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ORIENTATION SESSION FOR COMPANION’S

ORIENTATION SESSION FOR COMPANION’S. The LINK program Video – “The Link – A Life Experience” The Companion Your availability Welcome Confidentiality and mandatory reporting Consent Active listening Using your own judgment Follow-Up. Session Plan.

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ORIENTATION SESSION FOR COMPANION’S

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  1. ORIENTATION SESSION FOR COMPANION’S

  2. The LINK program • Video – “The Link – A Life Experience” • The Companion • Your availability • Welcome • Confidentiality and mandatory reporting • Consent • Active listening • Using your own judgment • Follow-Up Session Plan

  3. To increase grades 6 to 12 youth’s awareness of community resources and services. • To enhance youth problem solving and coping capacities. • To prevent escalation of issues or concerns. • To contribute to the development of mental fitness, resilience and cultures of wellness within schools. THE LINK OBJECTIVES

  4. Created in Grand Falls in 1999 following the suicide of two youths. • Implemented by health professionals and the local Suicide Prevention Committee as a prevention tool. • Province wide since 2006 • Provincial wellness strategy: Mental fitness and resilience HISTORY

  5. Part of Department of Education’s action plan “When Kids Come First” (2008- 2018) • Included in “Keeping Children and Youth Safe from Harm in New Brunswick”. • Included in the “Action plan for mental health in NB” STRATEGIC PARTNERSHIPS

  6. Rounded shapes symbolize collaboration and flexibility. • Grey is synonymous with trust, the green, hope, the yellow, prevention and the burgundy, prudence. • Links symbolize the connection between members of the community. • Also represents the “Helping tree”. THE LINK SYMBOL

  7. Each link is of equal importance. If one is broken or defective, the whole chain is affected. • If all links are solid, so is the whole chain. • When we all work together and communicate openly, the chain becomes stronger and the tree grows strong and healthy. THE LINK SYMBOL

  8. ORGANIZATIONAL CHART

  9. REGIONAL LINK COMMITTEES

  10. Helping Tree • Link Resource Cards • Posters, Stickers and Banners • Link Companions Key elements

  11. HELPING TREE

  12. Physical, emotional or sexual abuse, negligence and/or family violence. • Bullying, relationship violence, harassment, threats. • Legal issues • Social isolation • Physical health & nutrition • Spirituality - religion • Grief HELPING TREE –issues LISTED

  13. School-related issues (academic, motivation, socialisation). • Financial, housing or employment issues • Addictions (drugs, alcohol, gambling, tobacco, etc…). • Support to teenage parents • Social rehabilitation HELPING TREE –issues LISTED (continued)

  14. Suicidal thoughts, mental health issues • Anger management, assertiveness • Eating disorders • Relationships, heart break, peer pressure, sick parents or friends, parents separation or divorce. • Sexual health and pregnancy • Sexual orientation and gender identity HELPING TREE –issues LISTED (continued)

  15. Each student is given a resource card and asked to sign it. • Can be used as a communication tool between the student and the “Link Companion”. • It means “ I need your assistance” • The cardalsoincludes local emergency numbers. LINK RESOURCE CARD

  16. LINK POSTERs and banners • In schoolswhere the program is active, a banner and posters are strategicallyplacedthroughout the school.

  17. COMPANION STICKERS • Stickers are used to identify the « LINK companions ». • Placed in strategic places sothatstudentscaneasily know where to findthem.

  18. A non-specialist who provides assistance in the helping relationship. • Listens emphatically • Using the helping tree, provides support in clarifying issue and, if necessary, identifying support services. THE LINK COMPANION

  19. Meet with students only when you are available and you feel comfortable doing so. • If not available right away, let the student know. • Explain that you would like to meet with him or her at another time when you can give him or her your full attention. . Your availability

  20. Give the card back to the student or give him or her a card if he or she does not already have one. • Be natural and stay calm. • Adopt a warm, emphatic approach. • Take the individual seriously. Welcome

  21. If the student asks questions about confidentiality, you must let him or her know that certain laws require you to ignore confidentiality if a life is in danger or in cases of abuse or neglect. • Companions, like any citizen, are required to report cases of abuse or neglect involving children under the age of 19 to the Department of Social Development. Confidentiality and mandatory Reporting

  22. Companions do not need parental consent to direct a young person to a resource or service. However, certain resources or services may require parental consent. • Companions are not responsible for requiring parental consent to access resources or services. Consent

  23. Definition: The ability to listen to and understand a person in need in order to strengthen the bond with that person. • Hearing is a natural involuntary process similar to breathing, whereas listening is a cognitive voluntary process. Listening is understanding. Active listening

  24. To apply active listening, two techniques are generally used: 1) Validation 2) Empathy Active listening

  25. This involves rephrasing in our own words what we have understood and having it confirmed by the other person. • The more understood the person feels, the more he or she will feel comfortable continuing to share his or her concerns. • Here are a few phrases that make validation possible: • If I understand correctly, you’re telling me that… is that right? • To sum up, you’re telling me that… is that right? Validation

  26. Means showing the other person that you understand how he or she is feeling emotionally by using the following expressions: • I understand that what you’re feeling may be causing you pain… • I understand you when you tell me that… Empathy

  27. Before making a referral, and when possible and appropriate, encourage the student to talk to his or her parents about his or her issues. • Use your judgment (e.g., avoid referring a student who is experimenting with drugs for the first time to the Addictions Centre). Using your GOOD judgment

  28. Follow-up is designed to ensure that the student has acted on the agreed-upon approach. • It must be scheduled to take place within an appropriate interval of time. Follow-up

  29. Remember that you are serving as a link in the chain and that your role is to help young people, who are experiencing an issue, to access existing services in the community. • By facilitating access to resources, they will be able to solve their issues before they escalate and lead to more serious situations Conclusion

  30. www.programmelemaillon.com • www.thelinkprogram.com Web site

  31. Questions?

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