provide constructive criticism and feedback
Funding and Sustaining Efforts
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Diversification: Beyond HHS o Contracts explicitly delineated by “program”; relationship and line items are transparent/dedicated
o Traditionally seeded by HHS (state and federal)- SOC dependency o Youth Peer Support model
o Targeted leadership/policy
Diversification: Beyond HHS o NH DOE:
o Supports individual districts to contract- school climate transformation, leadership, focus groups
o Office of Student Wellness (NITT grants) o Safe Schools/Project AWARE: • Expertise in MTSS and student leadership roles within the
infrastructure • Expertise in Youth Risk Behavior Survey, developing protocol
to have local youth interpret their district data (sell)
o Transition: YMNH rfa process o selling points, capacity statement, understanding of current
and potential resources
How Can The Work Go On After Organizational Separation?
State/Local Contracts: ◦ How are they set up? ◦ Look at funding strategies that make it easy for organizational
separation
Before there’s a separation:
◦ Separate funding streams for youth and family peer support. ◦ Know what the political and funding landscape is should a
separation occur.
After separation: ◦ Subcontracts ◦ Memorandum of Understanding (MOU)
Transitioning from FRO and Maintaining
Partnership
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Transitioning from FRO and Maintaining Partnership
Strategically: ◦ Be clear in language and perspective ◦ Identify the areas in which your perspective differs- internal
process ◦ Model respect for the value of the difference and promote
alignment of value base ◦ Do not allow external “splitting”- plan for the attempt!
Organizationally: ◦ Assume independence is the goal, track progress planfully ◦ Many strategies for increase in decision making power ◦ Offer training- secure consultation ◦ Chart potential pathways to increased independence
“According to Plan” – Tips to keep in mind
1. Begin with the ‘end’ in mind
2. Set a vision (collaboratively)
3. Have good messaging, especially to funders
3. Be prepared for difficult conversations
4. Be prepared that plans fail – and circumstances change
5. Make decisions that are in the best interest of both organizations
6. Take a break – when emotions get high. ◦ Assess what the unmet needs are ◦ Determine how you will work through disagreements
7. Be committed to the partnership in the long run
Kathleen Abate, Granite State FFCMH
Sandy Bumpus, Oregon Family Support Network
Darrin Harris, Ekhaya Family Support Organization