Wellness & Safety Development Guide Technical Assistance Module

1. Wellness & Safety Development Guide Technical Assistance Module

2. To know what information is in the Guide To gain practical experience using the Guide To understand the role that wellness and safety play in career development Wellness & Safety Development GuideTechnical Assistance ModuleObjectives

3. Be present both mentally and physically Seek to understand yourself and others Respect others Make “I” statements (speak for yourself, not for the entire group) Respect time Be open minded Wellness & Safety Development GuideTechnical Assistance ModuleNorms

4. I. Overview of why the Guide was developed II. Link with CDSS III. Wellness Model IV. How to Use the Guide V. Next Steps (Action Planning) Wellness & Safety Development GuideTechnical Assistance Module Agenda

5. Findings from 1999 Safety & Security Study Student satisfaction survey results Part of ongoing nation-wide effort to improve the quality of services provided to Job Corps Students Effective way to reach all center staff Why was the Wellness & Safety Development Guide Created?

6. Use of the Guide Can Help: Reduce the number of Significant Incidents on center Improve 60 day retention rates and completion rates Equip staff with additional strategies to support students Promote wellness, safety, and a positive work culture on center Provide your center with an additional tool to promote CDSS Why is the Wellness & Safety Development Guide Important to Me and My Center?

7. 12-Member Workgroup Comprised of Center Staff, Corporate Staff, and Center Mental Health Consultant Job Corps Wellness & Safety Team Adapted from Intervention Strategies How Was the Wellness & Safety Guide Developed?

8. Snapshot of NationalJob Corps StatisticsRelated to Wellness and Safety During Calendar Year 2000, there were: 2,764 Total Significant Incident Reports (SIRS) Most prevalent SIRS: • 1,124 ZT Separations • 540 Physical Assaults • 646 Medical Accidents and Injuries • 394 Medical Separations (44% Mental Health Related)

9. Snapshot of NationalJob Corps Statistics Related to Wellness and Safety (Cont.) During Calendar Year 2000, there were: • 10,440 Accidents, Injuries, and Illnesses Most Prevalent • 5,122 Struck by/against • 3,237 Slips, trips, and falls • 889 Cuts/Punctures

10. What Role do Wellness and Safety Play in Career Development? Link With CDSS

11. Student’s Needs AODA Arrival Academic Financial Housing Social Psychological Physical Anger Management

12. Center Resources STW SST Health & Wellness Center Recreation PRH Security Counseling Training Residential Mental Health

13. CDSS Pulling itAll Together Wellness & Safety Guide Academics SST Center Standards Security Health & Wellness Vocations Staff Creativity & Commitment Residential Community

14. Health Model & Wellness Model Under the Health Model... • Wait for symptoms and • illness to arise--perhaps • even reach a crisis before taking action

15. Health Model & Wellness Model Under the Wellness Model... Multiple Dimensions of Individual Looked at Physical Intellectual Occupational Emotional Social • Emphasizes prevention • rather than waiting to react • to disease

16. Wellness Circles PHYSICAL SOCIAL OCCUPATIONAL (Career Development) EMOTIONAL INTELLECTUAL

17. Safety Safety = Freedom from the risk of injury or loss, both physically and emotionally

18. Paradigm Shift From To Waiting For a Crisis to Happen Taking Steps to Prevent a Crisis From Happening

19. A (Preventable) Behavior Crisis“The Story of Pat” (Another Student) “Pat shoved me” (Instructor) “Pat has made no progress” A B C (Counselor) “Pat cussed me out” (R.A.) “Pat was disruptive in the dorm” D Pat assaults another student

20. A (Preventable) Safety Incident“A Stupid Light Fixture” Outside light fixture stops working A Repair order filed B Written repair order one week late C E D Student falls into a hole, sustains an injury Order delayed due to holiday/ break

21. How to Use the GuideGot a problem? See a problem bubblingto the surface? Safety? Staff? Zero Tolerance? Health? Student? Illness?

22. What’s in the Guide? Career Preparation Period Anger & Abuse Emotional Issues Relationships with Others Pushing the Limits Over the Limits Health & Physical Concerns Staff Stuff Safety & Security Communicable Diseases Resources Appendix Index

23. Table of Contents

24. Pre-Arrival Issues Arrival Needs Adjustment to Center Safety Fears Culture Shock Sexual Orientation Issues Career Preparation Period

25. Anger & Abuse Abusive Relationships Anger History of Trauma/Abuse Personality Conflict Prejudice from Others Prejudice Toward Others Recent Victim of Trauma Sexual Assault/Battery/Misconduct Psychological/Interpersonal Issues for Students Emotional Issues • Depressed Mood • Low Self-Esteem • Manic Behavior • Social Isolation/ Withdrawal • Suicidal Risk • Extreme Distrust Relationships with Others • Death of a loved one • Death of a Student • Ended Relationship • Excessive Staff Contact • Family Support Issues • Lack of Support Group • Multiple Sexual Relationships • Personality Conflict - Staff • Preoccupation with Others • Roommate Problems

26. Pushing the Limits Accountability/Attendance Issues Classroom Disruption Consistent Rule-Breaking Criminal Charges Disruptive Behavior in the Dorm Theft Vandalism Pushing the Limits &Over the Limits • Over the Limits • Chemical Dependency Issues • Drug-Related Incidents • Extortion & Loan Sharking • Gang Related Issues • Sudden Separation • Weapons

27. Eating Disorder Excessive Activity Physical Problems/Medical Incidents Poor Self-Care/Hygiene Self-Harm Sexually Transmitted Infections Health & Physical Concerns

28. Staff Anger toward Students Sharing Inappropriate Information with Students Fraternization with Students Assault by Staff Death of a Staff Member Staff Burnout Staff Stuff

29. Student Transportation Issues Foodborne Illness Bloodborne Pathogens Lighting Problems Vegetation/Landscaping Concerns Fire Safety & Security

30. Encephalitis Chlamydia Meningitis Genital Herpes Body Lice Gonorrhea Head Lice HIV Pubic Lice Syphilis Scabies Hantavirus Hepatitis A, B, C Pulmonary Syndr. Conjunctivitis Lyme Disease Influenza Rocky Mountain Tuberculosis Spotted Fever Rabies Varicella (Chicken-pox) Communicable Diseases

31. A.Journal B. Rape & Sexual Assault Prevention C. Problem Solving D. Anger Management E. Precipitants F. Confidentiality G. Conflict Resolution H. Pros and Cons I. Relaxation Exercises J. Safety Notice Appendices

32. Let’s Select a Topic Choose 1 of the following: • Suicidal Risk • Foodborne Illness • Influenza

33. Felt hopeless Conversations which include the topic of death Been giving away possessions or money Thought about suicide Where in the Table of Contents Would YouStart to Look If a Student Has:

34. Key Indicators What To Do When To Refer How To Prevent Expected Outcomes Notes Suicidal Risk

35. Key Indicators (Examples) A Student has: Felt hopeless Conversations which include the topic of death Been giving away possessions or money Thought about suicide Suicidal Risk

36. What to Do (Examples) Help the student identify precipitants, i.e., what led to suicidal feelings Ask if the student has thought about suicide Determine if the student has a plan Suicidal Risk

37. When To Refer Always refer to the Health and Wellness Center or Security, depending on your Center’s Operating Procedures and the immediacy of the crisis Suicidal Risk

38. How To Prevent (Examples) Talk about suicide in orientation Talk about suicide in staff training Talk about it -- a lot Suicidal Risk

39. Expected Outcomes (Examples) Increased desire to live Increased level of safety and protection Appropriate placement if needed Suicidal Risk

40. Suicidal Risk • Notes (Example) • Asking students if they are at • risk might be considered part • of all staff’s job description • at some centers

41. *NOTE TO PRESENTER *Alternate walk through for“Foodborne Illness” begins on the next page.If you already did the walk through of “Suicidal Risk,” proceed to page 59 “Case Study.”

42. Several students report flu-like symptoms (e.g., vomiting, diarrhea, stomach pain) Students have eaten food believed to be contaminated Where in the Table of Contents Would You Start to Look If:

43. Key Indicators What To Do When To Refer How To Prevent Expected Outcomes Notes Foodborne Illness

44. Key Indicators (Examples) Several students report flu-like symptoms (e.g., vomiting, diarrhea, stomach pain.) Students have eaten food believed to be contaminated Food has possibly become unsafe due to several key factors Foodborne Illness

45. What to Do (Examples) Safely discard food which is known to have been exposed While it may be common for students to complain about food, investigate complaints about unusual tasting foods Keep chemicals away from food preparation areas Foodborne Illness

46. When To Refer (Examples) Refer anyone exhibiting signs of foodborne illness to the Health and Wellness Center immediately. Report problems with delivered food to the appropriate manager. Foodborne Illness

47. How To Prevent (Examples) Require food service personnel/students to wash their hands frequently Educate students on hazards of inappropriate food storage (i.e., in lockers and drawers) Eating, drinking, and smoking should be strictly prohibited while preparing or serving food Foodborne Illness

48. Expected Outcomes (Examples) Decrease the likelihood of having an outbreak of foodborne illness on Center Accurate, rapid detection of an outbreak (e.g., versus confusion with influenza) Foodborne Illness

49. Notes (Example) Your center should have an effective, proactive program that is based on preventing food-safety hazards. Foodborne Illness

50. *NOTE TO PRESENTER *Alternate walk through on “Influenza” begins on the next page.If you already did the walk through of “Suicidal Risk,” or “Foodborne Illness” proceed to slide 59, “Case Study.”