Managing the Transition-Process Module 8

1. Managing the Transition-ProcessModule 8 Pilot Training Trainer: Dr.in Camilla Bensch

2. Managing the Transition-Process Welcome! • Survey of the module • Reviewing 6 modules and looking forward to module 8

3. 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

4. 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

5. 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?

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. The Process of Transition: Step by Step school 1. Getting started - first contact • building a relationship • offering and collecting basic information • concluding the clearing agreement 2. 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 procedures 3. Building a Circle of support – holding a person centered planning meeting • Quality of Life Mandala/Making Action Plan/Path 4. Arranging Vocational training/internship • observation on the workplace, communication with the company, gathering feedback 5. Developing a Career Plan – writing a Clearing Report 6. Final consultation • handing over of clearing report and career plan • transfer to subsequent services vocational life

13. 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

14. 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: …

16. Clearing Agreement • between • 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 plan • Should no constructive cooperation between clearer, the young person and/or their parents/legal guardians, the clearing project can be prematurely ended by both parties.

17. . Data Protection Act Related Declaration of Agreement Personal 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:

18. 1. Getting Started - First Contact Building a relationship: Especially with young people the outcome depends highly 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.

19. 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 me • Aptitude and Interests • Tree of strengths • Strengths and Abilities • Fitting Professions • Grading Professions

20. 2. Collecting Information in the Clearing File Worksheets: 9 good things about me

21. 2. Collecting Information in the Clearing File: Worksheets: Aptitude and Interests

22. 2. Collecting Information in the Clearing File: Worksheets: Tree of Strengths

23. 2. Collecting Information in the Clearing File: Worksheets: Strengths and Abilities

24. 2. Collecting Information in the Clearing File Worksheets: Fitting Professions

25. 2. Collecting Information in the Clearing File Worksheets: Grading professions

26. 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…)

27. 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

28. 3. Building a Circle of Support – Holding a Person Centered Planning Meeting • Quality of life Mandala • From the inner circle to the outer circle • Name of person • What is important for the quality of life for the person? • Current activities according to the quality of life areas? • Activities in the future according to the quality of life areas and based on the current activities? • Doose, S., Emrich, C. & Göbel, S.

29. 3. Building a Circle of Support – Holding a Person Centered Planning Meeting • MAP: Making Action Plan • What is a Map? • What is the story, history? • What is the dream? • What is the nightmare? • Who is the person? – brainstorming • What is the person good at – strengths? • What are the person´s needs? What do we need to do to meet these needs? • 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

30. 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

31. 4. Arranging vocational training • Preparing with the juvenile • Observation on the workplace • Communication with the company – getting a feedback • Reflection of the vocational training

32. 4. Arranging Vocational Training – Preparation with the Juvenile

33. 4. Arranging Vocational Training – Feedback of the Company

34. 4. Arranging Vocational Training – Reflection with the Juvenile

35. 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 .

36. 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

37. 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

38. 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

39. 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

40. 6. Final Consultation - Handing over of the Clearing Report and Career Plan and Transfer to Subsequent Service main address is the juvenile – handing over to other parties only with permission of the juvenile

41. Transfer into Practice: Simulation Game – Transition Process

42. Transfer into Practice: Implementing a Clearing Service in Your Country by Means of PATH

43. 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?

44. 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?"

45. 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.

46. 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?

47. 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?"

48. 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?

49. 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?

50. 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?"