1 2

Social Services Competency Based Training Program Tennessee State University Nashville, Tennessee

NEW CLASS STARTING FALL 2017 IN PORTLAND, OREGON For information in the Northwest: Charles Smith at [email protected] or (503) 502-2965 For information in Tennessee and other areas: Tennessee State University – Valerie Williams at [email protected] or (615) 277-1677

THE NEWLY REVISED SSCBT PROGRAM •

•

Curriculum is structured to align with the Head Start Relationship-Based Competencies for Staff Working with Families- including 25 functional areas and 64 competencybased lessons Expanded sections on motivation, culturally competent communication, financial literacy, professional ethics, resilience, group work, trauma, social network mapping, reflective practice, empowerment, professional development, and documentation

• • •

90 hours of classroom instruction, Field Mentor observations, and competency-based evaluation Undergraduate college credit is available through Tennessee State University SSCBT is one of the recognized Head Start Family Worker Credentialing Programs

THE SSCBT COMPETENCIES AND FUNCTIONAL AREAS MODULE 1 Inspiring Culturally Competent WellBeing and Learning in Families

MODULE 2 Family Supports, Access and Connectedness In Community

Positive, Goal-Oriented Relationships

Family Well-Being And Families As Learners

• • •

Articulate the GIM+ intervention model with ethics and cultural competence Facilitate health, nutrition, mental health goals Facilitate parent/child interactions, literacy, financial literacy, and general behavioral health goals

Self-Aware And Culturally Responsive Relationships •

• •

Outline the social work code of ethics and personal-professional value integration Practice intentional self-care Recruit parents with culturally and linguistically responsive outreach and materials

Parent-Child Relationships And Families As Lifelong Educators • • •

Identify family strengths, risk/resilience and protective factors Coordinate parent education Identify approaches for addressing child behavior in developmentally appropriate ways

• •

Assess well-being, refer families, and manage crises Facilitate resilience for parents and expectant families

Family Access To Community Resources • • • •

Identify characteristics of healthy relationships and support networks List mechanisms for family stability through education and career training Advocate for families with community agencies Identify community partnerships and transition services

Family Connections To Peers And Community • •

Outline a parent personal development strategy List parent volunteering and community collaboration opportunities within and outside your agency

MODULE 3 Comprehensive Services, Continuous Improvement and Professional Growth Coordinated, Integrated And Comprehensive Services • • •

Outline agency expectations and family services standards Share family information responsibly in service coordination Advocate for families within your agency

Foundations For Professional Growth • • •

Document utilizing the SOAIEP method Create pre-post evaluations, feedback, and suggestion forms Use data results to inform program design

Coordinated, Integrated And Comprehensive Services •

•

Construct a professional development plan incorporating education and feedback Apply supervision notes to professional development plans

TSU-15-0008(A)-7e-61085 - Tennessee State University is an AA/EEO employer.

1 2

PROGRAM PARTICIPANTS: WHAT TO EXPECT You will attend the sessions at your selected training site, and receive portfolio assignments designed to integrate the course learning with actual practice. A field mentor will observe your work during on-site visits, be available for phone consultation, and assist with your professional development goals. The class test scores, portfolio, field observations and final oral board review are the basis for

certifying your successful program completion. Most interns spend 10 hours per month outside of class on program activities. This is an intensive and demanding program that should prove to be an enjoyable and rewarding experience. Your instructor and field mentor are available to help you have a successful experience.

SSCBT CURRICULUM OVERVIEW SSCBT Competency Areas Head Start Relationship-Based Competencies

SSCBT Lesson Topics

POSITIVE, GOAL-ORIENTED RELATIONSHIPS Engages in mutually respectful goal-oriented partnerships with families to promote parent-child relationships and family well-being.

•

SELF AWARE AND CULTURALLY RESPONSIVE RELATIONSHIPS Respects and responds appropriately to the culture, language, values and family structures of each family served.

• • • • •

PARENT-CHILD RELATIONSHIPS AND FAMILIES AS LIFELONG EDUCATORS Enhances parent-child relationships and supports parents’ role as the first and lifelong educators of their children.

• •

FAMILY WELL-BEING AND FAMILIES AS LEARNERS Supports families’ safety, health, financial stability, life goals, and aspirations.

• • •

• • • • • • • •

FAMILY ACCESS TO COMMUNITY RESOURCES Supports families in using community resources that enhance family wellbeing and children’s learning and development.

• • • • • •

FAMILY CONNECTIONS TO PEERS AND COMMUNITY Facilitates social networks and group activities that support families’ strengths, interests and needs. COORDINATED, INTEGRATED AND COMPREHENSIVE SERVICES Acts as a member of a comprehensive services team so that family service activities are coordinated and integrated throughout the program. DATA DRIVEN SERVICES AND SYSTEMS FOR CONTINUOUS IMPROVEMENT Collects and analyzes information to find new solutions to challenges as part of ongoing monitoring in order to continuously improve services.

• •

Communicating with cultural competence Preparation, motivation and strengths Generalist intervention model Moving toward action through the family partnership agreement Personal-professional value integration NASW code of ethics Important constructs to apply Empathy and use of self Avoiding burnout

• •

Trauma, risk, and resilience Protective factors: family and community Approaches to family intervention Home visits and worker safety The group life cycle Resourcing and referrals Managing crisis situations Intervening in substance abuse Systems: people in their environments Ecological systems and individual complexity Human growth and development Maturity, growth and your parents Social network mapping Re-socialization and family culture Economic systems and poverty Education, career training and poverty alleviation Promoting mental health Motivating families

• • • •

• • • • •

• • •

• • • • • • •

• • • • • • •

Agency-provision value integration Service and agency expectations Facilitating access to agency resources Teamwork and coordination

• •

Documentation, recording, and note taking Documenting with specificity: SOAIEP The importance of monitoring activities

• • •

•

Using self to intervene Parent-child interactions and behavioral health goals Literacy and education Financial literacy and resources Recruitment strategy with cultural competence Linguistics and recruitment materials Creating ambassadors and wordof mouth Facilitating group interaction Organizing curricula Connecting with diverse families Behavioral and social learning perspectives Strengthening the family system Defense mechanisms and self protection Trauma, risk, and resilience of parents and expectant families

Child welfare, public assistance and community services Social worker advocate roles Family empowerment Accessing systems of care Building community partnerships Behavior change beyond motivation Leadership development among parents General meeting rules Providing and promoting advocacy and leadership Decision making

Feedback methods Roger’s model of change Program improvement and change